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Literate environment analysis


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Literate environment analysis

  1. 1. Literate Environment Analysis Connie Selph August 13, 2011 Instructor: Dr. Lin Carver EDUC 6706R-3 The Beginning Reader PreK-3
  2. 2. What is Literacy? <ul><li>Literacy is the competence of a student that acquires in both writing and reading, this is according to Tompkins (2010). </li></ul>
  3. 3. Analysis of Getting to Know Literacy Learners, P-3 <ul><li>Through researching I found that teachers need to know the importance of getting to know their students and their interests. </li></ul><ul><li>Teachers need to understand the motivation or the lack of motivation toward reading. </li></ul><ul><li>Using formal and informal assessment will determine their motivation. </li></ul>
  4. 4. <ul><li>As an educator, I challenge myself to differentiate my literacy lessons to all my students needs. </li></ul>
  5. 5. <ul><li>Within my classroom, I have prolonged my teaching techniques to improve my ability to get to know the students. </li></ul><ul><li>I used two assessments when I was getting to know my students. </li></ul><ul><li>The two assessments were MRP (Motivation to Read Profile) and SRI (Scholastic Reading Inventory). </li></ul><ul><li>The MRP is a non-cognitive assessment that is divided into two parts. One part is a survey to assess the readers self-concept and the value of reading. An interview is in the second part that supplies the teacher with student’s reading motivation. </li></ul><ul><li>The SRI is a cognitive assessment that assess the measurement of a student’s reading comprehension. </li></ul>
  6. 6. Research for Getting to Know Literacy Learners, P-3 <ul><li>All teachers have the responsibility to guarantee that the literacy atmosphere fosters a student’s development in their literacy skills (Laureate Education, Inc.,2010). </li></ul>
  7. 7. Analysis of Selecting Texts <ul><li>Exposing students to varies of texts can include printed and digital. Informational, narrative, and semiotic texts are informing to the students. After reviewing the student’s assessments, I chose the texts that supported their needs. I measured their literacy levels and interest. </li></ul>
  8. 8. Research for Selecting Texts <ul><li>Research determines that students who are exposed to a selection of texts at an early age will show the development at a more rapidly rate in obtaining needed literacy skills (Tompkins, 2010a). </li></ul>
  9. 9. Literacy Lesson: Interactive Perspective Instructional methods that are addressed in the cognitive needs of students are the load of the texts. Promoting students’ self-sufficient use of reading skills and strategies. The appropriate levels and texts of the trouble to meet literacy goals and objectives for the students. A variety of informal and formal assessments to establish areas of strong point and need in literacy development. Interactive Perspective: *Writing and reading precisely, fluently, and with comprehension. *Being strategic and metacognitive readers and writers. Instructional Practices: Developmentally appropriate research practices were used with texts to assist affective and cognitive aspects of literacy learners Texts: Text types, structures, genres, and difficulty levels matched to literacy learners and literacy goals Learners: Affective and cognitive aspect of literacy learning
  10. 10. Analysis of Interactive Perspective <ul><li>When analyzing the interactive perspective, I have realized that the perspective deals with the teaching of the strategies to write and read. </li></ul><ul><li>My students become known with the strategies that will improve their ability to better comprehend the text or texts they are reading. </li></ul><ul><li>Some strategies I used with the interactive perspective are word wall with new vocabulary, read aloud on the computer and stories. </li></ul>
  11. 11. Research for Interactive Perspective <ul><li>Dr. Almasi discussed that while we are teaching students to read, it is vital to teach them to be strategic thinkers and processors of the text (Laureate Education, Inc.,2010d). </li></ul><ul><li>Barton and Sawyer (2003), discussed that students need to be guided to reflect on the strategies that allowed them to get to the place they are now. </li></ul><ul><li>Students will be more suitable to have outcomes in the reading. </li></ul>
  12. 12. Literacy Lesson: Critical and Response Perspectives Offer opportunities for students to read. Connecting to the student’s identities and their interests will have the possible emotional and personal response. Teachers needs to fins out the students interests and identities. Response Perspective: Reading, reacting, and responding to the text in a range of important ways. Promote a critical position by teaching students how to judge, evaluate, and think critically about texts. Select texts that offer opportunities for the students. Need to find out ideas, issues, and the problems that form around students. Critical Perspective: Judging, evaluating, and thinking critically about particular texts. Instructional Practices: Research based practices used with appropriate texts to assist the aspects of literacy development for learners. Texts: Structures of texts, and the types, genres, and difficulty levels matched to literacy learners and literacy goals Learners: Affective and cognitive aspects of literacy learning
  13. 13. Analysis of Literacy Lesson: Critical and Response Perspectives <ul><li>When students use the critical perspective they estimate and critically judge the information contained within a text. </li></ul><ul><li>Students respond to the text they read during the response perspective. </li></ul><ul><li>Predicting and visualizing about the story were great activities to do with the students. </li></ul>
  14. 14. Research for Critical and Response Perspectives <ul><li>The students that are uncovered to both digital and printed texts, literacy teachers must provide their students with the skill to critically review the text they meet in both the classroom and the real world (Laureate Education, Inc., 2010c). </li></ul><ul><li>Dr. Almasi discussed that it is essential to integrate the response perspective into our literacy lessons (Laureate Education, Inc., 2010e). </li></ul>
  15. 15. References <ul><li>Barton, J., & Sawyer, D. (2003). Our students are ready for this: Comprehension instruction in the elementary school. The Reading Teacher, 54(4), 334-347.). </li></ul><ul><li>Laureate Education, Inc. (Executive Producer). (2010a). Analyzing and selecting text [Webcast]. The beginning reader, PreK-3. Baltimore: author. </li></ul><ul><li>Laureate Education, Inc. (Executive Producer). (2010b). Changes in Literacy Education. [Webcast]. The beginning reader, PreK-3 . Baltimore: author. </li></ul><ul><li>Laureate Education, Inc. (Executive Producer). (2010c). Critical Perspective. [Webcast]. The beginning reader, PreK-3 . Baltimore, MD: author. </li></ul><ul><li>Laureate Education, Inc. (Executive Producer). (2010d). Interactive Perspective: Strategic Processing. [Webcast]. The beginning reader, PreK-3 . Baltimore: author. </li></ul><ul><li>Laureate Education, Inc. (Executive Producer). (2010e). Response Perspective. [Webcast]. The beginning reader, PreK-3 . Baltimore, MD: author. </li></ul><ul><li>Tompkins, G.E. (2010). Literacy for the 21 st century: A balanced approach (5 th ed). Boston: Allyn & Bacon. </li></ul>