Literate environment analysis ppt

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Literate environment analysis ppt

  1. 1. Literate Environment Analysis Lynn Lanier Walden University Dr. Gina Pink EDUC 6706 The Beginning Reader Pre-K-3 April 14, 2014
  2. 2. Creating a Literacy Environment • “When young children come to school, their knowledge about written language expands quickly as they learn concepts about print and participate in meaningful experiences with reading and writing”, (Tompkins, 2010, p. 111). • Literacy environment is as effective as the teacher makes it. It is my responsibility as a teacher, to provide a conducive learning environment for my young students. I must keep in mind the interactive, critical, and response perspective categories of the literacy instruction framework. • According to Angelillo (2008), “Classrooms are social settings. Together, students and their teacher create their classroom community, and the type of community they create strongly influences the learning that takes place”, (as cited by Tompkins, 2009, p. 16).
  3. 3. Characteristics of Literacy Environment • Students responsible for own learning, behavior, and contributions • Student opportunities for reading meaningful text • Student engages in learning activities • Teacher demonstrates, models, and encourages literacy strategies • Student takes risk to extend learning • Teacher provides meaningful instruction • Student responds to text through writing and/or conversations with peers • Student chooses text to read, but within teacher set guidelines • Teacher provides ample time for student reading and writing • Teacher and student together monitor work through teacher assessments, and student self-assessment
  4. 4. Literacy Environment is • I. Getting to know my learners • II. Selecting the right texts • III. Implementation of literacy framework – Interactive Perspective – Critical Perspective – Response Perspective
  5. 5. Getting to Know Your Literacy Learners • In order to plan lessons to meet the academic needs, but include interest motivators, as a teacher, it is critical to know my students interests, strengths and weaknesses. • To assess interest, I used the “Reading Interest Survey-Elementary”, (Shanker and Cockrum, 2009, p.415), in addition to one-on-one conversation with my students.
  6. 6. Getting to Know Your Literacy Learners Cognitive Assessment Academic • Reading Inventories • Running Records • Word recognition list • DIBELS Non-Cognitive Assessment Personal • Reading interest survey • Conversation with student • Parent/teacher survey • Personal reading journal
  7. 7. Getting to Know Your Learners continued Analysis • By using cognitive and non-cognitive assessments, these researched based practices help evaluate and monitor student progress. In addition to these assessments, teachers are able to learn students interest, as well as, their understanding of the material being presented. Research • Afflerbach’s Understanding and Using Reading Assessment K-12, was a great tool in gaining an understanding as to why we should assess our students. He describes the importance in finding a purpose for assessing our students and taking that purpose in order to meet their individual needs. • According to Afflerbach,“reading assessment helps us understand the strengths and needs of each of our students”, (Afflerbach, 2012, p.4). • “Contemporary reading inventories can provide information related to each of the five target areas identified by the No Child Left Behind Act (NCLM; i.e., students’phonemic awareness, phonics, fluency, vocabulary, and comprehension), as developmentally appropriate”, (Afflerbach, 2012, pgs. 27 and 28). • According to Dr. Hartman, (Laureate, 2010), we must not only assess cognitively, but non- cognitively as well. We should assess “the other”. • “Reading Interest Survey-Elementary”, (Shanker and Cockrum, 2009, p.415).
  8. 8. Selecting Texts Analysis • By selecting engaging and appropriate texts, it allows me to create a literate environment for students. Through this research base practice, the literacy matrix proved to be a beneficial tool to use to determine levels of difficulty for texts to meet my students’ need and interest. • By utilizing this practice, the literacy matrix provided in the Analysis and Selecting Text media clip, (Laureate,2010), it allows me as the teacher to assess different texts used within literacy lessons. Research • Analyzing and Selecting Text (Laureate, 2010), Dr. Hartman discussed the four components of the literacy matrix, with the addition of Dr. Almasi’s level’s of difficulty, to determine the level of each of the text chosen to use within the lesson. • Four components of literacy matrix – Linguistics – Narrative – Informational – Semiotic • Texts difficulty include – Readability – Concept density – Text Length – Structure – Size of Font – Visuals
  9. 9. Selecting Text Literacy Matrix Linguistics Hard Informational Narrative Easy Semiotic Dr. Douglas Hartman’s Literacy Matrix, including Dr. Janice Almasi’s level of difficulty.
  10. 10. Texts Chosen • Students’ common interest was sports, with soccer being the favorite. I chose the following texts to address the literacy matrix components. I have also included the online text to address growing technology in the 21st century. Online text, Soccer Joy, by Jeremy Berlin http://ngm.nationalgeographic.com/2013/02/soccer-joy/berlin-text
