LITERATE ENVIRONMENT ANALYSISPRESENTATIONLauren SeredichEDUC 6707: The Beginning Reader, PreK-3
INTRODUCTIONIn this PowerPoint, there are 4 research-based practices:1) Getting to Know Literacy Learners2) Selecting Texts3) Literacy Lesson: Interactive Perspective4) Literacy Lesson: Critical and Response Perspectives In this presentation, I will provide an analysis for each research-based practice. In the analysis, I will explain how this practice helped me create a literate environment. I will also provide one learning resource that supports each research-based practice.
GETTING TO KNOW LEARNERS Analysis: Understanding and knowing the reader helps me select texts and tailor instructional practices that excite them. Research: “Students who are engaged are intrinsically motivated, do more reading and writing, enjoy these activities, and have higher achievement” (Tompkins, 2010, p. 8).
SELECTING TEXTSAnalysis: A literacy matrix helps me select appropriate texts for students and ensure they receive the various types of text needed consistently. Students are engaged when students participate in selecting their texts. Students improve in comprehension when they understand how and why an author organizes her or her writing.
SELECTING TEXTSResearch: The Literacy Matrix (Laureate Education, 2010) was helpful in analyzing books I use too often or books I need to introduce. “Facilitating book discussions and analyzing how authors use various qualities of good writing, teachers can encourage children to model their stories after the experts (Paquette, 2007, p.163)”. Tompkins (2010) states “when students understand how authors organize and present their ideas in texts, [then] this knowledge about text factors serves as a scaffold by making comprehension easier” (p. 290).
INTERACTIVE PERSPECTIVEAnalysis: Students evolved into more metacognitive learners during the lesson as we engaged in modeling and using guided practice for literacy skill concepts. Students learned valuable reading skills: Rereading and using context clues to comprehend unfamiliar words. I tailored my teaching to meet my individual students’ needs.
INTERACTIVE PERSPECTIVEResearch: “Differentiated instruction is based on the understanding that students differ in important ways” (Tompkins, 2010, p. 362). Students will be better prepared to make sense of text with more exposure and practice, which aids their strategic processing(Laureate Education, 2010b). “The ultimate goal of the interactive perspective is to teach children how to be literate learners who can navigate the textual world independently” (Laureate Education, 2010b).
CRITICAL AND RESPONSE PERSPECTIVEAnalysis: Critical perspective was achieved when each student discussed what they thought about the lesson of the story. Response perspective was met when students responded in writing using their own voice. Students also made connections to their own life through text to self connection.
CRITICAL AND RESPONSE PERSPECTIVEResearch: Student and teacher “one-on-one conference” helps students focus their ideas to one subject and find example to support their responses (Tompkins, 2010, p. 76). Critical response is met when each student brings their own perspectives about the lesson of the story, and then we each make judgments based on believability (Laureate Education, 2010a). Responsive perspective has a transforming effect on your personal and emotional level (Laureate Education, 2010b).
FEEDBACK 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?
REFERENCESLaureate Education, Inc. (Executive Producer). (2010). Analyzing and selecting text [DVD]. In The beginning reader, PreK–3. Baltimore: Author.Laureate Education, Inc. (2010).Critical Perspective [Webcast].The Beginning Reader, PreK-3.Laureate Education, Inc. (2010). Response Perspective[Webcast]. The Beginning Reader, PreK-3.Paquette, K. (2007). Encouraging primary students’ writing through children’s literature. Early childhood education journal, 35(2), 155-165.Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston: Allyn& Bacon.