2. I. Getting to Know Literacy Learners, P-3
Analysis:
I was able to create effective lessons based on the information I gathered from assessing
my students. I gathered data on my students’ cognitive and non-cognitive abilities.
The cognitive assessment that I used was the Leveled Reading Passages Assessment
Kit (Houghton Mifflin, 2003). The non-cognitive assessment that I used was the
Elementary Reading Attitude Survey (ERAS) (McKenna, 1990).
Research:
Assessment is linked to instruction; teachers use assessment results to inform their
teaching (Tompkins, 2010). The better you know your students, the better you can
help them connect with text (Laureate,2010a). Cognitive assessments like running
records can help determine a student’s reading ability (Tompkins, 2010). Non-
cognitive assessments such as ERAS enables teachers to quickly estimate their
students’ attitudes towards reading (Tompkins, 2010).
3. II. Selecting Texts
Analysis
I was able to select text for my students based on their reading ability and
interests. I then analyzed the text by using the literacy matrix. In
order to provide my students with a balanced literacy program, I must
select text that includes narrative, informational and online text.
Research
The literacy matrix helps me analyze and select text so I can best help my
students (Laureate, 2010b). The matrix looks at text along a horizontal
continuum, moving from narrative text to informational text. It also
looks at text on a vertical continuum, moving from linguistic (word
oriented) to semiotic (picture oriented).
4. III. Literacy Lesson: Interactive
Perspective
Analysis
I am empowering my students to become strategic readers and thinkers
who are able to self select appropriate literacy strategies to help them
process the text. My students are learning to be in control of their
learning.
Research
The interactive perspective involves not only teaching children how to
read, but how to become strategic thinkers (Laureate, 2010c).
Research tells us that in addition to learning specific literacy skills and
strategies, students need to learn to be strategic and metacognitive in
order to be in control of their learning (Laureate Education, 2010c).
The interactive perspective involves the five pillars of literacy: phonics,
phonemic awareness, comprehension, vocabulary development and
fluency (Laureate Education, 2010c).
5. IV. Literacy Lesson: Critical and
Response Perspective
Analysis
I understand when you provide students with opportunities to think
critically about text and to explore their own thoughts and feelings
related to a text, the act of reading and writing becomes a more
meaningful and powerful experience. Students also need to be given
opportunities to respond to text so that they may connect personally
and emotionally to the story.
Research
The critical and response perspectives of literacy instruction teaches
students to analyze text; share their thinking with peers; and make
personal connections with the text (Laureate Education,2010d).
Including critical and response perspectives in literacy instruction
promotes students’ interests in important ideas and issues (Laureate
Education, 2010d).
6. V. Feedback from Colleagues and
Family Members of Students
What insights did you gain about literacy and literacy
instruction from viewing this presentation?
How might the information presented change your
literacy practices and/or your literacy interactions with
students?
In what ways can I support you in the literacy
development of your students or children? How might
you support me in my work with students or your
children?
What questions do you have?
7. References
Houghton Mifflin (2003). Leveled reading passages-assessment kit. Boston,
MA: Houghton Mifflin Company.
McKenna, M.C. &Kear, D.J. (1990). Measuring attitude toward reading: A new
tool for teachers. The Reading Teacher,43(9), 626-639.
Laureate Education, Inc. (Executive Producer). (2010a). Getting to know
your students. [Webcast]. The Beginning Reader, PreK-3. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2010b). Analyzing and
selecting texts. [Webcast]. The Beginning Reader, PreK-3. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2010c). Interactive
Perspective: Strategic Processing [Video webcast] The beginning reader,
Prek-3. Baltimore,: Author.
Laureate Education, Inc. (Executive Producer). (2010d). Critical and
Response Perspective [Video webcast] The beginning reader, Prek-3.
Baltimore,: Author.
