Literate EnvironmentAnalysis Presentation Kimberly H. Ivie Walden University Instructor: Dr. Jann James EDUC 6706R-6
Hartmann introduced the literacy instruction model to keep in mind when thinking aboutour literacy environment.These are: *Learners *Text *Instructional practicesIn the areas of: *Interactive Perspective *Critical Perspective *Response PerspectiveWhen thinking about our learners we have to ask ourselves what do we need to knowabout them and what they know (Laureate Education Inc, 2010a). In choosing thedifferent text we need to think about what we need to understand about the text andhow they are put together, their features, design features to help our students betterunderstand them (Laureate Education Inc, 2010a). The last focal point is ourinstructional practices and how we bring it all together (Laureate Education Inc, 2010a).
My Literacy Environment includes:Interactive Perspective:• A variety of activities and instructional practices to meet the needs of my students and to teach the letter and sound relationship.• Lots of music and singing to help teach and reinforce different lessons and skills.• Providing different ways and methods for students to be exposed and introduced to print. • Including listening to a book on tape, big books, read-a-louds, shared reading, and many opportunities to explore different books. • Access to a wide range of text and opportunities throughout the day to peruse and discuss them. • Use the appropriate instructional methods to help them in their literacy development. By figuring out their different stages in regards to exposure to print, I am able to adjust and adapt my teaching “account for these differences” (NAEYC, 1998 p. 5).
My Literacy Environment includes (continued): Critical and Response Perspectives: • Introduce them to different books that require them think about text and to form an opinion or thought.• Helping my students develop their own thinking and opinions through activities that help them become aware of their own thinking, the thinking of their classmates, giving them opportunities to explain and share their thoughts and guiding them to expand on these thoughts and think in different and new ways. The current literate environment that I have created for my students fall within the framework for literacy instruction. I know that I am covering these in my teaching, but am always looking for ways to add to my teaching repertoire. It is important that I keep in mind my students (learners), text and instructional practices in relation to interactive perspective, critical perspective and response perspective.
Getting to know my students:When planning our instruction for our students we need to keep them in mind; their needs, strengths, weaknesses, interests, etc. Almasi has said that we need to really talk to our students and that it is not what were teaching, butwhom we are teaching (Laureate Education Inc, 2010b). It is important that we know them as human beings, their motivation and interests. By knowing our students we will be able to provide the best instruction for them and create a positive experiences that will lead to their literacy autobiographies.By getting to know my students I will be able to understand where my studentsare in their literacy development and how I will need to change my instruction to meet their needs.
Ways to get to know my students (continued):I will use: *CORE diagnostic testing *letter and sound recognition * sound knowledge * phonological segmentation test * Sentences into words * Words into syllables *AIMSweb/Universal Screening *letter naming fluency *Observations *Oral Reading Inventory *literacy involvement at home and interest.The information gained from these students will give me insight into their needs and how to differentiate my instruction for them.
Selecting Text:• When selecting text for students we need to select a wide variety of books for their use to give them a well-rounded literacy experience. By providing this variety for our students we will be able to give them skills that they will use later in their schooling as well as into adulthood.• Hartman introduced a Literacy Matrix that we can use to see the different types of books we are using as well as ensuring we are providing a type of balance or full representation for our students (Laureate Education Inc, 2010c). This matrix includes four different areas, linguistic (word oriented), semiotic (words, pictures or a combination of the two), narrative and informational.• By introducing our students to informational text in the early years, we will be able to hopefully avoid the fourth-grade slump that many students fall into when the focus is on information text.• Kindergarten students can have informational text read to them, through this exposure they will be able to learn the language used in informational text (Duke, 2009).
Text for teaching colors and mixing colors• Pete the Cat: I love my white shoes by: Eric Litwin• Mouse Paint by: Ellen Walsh• Informational Text: • Color Wheel Website (http://www.kidzone.ws/science/colorwheel.htm)• Tumblebooks:(http://www.tumblebooks.com/) • Purple Green and Yellow by: Robert Munsch • A Penguin Story by:Antonnette Portis
Selecting Text Conclusion:• When using informational text I will have to modify how I use it with them, but as Duke said I need to expose them to the language of it (Duke, 2009).• In addition to using information text, I need to remember to use the new literacies available including using the Internet and the different forms of technology available.• If I apply the Literacy Matrix discussed by Hartman (Laureate Education Inc, 2010a), when selecting text I will be able to provide this balance for my student’s and will ensure I am meeting their literary needs.
Interactive Perspective:• Bedekamp said that for us to develop our students language and literacy we need to read aloud to them in small groups and give them a chance to be engaged in the conversation of the book (Laureate Education Inc, 2010d).• Using the read aloud with my students I was able to model the reasoning involved in reading and provide them with strategies to use when they are starting to read (The elementary science integration project (ESIP), 2011). Shared reading also provided me with an opportunity to engage my students in text. Through this shared reading I was able to activate my students prior knowledge with colors and color words as well as focus on comprehension (Laureate Education Inc, 2010c).
