Literate environment


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Literate environment

  1. 1. By Lisa VanEpps
  2. 2.  An environment that includes not only reading, but speaking, and writing learning for all students. An environment that allows students to think critically and respond to text in a variety of ways. An environment that offers text from all parts of the literacy matrix. An environment that ensures all students have an opportunity to learn.
  3. 3. Getting to Know Literacy Learners Literacy Autobiography (Laureate Education Inc., 2010a) •We all have our own •How we see ourselves as readers •What has shaped our love or dislike for reading •What literacy means to each individual •How it shapes our future as a reader
  4. 4. Getting to Know Literacy LearnersAs an educator this research practice emphasized the importance ofknowing our students (Laureate Education Inc. 2010b). Using thefollowing strategies has helped in understanding who my studentsare and how I can help them add positives to their literacybiographies. Learn their interest Find ways to connect with them as individuals What motivates each student What are their successes and struggles when it comes to reading
  5. 5. Getting to Know Literacy Learners Assessment Observation – Keen eyes, sit beside student, provides time to take notes keeps teacher quiet, how long student can sit and write Documentation – Students write their autobiography, word knowledge assessments, spelling inventories Interpretation – functional description of students literacy, independent, instruction or frustration level, stage of reader (Laureate Education Inc., 2010c)
  6. 6. Selecting TextLiteracy Matrix (Laureate Education Inc., 2010d)This matrix is a great toolto help assure a well roundedarray of text to help studentslearn in a variety of ways.This is especially important Linguistic (word oriented)for diverse learners. This is atool that I find very helpful inselecting a large variety oftext for my students. Narrative Informational Semiotic (communicating message through ways other than words, pictures, icons
  7. 7. Selecting Text Readability Text length Text structure • informational • descriptive This tool helped me select a • cause/effective variety of text for my lesson • problem/solution plan on life cycles for • compare/contrast emergent and beginning • poetic structure readers. Size of printLearning ways to select text is an important part of creating aliterate environment. The matrix lets us see the landscape of text ina big picture. Helps us to connect learning styles and interests inways that will reach all readers (Laureate Education Inc., 2010d).
  8. 8. Interactive Perspective Teaching students to be metacognitive about strategy use will help them to be better strategic learners (Laureate Education Inc., 2010d). Students will learn when they can use beginning and ending sounds or is the word is too big they will understand they should use sound chunking. Using this perspective guided me in forming a lesson plan to help early emergent readers to recognize beginning and ending sounds. panfan hippopotamus
  9. 9. Interactive Perspective continuedTeach students to be reflectiveTeach students to be self regulatingTeach students to make predictionsTeach students to be able to process textTeach students to figure out which strategy to use The ultimate goal for the interactive perspective is to teach children how to be literate learners who can navigate the textual world independently (Laureate Education Inc., 2010d). This was an important part of the learning process for my students.
  10. 10. Critical and Response Perspectives Reading strengthens writing & Writing strengthens reading It is important for students to have the time to put their thoughts on paper. Writing allows for a unique interpretation of text. Journaling (two types)  response – great way to build open-ended interpretation of text.  character – write as if you are one of the characters.Response journaling is the typical type of journal writing, but adding inthe character journal is a great way for students to look at the story in amore personal way.
  11. 11. Critical PerspectiveThe critical perspective teaches students to look at text in more than oneway. They learn that they do not only have to look at the maincharacters, but understand why the author put other characters into thestory. Students need to know that a character is always put into the storyfor a reason.Teaching students to critically look at a story and understand the authorspurpose is a large part in comprehension.Using this strategy helped me to help my students enjoy a story for morethan just the surface, to look deeper into all elements of the story. (Laureate Education Inc., 2010e)
  12. 12. References:Laureate Education, Inc. (Producer). (2008a). Literacy Autobiographies [DVD] oup_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flaunch er%3Ftype%3DCourse%26id%3D_1957821_1%26url%3D .Laureate Education, Inc. (Producer). (2010b). Getting to Know Your Students. [Video webcast]. The Beginning Reader, PreK-3. Retrieved from ab_group_id=_2_1&url =%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher% 3Ftype%3DCo urse%26id%3D_1957821_1%26url%3D3D.Laureate Education, Inc. (Producer). (2010c). Assessing Word Knowledge. [Video webcast]. The Beginning Reader, PreK-3. Retrieved from ab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Fla uncher%3Ftype%3DCourse%26id%3D_1957821_1%26url%3DLaureate Education, Inc., (Producer). (2010). Analyzing and Selecting Texts [DVD]. The Beginning Reader, Prek-3. Baltimore: Dr. Douglas Hartman & Dr. Janice Almasi.
  13. 13. References continued:Laureate Education, Inc. (Producer). (2010e). Critical Perspective [Videowebcast]. The Beginning Reader, PreK-3. Retrieved from: b_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flaunc her%3Ftype%3DCourse%26id%3D_550324_1%26url%3DLaureate Education Inc. (Producer). (2010d). Response Perspective [Video Webcast]. I n The Beginning Reader Pre-K-3. Retrieved from: =_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3D Course%26id%3D_1957821_1%26url%3D.