Literate environment analysis

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Literate environment analysis

  1. 1. Literate Environment AnalysisA Guide to Creating a Literate EnvironmentBy: Kellie DowdyEDUC 6706: The Beginning Reader, Pre K-3Walden UniversityInstructor: Cindee Easton
  2. 2. A literate environment is great for teachers to have in their classroom. Tocreate a literate environment I have found using the Framework for LiteracyInstruction is a great guide. The Framework for Literacy Instruction isimportant for teachers to become familiar with to help them become effectiveliteracy teachers. In order to create a literate environment there are threeessential parts:• Learners - Getting to know literacy learners• Texts - Selecting Appropriate Texts for learners• Instructional practices -Using interactive, critical, and response perspectivesin literacy instruction (Walden University, 2013).In a literate environment, each perspective requires a teacher to be cognizantof planning for the learners, the texts, and the instructional practices(Hoffman, 2011).How do you create a literateenvironment?
  3. 3. Getting to know each student will be beneficial to the teacher inknowing which literacy stage the students are in. An effectiveliterate environment will provide learners with affective andcognitive aspects of literacy learning (Walden University, 2013).Affective aspects of literacy learning are simply observing students’interests, attitudes, and motivation that contribute to their successin reading (Afflerbach, 2007).If a teacher has a student’s interest at heart, finding out more aboutthe student will allow the teacher to make a connection with thestudent (Laureate Education, Inc., 2007c).Realizing all students’ motivations, interests, and attitudes will allowa teacher to get to know all students; this is one essential part ofthe literate environment(Laureate Education, Inc., 2007c).Why should you get to know yourstudents?
  4. 4. To begin my experience of discovering the students’ literacy development, I used a non-cognitive assessment. I started with a non-cognitive assessment as a way of getting toknow more about each student. The assessment I used was the “Me Stew” activity.“Me Stew”This learning resource is an activity that allows the students to bring objects in a brownlunch bag to class that describes their interests or likes (Laureate Education, Inc., 2007c).During this activity I observed all of the students in the group love being around theirfamilies. Each student had a different reason for loving his or her families. I completedthis non-cognitive assessment as well. I completed the assessment so the students wouldhave the opportunity to learn more about myself. The students need to learn more abouttheir teacher so they feel comfortable with them, learn about their teacher’s interest tounderstand why they did things in the classroom (Laureate Education, Inc., 2007c). Sothrough this assessment I found out that the topic of families would engage them in theirliteracy learning.Getting to Know Literacy Learners,Pre K-3 (Non-cognitive aspect)
  5. 5. LiteracyAutobiographiesRunning RecordsDevelopmentalReadingAssessment (DRA)Students’ WorkSamplesObservationsGetting to Know LiteracyLearners, Pre K-3 (Cognitive aspect)Another way to assess literacy learners is to give them acognitive assessment. The following are examples of cognitiveassessments.These assessments are ways teachers monitorstudents’ learning every day and use the results tomake instructional decisions (Winograd & Arrinton,1999).
  6. 6. As a teacher, it is important to broaden my thinking toinclude a wide range of text. I have found the Literacy Matrixto be helpful in selecting text for students. The LiteracyMatrix analyzes text a teacher has selected for the class(Laureate Education, Inc., 2007a). The matrix is designed as aquadrant consisting of four areas:• Narrative• Informational• Linguistic – describes if a text is word oriented• Semiotic – the text does not have words, uses pictures(Laureate Education, Inc., 2007a).How do you select text for learners?
  7. 7. LinguisticInformationalNarrativeSemioticLiteracy Matrix
  8. 8. Here are the texts I chose while working with my small groupof literacy learners. All the texts are about families.Selecting Texts
  9. 9. When a teacher is taking an interactive perspective toteaching, he or she is taking the time to make sure their studentsare reading fluently (Laureate Education, Inc., 2007c).The interactive perspective helps teachers to be metacognitiveabout using this strategy. This strategy is focused on choosingthe most appropriate strategy of phonics with students andchoosing the appropriate text for students (LaureateEducation, Inc., 2007c).When using the interactive perspective in a lesson, the main goalis for teachers to teach the students how to be knowledgeablelearners who can investigate the textual world on their own(Laureate Education, Inc., 2007c).As a teacher, I want to focus on helping my students becomesuch knowledgeable learners who seek informational text foranswers.Literacy Lesson: InteractivePerspective
  10. 10. When a teacher is taking a critical and responsive perspective to literacyinstruction, the teacher is taking the position for ensuring students thinkabout an author’s text in a deeper and personal perspective.The critical perspective in literacy instruction allows the students to examinethe text from different views, think critically about the text, and makejudgments about the text (Laureate Education, Inc., 2011a).In the critical perspective, students will read about a text about a giventopic and will examine the text by thinking about why the author wrote thestory the way they did (Laureate Education, Inc., 2011a).In the response perspective, the students are allowed to personally connectwith the text (Laureate Education, Inc., 2011b). Students should think aboutthe text and respond to the text by relating with the text (LaureateEducation Inc., 2011b).Through these two perspectives, I have learned that students can respondto how the text relates to them personally and students can think criticallyhow the message the author is conveying in text.Literacy Lesson: Critical andResponse Perspectives
  11. 11. Afflerbach, P. (2007). Understanding and using reading assessment K-12. Newark, DE: International Reading Association.Hoffman, B., (2011, September 22). Framework for literacy instruction: 3 perspectives. Retrieved from http://mylearningspringboard.com/framework-for-literacy-instruction-3-perspectives/Laureate Education, Inc. (Executive Producer). (2007a). Analyzing and selecting texts. [Webcast]. The beginning reader, prek-3. Baltimore: Author.Laureate Education, Inc. (Executive Producer). (2011a). Critical Perspective [Webcast]. The beginning reader, pre k-3. Boston: Author.Laureate Education, Inc. (Executive Producer). (2007b). Getting to know your students. [Webcast]. The beginning reader, prek-3. Baltimore: Author.Laureate Education, Inc. (Executive Producer). (2007c). Interactive perspective: strategic processing. [Webcast]. The beginning reader, prek-3. Baltimore:Author.Laureate Education, Inc. (Executive Producer). (2011b). Response Perspective [Webcast]. The beginning reader, pre k-3. Boston: Author.Sweeney, J. (2000). Me and My Family. New York, New York: Crown Publishers, Inc.Walden University. (2013). Framework for Literacy Instruction. Retrieved May 8, 2013 fromhttps://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_551764_1%26url%3DWinograd, P., & Arrington, H.J. (1999). Best practices in literacy assessment. In L.B. Grambrell, L.M. Morrow, S.B. Neuman, & M. Pressley (Eds.), Best practices inliteracy instruction (pp. 210-241). New York: Guilford Press.References:

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