Activities to promote the Interactive Perspective: • Read Aloud’s • Big Books • Shared reading • Online stories • Books on Tape• Through these activities I provided for my students I started the process of teaching them to be literate learners that are able to independently explore text, I look forward to providing more lessons that will expand on these skills.
Interactive Perspective Conclusion:• Through the read-aloud and shared readings, I was able to expose my students to text and to activate their prior knowledge. Through these different types of text I was also able to stop and ask questions and review vocabulary words and there meaning (Laureate Education Inc, 2010b).• Using the read aloud with my students I was able to model the reasoning involved in reading and provide them with strategies to use when they are starting to read (The elementary science integration project (ESIP), 2011).• Shared reading also provided me with an opportunity to engage my students in text. Through this shared reading I was able to activate my students prior knowledge with colors and color words as well as focus on comprehension (Laureate Education Inc, 2010c).
• The other aspects of this lesson provided practice and exposure for my students that had beginning reading skills by being able to track and follow along with text as well are reinforce recognizing certain words (color words). They were able practice reading and worked on their comprehension skills through retelling and dramatization of the different stories that were used. Students were also introduced to new literacies by using technology to listen individually to two different stories. Through this method my students were able to work on their listening skills, following oral directions and comprehension skills.
IV. Literacy Lesson:Critical and Response Perspectives
• The critical perspective teaches our students to think more deeply about text (Laureate Education Inc, 2010e), it goes beyond I liked the book.• The critical perspective wants us as teachers to provide opportunities for our students to think analytically about text (Laureate Education Inc, 2010e).
Activities to promote the Critical and Response Perspectives:• Discuss author’s intent and why they wanted us to read this particular story. • For example: Why Linda Sue Park wanted us to read Bee-Bin Bop• Express how the story made them feel. • Example: Since Bee-Bin Bop was about another culture, students discussed how it made them feel• Rating the story with a thumbs up or thumbs down and then give reasoning. • Students explained why the either liked or disliked the story. They also were able to mention if there were certain parts that they like or disliked.
• Using the critical and responsive perspectives, I was able to guide my students to make predictions, think about the author’s intent and make a personal connection in their own lives with the text. Through these discussions students were able to express their ideas and see themselves as thinkers. They started learning to become aware of their thoughts and their classmates and learning how to express these thoughts for others to understand (Dombro, Jablon, and Stetson, 2011 pg. 79).• We want our students to personally and emotionally connect to text (Laureate Education Inc, 2010f).
• AIMSweb Assessment and Data Management for RTI (2010). Retrieved September 2, 2011 from http://www.aimsweb.com/• Core common core standards. (2011). Retrieved September 5, 2011 from http://www.corelearn.com/Services/Common-Core-Standards/• Dombro, A. L., Jablon, J., & Stetson, C. (2011). Powerful interactions how to connect with children to extend their learning. Washington, DC: National Association for the Education of Young Children (NAEYC).• Duke, N.K., (2009). Informational text and young children, when, why, what, where and how. Available from www.ngsp.com/Portals/0/downloads/SCL22- 0469A_AM_Duke.pdf• The elementary science integration project (ESIP). (2011). The elementary science integration project (ESPI). Available from http://www.esiponline.org/classroom/foundations/reading/readalouds.html• Laureate Education, Inc. (Executive Producer). (2010a). Changes in literacy education [DVD]. The Beginning Reader, PreK-3. Baltimore, MD: Author• Laureate Education, Inc. (Executive Producer). (2010b). Getting to know your students [DVD]. The Beginning Reader, PreK-3. Baltimore, MD: Author
• Laureate Education, Inc. (Executive Producer). (2010c). Analyzing and selecting text [DVD]. The Beginning Reader, PreK-3. Baltimore, MD: Author• Laureate Education, Inc. (Executive Producer). (2010d). Developing language and literacy [DVD]. The Beginning Reader, PreK-3. Baltimore, MD: Author• Laureate Education, Inc. (Executive Producer). (2010e). Critical perspectives [DVD]. The Beginning Reader, PreK-3. Baltimore, MD: Author• Laureate Education, Inc. (Executive Producer). (2010f). Response perspective [DVD]. The Beginning Reader, PreK-3. Baltimore, MD: Author• Litwig, E. (2010). Pete the cat I love my white shoes. New York, NY: HarperCollins.• Munsch, R., (1992). Purple, green and yellow. New York, NY: Annick Press• National Association for the Education of Young Children. (1998). Learning to read and write: Developmentally appropriate practices for young children. Washington, DC: Author.• Portis, A., (2008). A penguin story. New York, NY: HarperCollins.• Wash, E., (1995). Mouse paint. New York, NY: Harcourt and Red Wagon.
Feedback Questions:• What insights did you gain about literacy and literacy instruction from viewing this presentation?• How might the information presented change your literacy practices and/or your literacy interactions with students?• In what ways can I support you in the literacy development of your students or children? How might you support me in my work with students or your children?• What questions do you have?