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Hammick b.literate.environment.pp


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Literate environment

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Hammick b.literate.environment.pp

  2. 2. CREATING A LITERACY ENVIRONMENT • Utilizing a balanced literacy approach with researched based practices • Assessing students’ interests and academic levels to determine appropriate literacy texts and activities • Texts are selected, taking into consideration to the literacy matrix, and meets the needs of diverse learners • Utilizing the interactive, critical, and responsive perspectives within the framework • Gaining feedback from colleagues to ensure students success
  3. 3. GETTING TO KNOW LITERACY LEARNERS • Assessment is essential for determining students’ literacy development. • Utilizing non-cognitive and cognitive assessments within the classroom provides valuable insights into my students academic skills, interests, and cultural backgrounds (Afflerbach, 2007). This information is used to guide my instructions and adjust my lessons to meet all my students’ needs. • “When a teacher tries to teach something to the entire class at the same time, chances are, 1/3 of the kids already know it, 1/3 will get it, while 1/3 won’t” (Warren, 2013). • Kindergarten students enter school on all different levels. Assessments allows me to differentiate my instructions and provide small group instruction to facilitate student literacy learning.
  4. 4. NON-COGNITIVE ASSESSMENT • Motivation: “Successful readers are motivated, have a positive attitude, possess a good selfconcept, and are capable of making accurate attributions for their performances” (Afflerbach, 2007, pg. 175). • Teachers are focusing too much on phonics, phonemic awareness, fluency, vocabulary, high frequency words, and comprehension and less on students’ motivation and interests. • I had my students bring in a bag of items that were important to them. Knowing their interests allows me to choose books that they will enjoy.
  5. 5. DETERMINING MY STUDENTS’ STRENGTHS AND WEAKNESSES “MONITORING PROGRESS IS VITAL TO STUDENT SUCCESS” (TOMPKINS, 2010) • Our school wide data tracking assessment, iready was used to assess my students’ development of vocabulary, word recognition, phonemic awareness, and comprehension • Students track their data and my instruction is data driven • Student A: second grade level for phonological awareness, phonics, high frequency words, comprehension. Third grade level for vocabulary and comprehension. Lexile is 525L • Student B: Late kindergarten level for phonics and vocabulary. First grade level for phonological awareness and comprehension. Beginning of kindergarten level for high frequency words. Lexils is BR • Student C: Scored below grade level on all parts. Put on RTI. Further assessments will monitor growth.
  6. 6. USING THE DATA TO SUPPORT MY PLANNING Student A: Results shows that he is ready to decode word with three and four syllables, as well as learn prefixes and suffixes Student B: Results indicate that she understands grade level read alouds. She will benefit from practice in isolating initial, medial, and final souds and in blending sounds to form words. She will also benefit from practice with short vowel in CVC words. She needs extra help with words with multiple meanings Student C: Results show a slow start in learning to match letters to sounds. She will benefit from practice in identifying rhyme, counting syllables, and identifying initial sounds.
  7. 7. SELECTING TEXTS • Douglas Hatman suggests that teachers select text based on the needs of students and have a balance of narrative and informational text (Laureate Education, 2010). • There are many factors to consider when choosing texts in relation to your students: -Prior knowledge - interest in the context to get them engaged -vocabulary -length -letter size -support given by illustrations • Texts that are too easy or too difficult will not be beneficial to the reader; must match the student’s reading level. Tompkins (2010) states that teacher must select books that students can read to supports independent reading and their use of reading strategies being taught.
  8. 8. SELECTING TEXTS USING A LITERACY MATRIX linguistic (Many words with not many pictures) Narrative (fiction books) Informational (nonfiction books) Sematic (picture books with not many words) o Connecting informational texts with fictional texts helps my students develop understanding of the topic. o Integrating online texts supports 21st century literacy skills o Dr Neuman states, “In the kindergarten classroom on average only 3.2 minutes a week are spent reading informational text, this must change” (Laureate Education, 2010a).
