3. Knowing your literacy learners can be achieved
through the cognitive and non cognitive aspects.
Getting to know your literacy learners is vital for
students’ success. Teachers need to be able to relate to
their students and should always have their best
interest and their success first and for most (Laureate
Education, Inc, 2010).
4. Cognitive/Non-Cognitive Aspects
As a teacher I realize that it is important to examine
both the cognitive and non cognitive aspect of
students’ literacy development in order to have a
complete understanding the whole learner.
5. Cognitive/Non-Cognitive Aspects
Spelling, Writing, Fluency, and Comprehension are
Examples of Cognitive Aspects.
Attitude, Interest, and Learning Style are Ways of
Examining Non-Cognitive Aspects.
6. Because children enter school with various levels of exposure to language,
books, writing, and the literacy process, literacy educators need to move all
students from their current levels to; fluent reading and writing. Teachers need
to provide that support by creating a literacy environment that enhances
learning and engagement. The Framework for Literacy Instruction document
highlights many of the important processes that will help students’ literacy
skills flourish (Reading Horizons, n.d.).
7. Teachers are able to make clearer instructional decisions through the use
of the literacy matrix. Narrative and Informative text can be classified as
linguistic which is mostly words, semiotic which is mostly pictures, or the
text can be classified somewhere in between. Additionally, sentence
length and the number of syllables should be considered when
determining the difficulty of text.
NARRATIVE INFORMATIONAL
8. When you think about how you can analyze
texts so you can be helpful to your students,
there’s a tool for doing so called a literacy
matrix (Laureate Education, Inc., 2014, p. 1).
By using the matrix, teachers have a visual
map of the type of texts that they are using.
9.
10. Interactive Perspective
When teachers incorporate the interactive perspective,
it requires that students be taught not just to read and
comprehend the text, but that they THINK about the
information that they are trying to process.
Examples: Interactive Smart Board, KWL Charts,
Journals.
11. Critical and Response Perspectives
Students who are able to view text and who are able to
think deeper through different perspectives are students
who are critically engaged and responsively engaged
(Laureate Education, Inc., 2011d).
Kagan Cooperative Structures are an Awesome Example!!!
12. Laureate Education (Producer). (2014). Analyzing and selecting text [Electronic transcript]. Baltimore,
MD: author.
Laureate Education (Executive Producer). (2014). Perspctives on literacy learning. [Webcast]. The
beginning reader PreK-3. Baltimore, MD: Author.
Reading Horizons. (n.d.). Five pillars of reading instruction. Retrieved May 21, 2014, from
http://www.readinghorizons.com/research/five-pillars-of-reading-instruction-strategies
