2. Research
Successful
student readers must be
motivated, of positive attitude, of good selfconcept, and capable of making accurate
attributions for their performances
(Afflerback, 2007).
3. Analysis
Observational
approach allowed me to
observe how students reacted to different
stories being read in class and also to the use
of literacy throughout the classroom.
Small Group Discussion allowed me to find
out what interest each student. I used
different literacy to determine each
student’s comprehension and it also allowed
me to check the phonics as they responded
to different questions about the stories.
4. Research
The literacy matrix is a useful tool for thoughtfully
analyzing and selecting texts (Laureate Education Inc.,
2010a).
Locating books within the literacy matrix can help students
reach their reading goals (Laureate Education Inc., 2010a).
When analyzing text from different dimensions, difficulty
must also be considered (Laureate Education Inc., 2010a)
The Literacy Matrix
5. Analysis
By
using the matrix, I was able to better
prepare my classroom library with literacy
that allows more interest to the library for
the students.
By using the matrix, I was able to select the
appropriate length of text, size of print, and
make sure that I have all structures of
literacy included (fiction and nonfiction).
6. Research
The goals of the interactive perspective is to
help students become strategic readers and
writers (Laureate Education Inc., 2010i).
Teaching our students to be independent
learners, as well as providing an environment
where our students feel comfortable to ask
questions provides the tools for the ultimate goal
of the interactive perspective of literacy
learning, which is to teach our students how to
be literate learners who can navigate the textual
world independently (Laureate Education
Inc., 2009).
7. Analysis
Allowing
students to feel comfortable to ask
questions and allow for independent
learning.
Examples of interactive perspective in my
classroom: word walls, literacy sorting
games, interactive literacy bulletin boards,
creating web’s of literacy information, and
having conversations.
8. Research
According
to Dr. Janice Almasi (2008), the
critical perspective is used to “teach
children how to critically examine text”
while the response perspective is geared to
“allow children the opportunity to
experience and respond” (Laureate
Education, Inc.).
9. Analysis
After
reading stories together, in the
classroom we record our thoughts about the
stories through drawings and dictation added
by the teacher from the student.
After reading stories together, we think
critically and respond to ways of how we
could change the story to make it different.
Example: What other character could we
use? Where could this story take place? When
do you think the story should take place?
10. 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?
11.
Afflerbach, P. (2007). Understanding and using reading
assessment, K-12. Newark, DE: International Reading Association,
Inc.
Laureate Education, Inc. (Producer). (2008). Analyzing and
selecting texts. [DVD]. The beginning reader, prek-3. Baltimore,
MD: Author
Laureate Education, Inc. (Producer). (2008). Interactive
perspective: Strategic processing. [DVD]. The beginning reader,
prek-3. Baltimore, MD: Author
Laureate Education, Inc., (Executive Producer). (2009). The
beginning reader Prek-3. [DVD]. Developing Language and
Literacy. Baltimore, MD: Author
Laureate Education, Inc. (Producer). (2010a). Analyzing and
Selecting Text [webcast]. The beginning reader, prek-3.
Baltimore, MD: Author
Laureate Education, Inc. (Executive Producer). (2010i). Strategic
Processing. [Webcast]. The beginning reader, prek-3. Baltimore,
MD: Author
