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Literate presentation

  1. 1. LITERATE ENVIRONMENT ANALYSIS Jennifer Waring-Hollow Walden University Instructor: Dr. Phyllis McCully Education 6706: The Beginner Reader PreK-3 December 15, 2013
  2. 2. FRAMEWORK FOR LITERACY INSTRUCTION *Getting to Know Your Students *Selecting Texts *Literacy Lesson: Interactive Perspective *Literacy Lesson: Critical and Response Perspective
  3. 3. GETTING TO KNOW YOUR LITERACY LEARNERS Getting to know your literacy learners is a crucial component for a student’s success. We need to have more fidelity to our students and have their best interest at heart (Laureate Education, Inc., 2010b). Ways to do this are through cognitive and noncognitive assessments.
  4. 4. GETTING TO KNOW YOUR LITERACY LEARNERS (CONT’D) Cognitive assessments are used to know where students are academically as they are developing as readers and learners. Formative assessments are ongoing assessments used to help monitor and drive classroom instruction. *Examples: partner talk, classroom observations, exit slips, and graphic organizers Summative assessments are used to evaluate student learning at the end of a lesson or unit. *Examples: tests, projects, and standardized tests
  5. 5. GETTING TO KNOW YOUR LITERACY LEARNERS (CONT’D) Non-Cognitive Assessments are used to know how students feel about reading and what motivates a student to read both in and out of the classroom. Motivation is an integral component of reading instruction (Gambrell, Palmer, Codling,& Mazzoni, 1996). Examples: Elementary Reading Attitude Survey ( Mckenna & Kear, 1990) and Motivation to Read Profile (Gambrell, Palmer, Codling, & Mazzoni, 1996).
  6. 6. SELECTING TEXTS There are two kinds of reading genres: Narrative (fiction) and Informative (non-fiction). Texts can be linguistic (words), semiotic (pictures), or somewhere in the middle. Selecting an appropriate text for students is important because it helps the teacher make instructional decisions, connects what you do with other things, and helps with classroom goals (Laureate Education, Inc., 2010a).
  7. 7. SELECTING TEXTS (CONT’D) This literacy matrix is used to help analyze a text and see if there is a balance with the students and what they are reading (Laureate Education, Inc., 2010a).
  8. 8. SELECTING TEXTS (CONT’D) There are dimensions of difficulty within a text. Considerations are: *readability of a text *sentence length *number of syllables *concept density of a text *text structure (Laureate Education, Inc., 2010a)
  9. 9. LITERACY LESSONS Three types of literacy perspectives (Laureate Education, Inc., 2010d): Interactive: Teaches students how to read. Critical: Teaches students how to critically examine a text. Response: Allows students the opportunity to experience and respond to a text. ***We need to change perspectives in order to create wellrounded readers.
  10. 10. LITERACY LESSONS: INTERACTIVE PERSPECTIVE The interactive perspective represents a host of features such as teaching children how to be strategic processors and thinkers (Laureate Education, Inc., 2010d). Educators tend to focus on the interactive perspective when teaching students how to read.
  11. 11. LITERACY LESSONS: INTERACTIVE PERSPECTIVE EXAMPLES Through this perspective I was able to teach a guided reading lesson about bats to my emergent and beginner readers. Within this lesson I incorporated the “Five Pillars:” Phonemic awareness, phonics, vocabulary, fluency, and comprehension (Laureate Education, Inc., 2010f) along with focusing on the strategy “asking and answering questions.”
  12. 12. LITERACY LESSONS: CRITICAL & RESPONSE PERSPECTIVE Using the critical response allows students to examine texts from multiple perspectives, enables students to think and evaluate texts critically, and judge validity or veracity of a text (Laureate Education, Inc., 2010c). The response perspective is meant to provide an experience for students to have that moment/space made available to transfer children and their identities (Laureate Education, Inc., 2010e).
  13. 13. LITERACY LESSONS: CRITICAL & RESPONSE PERSPECTIVE EXAMPLES During whole group instruction students were taught how to think critically about the big idea and/or central message of a text. Using the instructional procedure “Grand Conversations” from the text “Literacy in the 21st Century A Balanced Approach” students were given the opportunity to have “discussions about stories in which students explore the big ideas and reflect on their feelings” (Tompkins, 2010, p 436). This instructional procedure allowed students to think both critically and respond to literacy in a successful way.
  14. 14. REFERENCES Gambrell, L. B., Palmer, B. M., Codling, R. M., & Mazzoni, S. A. (1996). Assessing motivation to read. The Reading Teacher, 49(7), 518–533. Laureate Education, Inc. (Producer). (2010a). Analyzing and selecting texts [Video webcast]. Retrieved from up_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flaun cher%3Ftype%3DCourse%26id%3D_4065554_1%26url%3D Laureate Education, Inc. (Producer). (2010b). [Video webcast]. Retrieved from Changes in literacy education up_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flaun cher%3Ftype%3DCourse%26id%3D_4065554_1%26url%3D
  15. 15. REFERENCES Laureate Education, Inc. (Producer). (2010c). Critical perspectives [Video webcast]. Retrieved from 2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype% 3DCourse%26id%3D_4065554_1%26url%3D Laureate Education, Inc. (Producer). (2010d). Perspectives on literacy learners [Video webcast]. Retrieved from 2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype% 3DCourse%26id%3D_4065554_1%26url%3D Laureate Education, Inc. (Producer). (2010e). [Video webcast]. Retrieved from Response perspective 2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype% 3DCourse%26id%3D_4065554_1%26url%3D
  16. 16. REFERENCES Laureate Education, Inc. (Producer). (2010f). [Video webcast]. Retrieved from The stages up_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flaun cher%3Ftype%3DCourse%26id%3D_4065554_1%26url%3D McKenna, M. C., & Kear, D. J. (1990). Measuring attitude toward reading: A new tool for teachers. The Reading Teacher, 43(9), 626– 639. Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston: Allyn & Bacon.