Literate environment analysis presentation


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Literate Environment Analysis

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Literate environment analysis presentation

  1. 1. LiterateEnvironment Analysis By Jessica Carr Walden University Instructor: Cindee Easton The Beginning Reader, Pre K-3 EDUC - 6706R - 1
  2. 2. “Education is not the filling of the pail but the lighting of a fire.” -William Butler Yeats
  3. 3. Getting to Know Literacy LearnersAnalysis: After using cognitive and non-cognitive tests, Iwas able to see that my students needed encouragementin order to become motivated readers. It is importantthat educators understand how their students feel aboutliteracy so that they can engage them during instruction.This practice helped provide me with information aboutwhy my students were not reading at grade level and whatI could do to help them. I used the ERAS (ElementaryReading Attitude Survey) assessment as a non-cognitiveassessment because it measures student motivation andfeelings about learning (McKenna & Kear, 1990).
  4. 4. Getting to Know Literacy LearnersResearch: The reason for classroom assessment is to collect meaningful data about what students know and do, and it takes many forms (Afflerbach, 2007). “Understanding how students learn, and particularly how they learn to read and write, influences the instructional approaches that teachers use” (Tompkins, 2010, p.5).
  5. 5. Selecting TextsAnalysis: I selected three different types of text to read to my students, one informational text, one narrative text, and one online text. I felt it was important for all books to fall on the semiotic portion of the Literacy Matrix because my students are English Language Learners and I feel that pictures are very important to help them make connections to their reading (Laureate Education, Inc., 2011).
  6. 6. Selecting TextsResearch: Teachers can use the Literacy Matrix to analyze and select text for students (Laureate Education, Inc., 2011). I feel by utilizing the Literacy Matrix, I will be able to enhance my current teaching skills, because I will be able to provide students with text that is appropriate to their reading skills.
  7. 7. Interactive PerspectiveAnalysis: The interactive perspective relates to teaching students how to read. I feel that I am able to accomplish teaching incorporating the interactive perspective by focusing on basic sight words, high frequency words, and decoding unfamiliar words.
  8. 8. Interactive PerspectiveResearch: B.W. Otto states, “The evolution of the Interactive perspective was influenced by the continued research that occurred as the Whole Language approach was implemented” (2012, p.1). The goal of reading is comprehension, and teachers must utilize different strategies in order to reach this goal (Tompkins, 2010).
  9. 9. Critical and Response PerspectivesAnalysis: I use the critical perspective when I talk to my students about the genre and the author’s purpose for writing different text. I incorporate the response perspective into my lessons by asking students to reflect on different texts and relate them to their own lives.
  10. 10. Critical and Response PerspectivesResearch: The critical perspective happens when the educator is teaching students how to thoroughly study their books (Laureate Education, Inc., 2010). The response perspective is the time provided by the educator that allows students an opportunity to respond to the text that they have read (Laureate Education, Inc., 2010).
  11. 11. ReferencesAfflerbach, P. (2007). Teacher Questioning as Assessment. Retrieved from afflerbach.html&mode=redirect.Laureate Education, Inc. (Producer). (2011). Analyzing and Selecting Text [Video webcast]. In Foundations of Reading and Literacy Retrieved from: %2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_574430_1%26url3D.McKenna, M. C., & Kear, D. J. (1990). Measuring attitude toward reading: A new tool for teachers.  The Reading Teacher, 43(9), 626-639.Otto, B. (2012). Literacy development and the balanced approach. Retrieved from, G. E. (2010). Literacy for the 21st century: A balanced approach  (5th ed.). Boston: Allyn & Bacon.