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Literate environment analysis georgia

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Literate environment analysis georgia

  1. 1. Literate Environment Analysis Georgia Barker EDUC 6706: The Beginning Reader, Pre K-3 Walden University
  2. 2. Getting to Know Literacy Learners <ul><li>Analysis: </li></ul><ul><li>Being aware of my students literacy levels is crucial to teaching so that I meet their needs. Through assessment I found out information that helped know more about my students. </li></ul><ul><li>Tompkins, G. E. (2010). Literacy for the 21st century : A balanced approach (5th ed.). Boston: Allyn & Bacon. </li></ul>
  3. 3. Assessment Tools: <ul><li>The first assessment tool was used to determine “stages of spelling development” from Literature for the 21 st Century by Gail E. Tompkins. Understanding my students strengths and weaknesses in the area of spelling helped me adjust my teaching to meet their needs. </li></ul>
  4. 4. Assessment Tools continued: <ul><li>Students attitudes about reading were measured by using a “reading attitude survey” (McKenna, M.C. and Kear, D.J., 1990, p.630). This survey helped me understand my students attitudes towards reading and why they have those attitudes. </li></ul><ul><li>McKenna, M.C. & Kear, D.J. (1990) Measuring attitude toward reading: A new tool for teachers. Reading Teacher, 43 (9), 626-639. Retrieved from EBSCO host . </li></ul>
  5. 5. Getting to Know Literacy Learners: <ul><li>Research: </li></ul><ul><li>“ Highly Motivated readers are self determining and generate their own reading opportunities. They want to read and choose to read for a wide range of personal reasons such as curiosity, involvement, social interchange and emotional satisfaction.” </li></ul><ul><li>Gambrell, L. B., Palmer, B. M., Codling, R. M., & Mazzoni, S. A. (1996). Assessing motivation to read. The Reading Teacher, 49 (7), 518–533. </li></ul>
  6. 6. Selecting Texts <ul><li>Analysis: </li></ul><ul><li>Using a variety of texts to enrich our reading program helps my students understand the key concepts that are being taught. </li></ul>
  7. 7. Selecting Texts: <ul><li>Research: </li></ul><ul><li>In the video, Analyzing and Selecting Texts, Dr. David Hartman introduced the literacy matrix. The importance of the literacy matrix is that it allows a teacher to “see the distribution” (Laureate Education, 2011) of the types of text that are used in the classroom. The matrix plots texts from semiotic (pictures or representations other than words) to linguistic (just words) and narrative (telling a story) to informational. </li></ul><ul><li>Laureate Education, Inc. (Executive Producer). (2011). Analyzing and selecting text [Webcast]. The beginning reader PreK-3. Baltimore, MD: Author. </li></ul>
  8. 8. Literacy Lesson: Interactive Perspective <ul><li>Analysis: </li></ul><ul><li>In a lesson teaching author’s purpose, my students learned about different reasons why an author writes a story. During this lesson students worked together to decide what the author’s purpose was and to come up with written justification as to why that is the author’s purpose. To conclude, students shared their justifications with their classmates. </li></ul>
  9. 9. Literacy Lesson: Interactive Perspective <ul><li>Research: </li></ul><ul><li>According to the text Literacy for the 21st Century: A Balanced Approach by Gail E. Tompkins, “teachers ask students to dig into the text during the exploring stage to focus on vocabulary, examine the text, and analyze the big ideas” (Tompkins, G.E., 2010, p.409). </li></ul>
  10. 10. Literacy Lesson: Critical and Response Perspective <ul><li>Analysis: </li></ul><ul><li>Identifying the importance of characters in a story and making connections to different characters was the focal point of a lesson taught in my class. Understanding why an author put a character in a story connects to the critical perspective and connecting to characters connects to the response perspective. </li></ul>
  11. 11. Literacy Lesson: Critical and Response Perspective <ul><li>Research: </li></ul><ul><li>“ Teachers play an important role in helping students expand and enrich their responses to literature” (Tompkins, G.E., 2010, p.347). This lesson on characters, in my opinion really helped my students think more about the story we were reading, and focus on why the characters had been put in this story. </li></ul>
  12. 12. Resources: <ul><li>Gambrell, L. B., Palmer, B. M., Codling, R. M., & Mazzoni, S. A. (1996). Assessing motivation to read. The Reading Teacher, 49 (7), 518–533. </li></ul><ul><li>Laureate Education, Inc. (Executive Producer). (2011). Analyzing and selecting text [Webcast]. The beginning reader PreK-3. Baltimore, MD: Author. </li></ul><ul><li>McKenna, M.C. & Kear, D.J. (1990) Measuring attitude toward reading: A new tool for teachers. Reading Teacher, 43 (9), 626-639. Retrieved from EBSCO host . </li></ul><ul><li>Tompkins, G. E. (2010). Literacy for the 21st century : A balanced approach (5th ed.). Boston: Allyn & Bacon. </li></ul>
  13. 13. Thank you for viewing! Any questions?

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