  11. 11. Literacy Lesson Interactive Perspective Analysis • The literacy-learning objectives addressed the lack of word analysis skills in decoding unfamiliar words and helped build students’ comprehension and fluency of a given text. • In order to promote all students’ strategic processing and metacognition, I began with a musical and visual motivator about sports, and chose texts relating to the subject theme. • I chose to use the lesson as whole group structure, but later divided the students into groups for a guided reading lesson for easy assessment, and addressing the three students’, from week two, weak areas found in the original assessments. • I was amazed how well the students tuned into the VCV modeling, demonstrating how to use the sounds of the letters and blending them to pronounce the unfamiliar words they highlighted in the text. • The students’ confidence level increased when they were able to use the new strategies to decode unfamiliar words during their personal recording of the story. Research • “The most common causes of repetitions in a student’s reading are similar to the causes of omissions in reading – that is, poor word- recognition skills, poor word-analysis skills, or poor fluency skills. Of these, a problem with word- recognition skills (sight vocabulary) occurs most often. (Shanker & Cockrum, 2009, p. 113). • According to Ms. Hilbreth’s media reflection, visuals are important to hook our students’interest, (Laureate, 2010).
  12. 12. Literacy Lesson Critical and Response Perspectives Analysis • The literacy-learning objectives for the chosen lesson addressed how to compare and contrast two stories, analyze different views of the characters, and checking students’ comprehension skills by re-telling a story. • According to Dr. Alamsi, (Laureate, 2010), the response perspective helps student relate personally to a given text. I opened by asking the students how they would feel if they were unable to express their side of an argument. By using this approach, students are able think critically, and relate personal connections to a possible situation that may have occurred with a fellow classmate or peer. • I chose whole group instruction, but later divided the students into groups for the re-tell activity for easy assessment. I made sure to group the three students, from week two, together to address the students’ comprehension skills. The metacognitive strategy using the Venn diagram to compare and contrast the events in each story helped the students visually recognize similarities and differences within the two stories. • I included journal writing to help students think critically about texts, in addition to, remind students of the four components, character, setting, and plot when writing.
  13. 13. Literacy Lesson Critical and Response Perspectives continued Research • “Critical literacy theorists believe that language is a means for social action and advocate that teachers do more than teach students to read and write; students should become agents of social change (McDaniel, 2004; Wink, 2005). This application of sociolinguistics has a political agenda: The increasing social and cultural diversity in American society adds urgency to resolving inequities and injustices. (Tompkins, 2010, p. 10). • “Teachers can often tell if students are having difficulty comprehending by observing their written work, their ability to answer questions, and their participation in discussions about material read”, (Shanker & Cockrum, 2009, p. 163). • “Effective instruction contributes to the development of student’ reading skills and strategies, motivation, and commitment to reading” (Afflerbach, 2012, p. 7). • “Hancock (2007) identified three types of response as students write about stories they’re reading: immersion responses, involvement responses, and literacy evaluation”, (Tompkins, 2010, p. 347).
  14. 14. References Afflerbach, P. (2012). Understanding and using reading assessment, K-12 (2nd ed.). Newark, DE: International Reading Association. Berlin, J. (2013). Soccer joy. Retrieved from http://ngm.nationalgeographic.com/2013/02/soccer-joy/berlin-t Bildner, P. (2014). The soccer fence: a story of friendship. Putnam Juvenile. Cline-Ransome, L. (2011). Young pele: soccer’s first star. Random House Children's Books. Jones, J.V. (2010). Toward the goal: the kaka story. Zonderkidz . Laureate Education (Producer). (n.d.). Changes in literacy education. [Video file]. 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_4743380_1%26url%3D Laureate Education (Producer). (n.d.). Critical perspective. [Video file]. 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_4743380_1%26url%3D Laureate Education (Producer).(n.d.). Getting to know your learners. [Video file] 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_4743380_1%26url%3D
  15. 15. References Laureate Education (Producer). (n.d.). Perspectives on early literacy. [Video file]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flaunch er%3Ftype%3DCourse%26id%3D_4743380_1%26url%3D Laureate Education (Producer). (n.d.). Response perspective. [Video file]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flaunch er%3Ftype%3DCourse%26id%3D_4743380_1%26url%3D Laureate Education (Producer). (n.d.). Virtual field experience™: Strategic processing [Video file]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flaunch er%3Ftype%3DCourse%26id%3D_4743380_1%26url%3D Maccarone, G. (1994). Soccer game. Cartwheel. Shanker. J. L. & Cockrum, W.A. (2009). Locating and correcting reading difficulties (9th ed.). Boston: Allyn & Bacon. Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston: Allyn & Bacon.
  16. 16. Feedback from Colleagues and Family Members of Students • 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 of your children? • What questions do you have?

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