Creating a literate environment

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Creating a literate environment

  1. 1. Creating a Literate Environment By Deborah Baulsir
  2. 2. What is reading? <ul><li>Reading is an active process where a reader </li></ul><ul><li>constructs meaning by interacting with the </li></ul><ul><li>text, using prior knowledge to understand </li></ul><ul><li>what they read, and applying strategies. </li></ul><ul><li> (Afflerbach, 2007) </li></ul>
  3. 3. Goal: To have readers understand different reading strategies and know when, why and how to use them <ul><li>Proficient Readers… </li></ul><ul><li>Are metacognitive learners </li></ul><ul><li>Think critically about text </li></ul><ul><li>Understand and use text features to organize meaning </li></ul><ul><li>Use strategies before, during, and after reading </li></ul>
  4. 4. Essential Components of a Literacy Environment <ul><li>Understanding Literacy Learners </li></ul><ul><li>Selecting Texts </li></ul><ul><li>Perspectives on Literacy Learning </li></ul><ul><ul><li>Interactive Perspective </li></ul></ul><ul><ul><li>Critical Perspective </li></ul></ul><ul><ul><li>Response Perspective </li></ul></ul><ul><li>Connecting Reading and Writing </li></ul>
  5. 5. Understanding Literacy Learners: Getting to know your students <ul><li>Teachers must… </li></ul><ul><li>Acknowledge each students’ individuality </li></ul><ul><li>Recognize distinct traits and talents </li></ul><ul><li>Recognize individual differences </li></ul><ul><li>Adjust instructional decisions </li></ul><ul><li>Make learning and knowledge accessible to all </li></ul>
  6. 6. Know your students: Pre-Assess <ul><li>Noncognitive and Cognitive assessments help teachers gain insights into students’ self-concept as a reader, motivation and academic development. </li></ul><ul><li>The data collected from assessments help teachers adjust instruction to meet the needs of students. </li></ul><ul><li>(Afflerbach, 2007) </li></ul>
  7. 7. Assessments <ul><li>Elementary Reading Assessment (ERAS) </li></ul><ul><ul><ul><li>Measures attitudes towards reading (McKenna & Kear, 1990) </li></ul></ul></ul><ul><li>Motivation to Read Profile (MRP) </li></ul><ul><ul><ul><li>Elicits information about motivation to read (Gambrell, et al., 1996) </li></ul></ul></ul><ul><li>Developmental Reading Assessment Second Ed. (DRA2) </li></ul><ul><ul><ul><li>Help target students’ reading skills, strategies, and development stage (Beaver, 2006) </li></ul></ul></ul>
  8. 8. Selecting Texts <ul><li>Creating a literate environment involves </li></ul><ul><li>selecting the right texts for students </li></ul><ul><li>Match texts to students for a clear purpose </li></ul><ul><li>Teach text structures and characteristics </li></ul><ul><li>Use a variety of genres </li></ul><ul><ul><ul><li>Emphasize informational texts </li></ul></ul></ul><ul><li>Provide engaging texts and topics of interest </li></ul><ul><li>Consider online resources </li></ul>
  9. 9. The Interactive Perspective <ul><li>The interaction between the reader and text </li></ul><ul><li>Process of combining textual information and information the reader brings to the text </li></ul><ul><li>Build schema and background knowledge </li></ul><ul><li>Threaded through the Five Pillars of Literacy: phonemic awareness; phonics; fluency; comprehension; vocabulary; writing) </li></ul><ul><li>Skills become automatic thus becoming strategies </li></ul>
  10. 10. Instructional procedures to promote the Interactive perspective <ul><li>Direct and explicit instruction </li></ul><ul><li>Mapping </li></ul><ul><li>Interactive read-alouds </li></ul><ul><li>K-W-L charts </li></ul><ul><li>Making words </li></ul><ul><li>Anticipation guides </li></ul><ul><li>Choral reading </li></ul><ul><li>Guided reading groups </li></ul><ul><li>Pre-reading plan </li></ul><ul><li>Shared reading </li></ul>
  11. 11. The Critical Perspective <ul><li>Promotes reflection, transformation, and action </li></ul><ul><li>Creates active thinkers </li></ul><ul><li>Understand the author’s purpose </li></ul><ul><li>Identify the author’s perspective and how it compares to our own </li></ul><ul><li>Become active users of information in texts </li></ul><ul><li>Utilize technology and media to question, analyze and evaluate </li></ul><ul><li> (Molden, 2007) </li></ul>
  12. 12. Instructional Procedures to promote the Critical Perspective <ul><li>Question-Answer-Relationship (QARs) </li></ul><ul><li>Questioning the Author (QtA) </li></ul><ul><li>Role playing / Readers Theater </li></ul><ul><li>Reading logs </li></ul>
  13. 13. Response Perspective <ul><li>Opportunities to respond to texts in meaningful ways </li></ul><ul><li>Demonstrates and applies knew knowledge </li></ul><ul><li>Graphic organizers or visual representation can be used to support responses </li></ul>
  14. 14. Instructional procedures to promote the Response Perspective <ul><li>Grand conversations </li></ul><ul><li>Interactive read alouds </li></ul><ul><li>Learning logs </li></ul><ul><li>Quick writing </li></ul><ul><li>Reading logs </li></ul>
  15. 15. Reading and Writing: Making the Connection <ul><li>Reading and writing are reciprocal </li></ul><ul><li>Both constructive meaning making processes </li></ul><ul><li>When students understand and engage in what they read, they can apply skills and strategies through their own writing </li></ul><ul><li>Set clear purposes for reading and writing </li></ul><ul><li>Provide authentic literacy experiences in reading and writing </li></ul><ul><li>(Tompkins, 2010) </li></ul>
  16. 16. Summary <ul><li>Building a strong literacy environment and providing rich literacy opportunities is critical in developing a strong foundation of literacy skills. </li></ul><ul><li>Effective planning, organizing, and implementing of developmentally appropriate assessments, materials and strategies for instruction will enhance student’s success as a reader </li></ul>
  17. 17. References <ul><li>Afflerbach, P. (2007). Understanding and using reading assessment, K-12 . Newark, </li></ul><ul><li>DE: International Reading Association. </li></ul><ul><li>Beaver, J.M., & Carter, M.A. (2006). Developmental Reading Assessment (2 nd ed.). Upper Saddle River, NJ: Pearson Education Inc. </li></ul><ul><li>Gambrell, L.B., Palmer, B.M., Codling, R.M, & Mazzoni, S.A. (1996). Assessing motivation to read. The Reading Teacher, 49(7), 518-513. </li></ul><ul><li>McKenna, M.C., & Kear, D.J. (1990). Measuring attitude toward reading: A new tool for teachers. The Reading Teacher, 43(9), 626-639. </li></ul><ul><li>Molden, K. (2007). Critical literacy, the right answer for the reading classroom: Strategies to move beyond comprehension for reading improvement, 44(1), 50-56. </li></ul><ul><li>Tompkins, G.(2010). Literacy for the 21 st Century: A balanced approach (5 th ed.). Boston: Allyn & Bacon. </li></ul>

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