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Literate Environment Analysis Presentation

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Literate Environment Analysis Presentation

  1. 1. Literate Environment Analysis Kaimaya Underwood April 21, 2013 Dr. Abigayle Barton EDUC- 6706G-4 The Beginning Reader, PreK-3
  2. 2. Literacy • “According to Tompkins (2010), literacy is the competence of a student that acquires in both writing and reading” p.124).
  3. 3. Analysis Getting to Know Your Literacy Learners The most important factor in creating a literate environment is for teachers to get to know their students in their classrooms (Laureate Education, Inc., 2013a). Reading assessments helps us understand the strengths and needs of each of our students (Afflerbach, 2012, p.4) Assessments are the tools used in today's classrooms to gaining literacy knowledge about each student in order to plan effective instruction.
  4. 4. Getting to Know Your Literacy Learners (Continued) Research Cognitive Assessments provide teachers with the tools needed to understand student’s growth and challenges as a reader (Afflerbach, 2012). Examples of Cognitive Assessments I used •Dynamic Indicators of Basic Early Literacy Skills Test (DIBELS) •Reading Inventories •Developmental Reading Assessments (DRA)
  5. 5. Getting to Know Your Literacy Learners (Continued) Non-cognitive Assessments are designed to focus on the student’s motivation to read self-concept, attitudes about reading, and how they feel about themselves as a reader (Afflerbach, 2012). Examples of Non-Cognitive Assessments I used Interview with students (Me Stew)  allowed me to find out the students’ interest and needs. Elementary Reading Attitudes Survey (ERAS; McKenna & Kear, 1990). effectively measured two aspects of students’ reading, academic reading and recreational reading. Classroom Observations Allows notes to be taken of students’ abilities.
  6. 6. Selecting Texts- Analysis Text plays an important role in the literacy development, and it is essential to consider three important text factors: text structures, genre, and text features (Tompkins, 2010). Some Examples of text factors Text Size (Large versus Small) Text Length Text’s use of high frequency words It is also paramount for an educator to choose the appropriate text for their student's abilities, needs, and interests. I ensured that I chose texts that were both engaging and interesting for my students.
  7. 7. Selecting Texts- Research According to Dr. Hartman (Laureate Education, 2013b), texts should be selected by using the Literacy Matrix. This was a key tool I used when selecting the texts for my lesson. The Literacy Matrix is comprised of four quadrants with an x and y axis. The y-axis consists of narrative going to informational, and the x-axis is semiotic going to linguistic. Semiotic- pictures Linguistic- words
  8. 8. Selecting Texts- Research (continued) Examples of Texts I chose •Narrative •Informative •Online By balancing narrative, informational, and online text it gave the students the tools they needed to be successful in literacy in their later grade levels.
  9. 9. Literacy lesson: Interactive Perspective Analysis This perspective is to teach students how to read and write “accurately, fluently, and with comprehension of students” according to the Framework for Literacy Instruction (2013).
  10. 10. Literacy lesson: Interactive Perspective Research 5 Pillars of Reading  Phonics Vocabulary Fluency Comprehension Writing Interactive perspective allows strategic processing to be threaded through the five pillars (Laureate Education, Inc., 2013c).
  11. 11. Literacy lesson: Interactive Perspective Research To “show my students what good readers do and how good readers use reading strategies” (Tompkins, 2010, p.46). Strategies used included: Interactive Read-Aloud KWL Charts Think Alouds Shared Reading Word Sorts Mini Lessons These strategies were shown in Tompkins (2010) Compendium of Instructional Procedures Teachers should also arouse the students’ interest for reading by asking pre-reading questions, and asking the students to make predictions about the text based on the title and illustrations. It is also important to activate the students’ background knowledge about the topic of the text in order to monitor comprehension.
  12. 12. Literacy Lesson: Critical and Response Perspectives- Analysis The Critical perspective focuses on engaging the students to think critically about the text, and reflect on the author’s purpose and intent in writing the text (Laureate Education, Inc., 2013d). Comprehension is a key element in the critical perspective, and comprehension is a crucial element in reading because it is "process in which students engage with the text" (Tompkins, 2010, p.258). The Response perspective focuses on eliciting an emotional and personal response to the text the students’ read (Laureate Education, Inc., 2013e).
  13. 13. Literacy Lesson: Critical and Response Perspectives- Research I used the read-aloud strategy to enhance the students’ comprehension by “engaging the students in the reading process before, during and after reading the text” (Tompkins, 2010, p.439). I focused on the author’s intent in writing the text, and had the students to respond to the text by making a “text-to-self” connection (Tompkins, 2010, p.23).
  14. 14. References Afflerbach, P. (2012). Understanding and Using Reading Assessment, K-12 (2 nd ed).Newark, DE. International Reading Association. Framework for Literacy Instruction (2013). Retrieved from: https://class.waldenu.edu/webapps/portal/frameset.jsp? tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id %3D_2652843_1%26url%3D Laureate Education. (Producer) (2013a) ”Getting to Know your Learners" [Video Webcast] Retrieved from:https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard %2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2652843_1%26url%3D Laureate Education. (Producer) (2013b) "Analyzing and Selecting Texts" [Video Webcast] Retrieved from:https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard %2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2652843_1%26url%3D Laureate Education. (Producer) (2013c) ”Interactive Perspective: Stategic Processing" [Video Webcast] Retrieved from: https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard %2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2652843_1%26url%3D Laureate Education. (Producer) (2013d) ”Critical perspective" [Video Webcast] Retrieved from: https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard %2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2652843_1%26url%3D Laureate Education. (Producer) (2013e) ”Response perspective" [Video Webcast] Retrieved from: https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard %2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2652843_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.

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