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A Literate Environment Analysis for Julia Day at Walden University

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App7 daypresentation

  1. 1. A Literate Environment Analysis Walden University The Beginner Reader, Pre K-3, (EDUC 6706) Julia Day December 18, 2011
  2. 2. I. Getting to Know Literacy Learners <ul><li>Analysis </li></ul><ul><li>I completed the Elementary Reading Attitude Survey (ERAS) and a reading inventory with my students so that I may better serve their literacy needs as students. </li></ul>
  3. 3. I. Getting to Know Literacy Learners <ul><li>Research </li></ul><ul><li>I used a reading inventory as my cognitive form of assessment because the teacher can effectively evaluate the readers’ strengths and needs while the student feels comfortable in a routine type testing environment (Afflerbach, 2007). </li></ul><ul><li>I used the Elementary Reading Attitude Survey (ERAS) as my noncognitive assessment because it has a unique use of facial expressions through the character Garfield, which is fun and engaging for the students (McKenna & Kear, 1990). </li></ul><ul><li>When assessments are given frequently, merged with strong content standards, and effective reading instruction the students’ outcome is positive (Tompkins, 2010). </li></ul>
  4. 4. II. Selecting Texts <ul><li>Analysis </li></ul><ul><li>After considering the importance that is placed on a student’s ability to read text well I realized that my job as an educator in selecting good text is very crucial in the students’ literacy development. </li></ul>
  5. 5. II. Selecting Texts <ul><li>Research </li></ul><ul><li>Dr. Hartman discussed a matrix that has allowed me to see the landscape of the text options (Laureate Education, Inc, 2010). </li></ul><ul><li>The matrix permits me to see the full spectrum of text so that I can relate my daily classroom goals to the texts that I choose. </li></ul>
  6. 6. II. Selecting Texts <ul><li>Text Matrix (Laureate Education, Inc, 2010) </li></ul><ul><li>*All quadrants should be integrated </li></ul><ul><li>throughout the curriculum </li></ul><ul><li>depending on the student goals. </li></ul>Narrative Informational semiotic linguistic
  7. 7. III. Literacy Lesson: Interactive Perspective <ul><li>Analysis </li></ul><ul><li>Students must be strategic metacognitive thinkers. </li></ul><ul><li>They must feel comfortable in my classroom to ask and answer questions when needed. </li></ul><ul><li>Students should use reading strategies to help them decipher text meaning. </li></ul>
  8. 8. III. Literacy Lesson: Interactive Perspective <ul><li>Research </li></ul><ul><li>In my lesson the students reviewed their background knowledge, made predictions, visualized and implemented good reader strategies, and deciphered the text, which are all needed in the interactive perspective (Laureate Education Inc., 2010). </li></ul><ul><li>The ultimate goal of the interactive perspective is to teach students how to be literate learners in their community and navigate text on their own (Laureate Education Inc., 2010). </li></ul><ul><li>When students can accomplish this goal then they can begin to make connections between the text and the real world which in turn creates more successful readers (Mendler, 2000). </li></ul>
  9. 9. IV. Literacy Lesson: Critical and Response Perspectives <ul><li>Analysis </li></ul><ul><li>The critical perspective requires students to </li></ul><ul><ul><li>Critically evaluate text </li></ul></ul><ul><ul><li>Contemplate the author’s purpose </li></ul></ul><ul><ul><li>Think more deeply about text </li></ul></ul><ul><ul><li>Judge validity of text (Laureate Education Inc., 2010) </li></ul></ul>
  10. 10. IV. Literacy Lesson: Critical and Response Perspectives <ul><li>Analysis Continued </li></ul><ul><li>The response perspective requires students to: </li></ul><ul><ul><li>Personally and emotionally connect to text </li></ul></ul><ul><ul><li>Be willing to share thoughts and ideas with the class (Laureate Education Inc., 2010) </li></ul></ul>
  11. 11. IV. Literacy Lesson: Critical and Response Perspectives <ul><li>Research </li></ul><ul><li>I used the instructional strategy called readers’ theatre because the students have the opportunity to engage with the text, interpret characters in the story, and it allows the students the chance to see the text come to life (Laureate Education Inc., 2010). </li></ul><ul><li>I also used a read aloud setting because it helped my students to become more metacognitive when they answered my critical questions and they were able to experience a text that would be too difficult for them to read independently (Laureate Education Inc., 2010). </li></ul>
  12. 12. References <ul><li>Afflerbach, P. (2007). Understanding and using reading assessment . Newark, DE: International Reading Association. </li></ul><ul><li>Laureate Education, Inc. (Executive Producer). (2010). Program Number: Analyzing and Selecting Text [Webcast]. The Beginning Reader, Pre-K-3. Baltimore, MD: Author. </li></ul><ul><li>Laureate Education, Inc. (Executive Producer). (2010). Program Number: Strategic Processing [Webcast]. The Beginning Reader, Pre-K-3. Baltimore, MD: Author. </li></ul><ul><li>McKenna, M. C., & Kear, D. J. (1990). Measuring attitude toward reading: A new tool for teachers. The Reading Teacher, 43 (9), 626–639. </li></ul><ul><li>Mendler, A. N. (2000). Motivating students who don’t care . Bloomington, IN: Solution Tree Press. </li></ul><ul><li>Tompkins, G.E. (2010). Literacy for the 21st century: A balanced approach . Boston, MA: Allyn & Bacon Pearson Custom Publishing. </li></ul>
  13. 13. Questions <ul><li>Please feel free to ask any questions and offer feedback. </li></ul><ul><li>Thank you for viewing my presentation! </li></ul>