  9. 9. TEXTS IN MY LESSON ON HIBERNATION AND WINTER • Bear Snores On by Karma Wilson (between narrative and semiotic) • Every Autumn Comes a Bear By Jim Arnosky (between informational and semiotic) • National Geographic website: website refeature/brown-bear/, (between informational and semiotic) • Why Do Bears Sleep All Winter? A Book about Hibernation by Jane Duden (between linguistic and informational) • How Weather Affects Us- Treasures reading series (between linguistic and narrative) • Hibernation Station (between narrative and semiotic) • The Mitten (between narrative and semiotic)
  10. 10. INTERACTIVE PERSPECTIVE • Interactive perspective teaches students how to read and be strategic processors and thinkers (Laureate Education, 2010). • The goal is to promote students’ metacognition (thinking about thinking). During reading, students must ask questions to repair understanding or just to find out more. • Activities in lessons must build their schema.
  11. 11. STRATEGIC PROCESSING • Strategic processing is threaded through five pieces (Laureate Education, 2010) 1. phonics 2. phonemic awareness 3. fluency 4. comprehension 5. vocabulary Interactive perspective teaches students how to read and be strategic processors and thinkers (Laureate Education,2010).
  12. 12. MY LESSON I began my lesson with a prior knowledge discussion on what students know about winter and how we prepare for the cold. I drew a person on the board and we added articles of clothing. This connection to their world was an introduction to our lesson, how animals prepare for winter. I showed the cover of the book “Hibernation Station” and students turned and faced their partners and brainstormed if they slept all winter. I introduced the vocabulary word and have my students listen to my reading to make meaning of the word. We stopped throughout to add to our list of what animals to do prepare. Next, I introduced an informational text and did a picture walk, reading the captions to answer the title. Then students broke into centers, based on their levels Student A: (above level) went on the National Geographic website and wrote down facts, Mr. Bear interactive pocket chart poem Student B: (on level): Wrote “I would hibernate” “I would not…” Student C: (Below level): Made a cave out of a cardboard box and a small bear cutout and wrote the vocabulary word, sing a song to reinforce the meaning. Next, I read the Mitten and the students acted out the story into a sheet (pretend cave) with pictures of the animals on a headband. This activity built their experiences and background knowledge.
  13. 13. CRITICAL AND RESPONSE PERSPECTIVE Can prepare students to think critically and become a contributing member of society, and respect other individuals. Texts must provide opportunity for students to judge, evaluate, and think critically. By encouraging students to think critically, I am giving my students to opportunity to gain an understanding of perspectives outside their own and become more empathetic to others. Components (Laureate Education, 2010): 1. examine a text from multiple perspectives 2. critically evaluate text 3. Judge validity of the text 4. understand the author’s purpose 5. think deeply about a text Learning occurs when students are given opportunities to share their feelings and emotions about text they have read (Laureate Education, 2010). I use text connections often in my lessons.
  14. 14. MY LESSON: I began my lesson with a review on “hibernation” by doing a cloze activity. Students filled in the missing letters to complete the message. I then introduced the groundhog and to reinforce the word “shadow” and set a foundation for learning we went outside to look at our shadows. I read an informational book and we discussed that the reason the author wrote it was to teach us about the groundhog so we wrote facts we learned. I had my students make a prediction, practiced with the vocabulary, and answered comprehension questions. Next, I introduced a multiple perspective book about a groundhog who wants a day off. I had my students make a text-to-self connection about a day they felt they did not want to anything. Reading this book helps my students understand and empathize with someone else’s struggles.
  15. 15. REFERENCES Afflerbach, P. (2007). Understanding and using reading assessment, k-12. Newark, DE: International Reading Association. Arnosky, J. (1996). Every autumn comes the bear. New York, NY. Putnam & Grosset Group. Duden, J. (2006). Why do bears sleep all winter?: A book about hibernation. Capstone Press. Laureate Education, Inc. (Executive Producer). (2011b).Strategic Processing. [Video webcast]. Retrieved from Laureate Education, Inc. (Executive Producer). (2011a). Critical Perspective [Video webcast]. Retrieved from Melford, M., R. Toft, K. Nigge, and P. Nicklen. "Brown Bears." National Geographic. Retrieved 26 January 2014.Retrieved at Tompkins, G.E. (2010). Literacy for the 21st century: A balance approach (5th ed.). Boston: Allyn & Bacon. Treasures (2006). How weather affects us: Bear snores on. New York, NY. Macmillan/ McGraw- Hill Companies, Inc. Warren, L. (2013). Using assessment results in guide and differentiate instruction. Retrieved at Wilson, K. (2005). Bear snores on. New York, NY: Simon & Schuster.