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Literate Environment Analysis Presentations


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Literate Environment Analysis Presentations

  1. 1.  Jamie Dickerson  Walden University Dr. Cassandra Bosier  EDUC 6706  October 23, 2011
  2. 2. Getting to Know Literacy Learners Kindergarten• Assesses students’ abilities in Readiness verbal comprehension, Assessment- listening skills, rhyming, letter Literacy: identification, and recognizing beginning A Cognitive sounds Assessment• Given to a group of three students Kindergarten• Results showed a clear achievement gap in the areas of rhyming and Readiness beginning sounds• The results of this assessment Assessment will help guide my future lessons in order to meet the Literacy educational needs of my students (Tompkins, 2010)
  3. 3. Getting to Know Literacy Learners Interest Inventory:• An interest inventory A Noncognitive shows special areas of Assessment interest for students (Afflerbach, 2007) Interest in Football:• Given to a group of only • Football themed lessons two students • Football themed texts• Results showed that one • Super Bowl themed student was interested in lessons and activities football, with one team in Interest in Music and particular and the other Puzzles: was interested in music • Use educational songs and puzzles daily to increase skills• These results will help me • Provide puzzles as choose themes for lessons extension or and extension activities intervention activities (Afflerbach, 2007)
  4. 4. Getting to Know Literacy Learners Motivation Profile:• Knowing a students’ motivations can contribute A Noncognitive to increased reading which Assessment can thus contribute to elevated reading achievement (Afflerbach, Now I know of two 2007) students who are• Given to only one student interested in and• Results showed that this motivated by student was motivated by his football. This will be participation in sports, a major specifically football component to• Knowing this allows me to helping them help this student persevere become successful even when faced with readers! challenges
  5. 5. Getting to Know MY Literacy LearnersThe assessments that I conducted truly helped me get toknow my students both cognitively and noncognitively. I usedthe information gained from the KRA-L as a starting off point.Knowing my students strengths and weaknesses allowed meto create lessons that were both engaging and alsonecessary for their literacy success (Laureate Education, Inc.,2011b). Following the noncognitive assessments, I am nowable to select texts with which my students will makeconnections. This enables them to become engaged in theirlearning thus become more successful readers.
  6. 6. Selecting TextsIllustrations are very important to kindergarten students. Theyoften use illustrations to expand on their comprehension oftexts. Choosing linguistic texts, texts with illustrations, isnecessary in order to help my students convey the meaningof the text (Laureate Education, Inc., 2011a).Learning to appropriately select texts for my students haschanged the way in which I view texts and choose themfor my class. Discovering the emphasis put on informationaltexts in future grades, I realized that I must incorporate moreof these into my students’ daily reading time as that is whatthey will be expected to use in future years (LaureateEducation, Inc., 2011c).
  7. 7.  The interactive perspective is the one used as we teach students how to read (Laureate Education, Inc., 2011d). The interactive perspective teaches students to be strategic processors and also metacognitive thinkers. The interactive perspective is one that is often unintentionally incorporated into classrooms. Many teachers discover that their teaching coincides with the outline of the interactive perspective.
  8. 8. Critical Perspective Response Perspective Teaching students how to  Gives students the judge and evaluate texts opportunity to respond in order to confirm their personally and emotionally validity (Laureate to texts (Laureate Education, Inc., 2011d). Education, Inc., 2011d.). Incorporating this  Giving my students time to perspective into my respond to texts has given classroom has given my them the chance to feel students a new outlook on what the characters are stories and has engaged feeling and make them in analyzing texts. connections with their lives.
  9. 9. With all of these things in mind, what does it all mean for teachers? Teachers must become far more engaged and intentional in their creating and planning of lessons. We must consider our students’ needs when selecting texts and also whencreating literacy activities. Truly knowing a student, teachershave the ability to create success in each student’s life. We must recognize that becoming intentional can mean the difference between enabling a student to reach his/her highest potential or disabling that child from becoming successful.
  10. 10. A lot has changed in my class this year. I have always made it a point to get to know my students’ educational and personal backgrounds and interests.Now, I am equipped to use what I learn about them to guide my instruction. I am far more intentional when selecting texts for daily reading activities. I consider students’ interests and needs. I am also more intentionally incorporating the three perspectives into my class. My students are responding better than Icould have expected and their reading achievement is increasing drastically.
  11. 11. ReferencesAfflerbach, P. (2007). Understanding and using reading assessment, K–12. Newark, DE: International Reading Association.Laureate Education, Inc. (Executive Producer). (2011a). Analyzing and selecting text [Webcast]. The beginning reader PreK-3. Baltimore, MD: Author.Laureate Education, Inc. (Executive Producer). (2011b). Getting to Know Your Students. [Webcast]. Baltimore: MDLaureate Education, Inc. (Executive Producer). (2011c). Informational text in the early years. [Webcast]. The beginning reader PreK-3. Baltimore, MD: Author.Laureate Education, Inc. (Executive Producer). (2011d). Perspectives on literacy learning. [Webcast]. The beginning reader PreK-3. Baltimore, MD: Author.Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston: Allyn & Bacon.