Literate environment analysis


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  • Thanks, Ladies. Sharon, literacy autobiographies are reflections of personal literacy experiences that shaped an individual's literacy development or had an impact on how they view themselves as literate beings. Through them, we think about our earliest experiences with literacy, which includes learning to read and write. One might also think about individuals that set the stage for his or her literary development. My earliest literacy experiences were gained through my grandmother and church. I loved getting the little red books filled with Bible scriptures. My grandmother would practice reading them with us. Her love of reading influenced my desire to become an avid reader.

    Ladies, for your struggling readers and English Language Learners, you can do word sorts with them and have them to keep a word study notebook. When you are doing a word study, you teach them how to examine words to get meaning. This helps to increase comprehension.

    Tunya, Sharon, and Angela, I would definitely make more use of the picture vocabulary cards that are included in your reading kits. Something that I failed to include in my presentation as an informal assessment tool to check for comprehension is GRTA(Guided Reading Thinking Activity). The student has to predict, read, and confirm.
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  • Iberia, this is a very interesting presentation. My students complete the learning style inventory and interest inventory every year; however, I never really use them. After reading this presentation, I have a clear understanding of how to use them effectively. It is vital to get to know your students in order to effectively plan and implement instruction. I was also wondering about the literacy autobiography. Is this something new in education? Also, I have 2 ELL students who struggle with vocabulary and comprehension skills. What are some additional strategies that can be tailored to meet their specific educational needs.
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  • Iberia, I enjoyed your presentation. It was informative. Just like Sharon, I have ELL students. They can speak the English language, but they are not really comprehending the language. They share stories during our whole group instruction, but my main problem is when it comes to weekly assessments. Vocabulary is a weakness. I try not to use any excuses, but the skills are not being reinforced at home becuase the parents do not understand the English language. Someone suggested that I send correspondences home to the parents in Spanish. I am going to try this. I know there are tools on the computer that allows you to convert English into other languages. What else can I do to increase their vocabulary and comprehension skills?

    Tunya Smith, 2nd Grade Teacher
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  • Iberia, this was a very informative presentation. As a 3rd grade reading teacher, I was reminded of the importance of really getting to know your students and planning instruction to meet their individual needs. As you know, we are so pressed for time and there is so much emphasis being placed on the MCT2. My literacy practices are definitely going to change. I am going to utilize the leveled readers more often.
    I have inclusion students and English Language Learners in my classroom. I would love any suggestions you may have to assist these students. I know that you do not service the 3rd graders, but maybe we could meet during one of our planning times and discuss this further.
    I do have one specific question about some information included in your presentation. What are literacy autobiographies? I think I may have an idea based on the name, but I had never heard of literacy autobiographies before now.

    Sharon Dixon, 3rd Grade Reading Teacher
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Literate environment analysis

  1. 1. LITERATEENVIRONMENT ANALYSIS Iberia Randle Walden UniversityEDUC 6706: The Beginning Reader, PreK-3 Instructor: Dr. Martha Moore
  2. 2. Getting to know your students is very important whenplanning effective instruction to meet the diverse needs ofevery student. Afflerbach reminded us that “students inour classrooms possess a complex array of reading skillsand strategies”(p.27). The results of the followingcognitive and noncognitive assessments below can helpteachers, according to Moon (2005), “to effectivelyaddress students’ diverse education needs” and “engage ingood decision making”(p.226).  Interest Inventory  Learning Styles Inventory  Literacy Autobiographies  Dynamic Indicators of Basic Early Literacy Skills (DIBELS)  Assesses phonemic awareness, alphabetic principle, fluency, reading comprehension, vocabulary
  3. 3.  MORE USEFUL ASSESSMENT TOOLS  Elementary Reading Attitude Survey(1990)  Motivation to Read Profile (1996)  International Reading Association Resources on Assessment 
  4. 4.  Toeffectively implement the Framework for Literacy Instruction(2011), we must have a strong knowledge of the stages of literacy development and where our students are in those stages.  Stages of Literacy Development  Emergent-birth through kindergarten  Beginning- late kindergarten through first or second grade  Transitional-mid-second grade through third grade  Intermediate- late third grade and middle school  Advanced- middle school through adult
  5. 5.  When selecting texts, difficulty levels have to be taken into consideration. Hartman provided us with a Literacy Matrix for analyzing text (Laureate Education, Inc.,2009) which characterizes text in the following ways:  Narrative  Informational  Linguistic (word oriented)  Semiotic (tell story with picture)
  6. 6.  Additional considerations when selecting text  Readability  Sentence length  Number of syllables  Singletons-unique new words; can make text more difficult to read  Text structure  Informational, descriptive, cause/effect, problem/solution, compare/contrast, poetic  Text length  Size of print  Visual supports  Add meanings and can be useful for English Language Learners
  7. 7.  The ultimate goal of the interactive according to Almasi(Laureate Education, Inc., 2009b) is to help students to become strategic readers and writers. Teaching students to be strategic processors and thinkers. Strategies to enhance interactive perspective  using interview questions related to the theme or unit of your lesson  interactive read-aloud strategies  using key phrases in interactive read-aloud
  8. 8.  Teach students how to critically analyze text Allow opportunity to experience and respond to text During the critical perspective, Almasi (Laureate Education, Inc., 2009c) reminded us that students need to think about the following questions:  Who created the text?  What perspective might the author have?  Was the author male or female? How do you know?  What was the role of race, ethnicity, or social status?
  9. 9.  The response perspective involves the readers’ lived experiences. It deals a great deal with emotions. The following are ways of responding to texts:  Journaling  Dramatic Response  Artistic Interpretation  Multi-sensory Experiences  Quiet Time to Respond
  10. 10.  The information provided in this presentation was very instrumental in promoting a more literate environment within my classroom. My students were actively involved in all aspects of the literacy lessons. The main selections and leveled readers used in my lessons were chosen based on the considerations a teacher should consider when meeting the individual needs of his or her students. All three perspectives (interactive, critical, and response) were evident in my literacy lessons.
  11. 11. I hope you found the presentation helpful. Please respond to the questions below.1. What insights did you gain about literacy and literacy instruction from viewing this presentation?2. How might the information presented change your literacy practices and/or your literacy interactions with students?3. In what ways can I support you in the literacy development of your students or children? How might you support me in my work with students or your students?4. What questions do you have?
  12. 12.  Afflerbach, P. (2007). Understanding and using reading assessment, K-12. Newark, DE: International Reading Association, Inc. Framework for Literacy Instruction [Lecture notes]. (2011). Retrieved from 5362594/Framework_for_Literacy_Instruction_02-09.doc Gambrell, L.B., Palmer, B.M., Codling, R.M., & Mazzoni, S.A. (1996). Assessing motivation to read. The Reading Teacher, 49(7), 518-533. International Reading Association Laureate Education, Inc. (Producer). (2009). Video Program Three: The beginning reader. [DVD].The beginning reader, preK-3. Baltimore, MD: Author. McKenna, M.C., & Kear, D.J. (1990). Measuring attitude toward reading: A new tool for teachers. The Reading Teacher, 43(9), 626-639. Moon, T. (2005, Summer). The role of assessment in differentiation. Theory into practice, 44(3), 226-233 Retrieved from Business Source Premier Database.