Literate Environment Analysis


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Literate Environment Analysis

  1. 1. B E T H A N I H A E R I N G W A L D E N U N I V E R S I T Y T H E B E G I N N I N G R E A D E R - E D U C 6 7 0 6 - R 3 Literate Environment Analysis
  2. 2. Analysis Research  Everyone has a ―Literacy Autobiography‖  ―All people have experiences that shape how they view themselves as literate people‖ (Laureate Education Inc., 2010a)  To get students invested in learning, you have to get to know their interests.  Teachers need to find out about students‘:  Background  Culture  Interests  Who they are as a person (Laureate Education Inc., 2010b)  Reading inventories can determine students‘ cognitive and non- cognitive achievements/feelings in reading.  There are two types of inventories:  One used by the teacher in the classroom  Less formal  Published inventories  More formal Getting to Know Literacy Learners
  3. 3. Getting to Know Literacy Learners  How to…  Talk to your students about their literacy autobiographies  How they feel about reading, what experiences they have had, what they like to read about?  ―Me Stew‖  Have students bring ―ingredients‖ that represent them as people and make a recipe for themselves.  Have Classroom Experts  Identify students in the class that have a lot of knowledge about certain topics and let those students teach the class.
  4. 4. Analysis Research  Selecting text for students goes further than just picking out an informational or narrative book.  The choosing the correct text for students and for the purpose of reading is vital for successful reading experiences.  Teachers need to expose students more informational text.  Students need to know how to navigate through informational text.  Informational text is increasingly used year after year in education.  Students need to know informational text for real life learning, therefore early exposure is crucial.  The ―Literacy Matrix‖ (Laureate Education Inc., 2010c) separates texts by narrative and informational text, then by linguistic and semiotic, and finally by text difficulty  Text difficulty is categorized by:  Readability  Length of text  Text structure  Size of print  Visual support (Laureate Education Inc., 2010c) Selecting Text
  5. 5. Analysis Research  Students learn by doing  The interactive perspective in relation to reading and writing is the actual act of reading and writing.  Students need to practice strategies constantly to strengthen their reading and writing abilities.  Teachers must teach strategies such as decoding and fluency  Students must be metacognitive  ―thinking about how one attacks the text‖ (Laureate Education Inc., 2010d). Interactive Perspective
  6. 6. Interactive Perspective  Strategies…  Phonics  Reading with fluency  Decoding  Deciding which decoding strategy works best for a word  ―chunking‖  ―sounding out letters‖  Comprehension of text
  7. 7. Analysis Research  Teachers need to use student interest to gain student involvement in becoming strategic evalutaters  Students need to be able to think about the author and purpose for writing to fully extend their thinking of a text.  Students need to use their background knowledge to identify if the information they are reading is valid or not.  Teacher modeling is essential for students to gain the confidence and knowledge needed to judge and analyze works.  When analytical skills are employed, there is a thorough investigation so that all components are taken into account‖ (Molden, 2007, pp. 50). Critical Perspective
  8. 8. Critical Perspectives  Discuss author‘s purpose  Study the same topics  Complete author studies to identify writing style  Think about multiple perspectives  Have the students put themselves in characters‘ point of views to see if they are necessary for the text and what there purpose in the text is.
  9. 9. Analysis Research  Students need a chance to make connections to text.  They need a chance to think about their feelings and experiences as they relate to text they are reading.  Teachers should provide opportunities for students to respond to text in an assortment of ways.  ―Many researchers identify ‗making connections‘ as a strategy necessary for meaning constructivism‖ (Clyde, 2003, pp.158).  ―For students to become engaged lifelong readers they must be affected on personal and emotional levels‖ (Laureate Education Inc., 2010d). Responsive Perspective
  10. 10. Responsive Perspective  Strategies…  Character Comparison Chart  Have different students think about two assigned characters and how their interactions affect the story  Response Journals  Can use prompts for writing or  Allows students to freely write about the story  Double Entry Journal  Explore different books that students are reading  Helps strengthen comprehension
  11. 11. References  Clyde, J. A. (2003). Stepping inside the story world: The subtext strategy—a tool for connecting and comprehending. The Reading Teacher, 57(2), 150–160.  Laureate Education, Inc. (Producer). (2010a). Literacy autobiographies [Video webcast]. Retrieved from : ckboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2823070_1%26url%3D  Laureate Education, Inc. (Producer). (2010b). Getting to know your students [Video webcast]. Retrieved from : ckboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2823070_1%26url%3D  Laureate Education, Inc. (Producer). (2010c). Analyzing and selecting text[Video webcast]. Retrieved from : ckboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2823070_1%26url%3D  Laureate Education, Inc. (Producer). (2010d). Response perspective [Video webcast]. Retrieved from webapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2823 070_1%26url%3D  Laureate Education, Inc. (Producer). (2010e). Reading and writing connection[Video webcast]. Retrieved from webapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2823 070_1%26url%3D  Molden, K. (2007). Critical literacy, the right answer for the reading classroom: Strategies to move beyond comprehension for reading improvement. Reading Improvement, 44(1), 50–56