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Literate Environment Analysis


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Literate Environment Analysis

  1. 1. By: Ms. Marsha S. Robinson The Beginning Reader Pre K - 3 EDUC – 6707R – 7 Walden University June 15, 2011 LITERATE ENVIRONMENT ANALYSIS
  2. 2. <ul><li>Getting to Know Literacy Learners, P - 3 </li></ul><ul><li>Analysis </li></ul><ul><li>In order for students to become </li></ul><ul><li>successful readers, students must </li></ul><ul><li>“ be motivated, of positive attitude, </li></ul><ul><li>of good self concept, and capable of </li></ul><ul><li>making accurate attributions for the </li></ul><ul><li>performances” (Afflerbach, 2007, p. 155). </li></ul>
  3. 3. <ul><li>Getting to Know Literacy Learners, P - 3 </li></ul><ul><li>Research </li></ul>Reading inventories provide teachers with valuable information about our students’ literacy interests, as well as their reading Performance and growth (Afflerbach, 2007). Activities for Getting to know Literacy Learners <ul><li>Motivation to Read Profile </li></ul><ul><li>Elementary Reading Attitude Survey </li></ul>
  4. 4. II. Selecting Texts <ul><li>Analysis </li></ul>Selecting text is a crucial part of literacy development. It is important to select text that positively influence reading and writing goals we set for our students (Laureate Education, Inc., 2010a). I selected text that were interesting, engaging, and met students literacy needs .
  5. 5. II. Selecting Text <ul><li>Research </li></ul>Students need to be exposed to a variety of text and structures. The literacy matrix aids in effectively implementing goal related texts into literacy lessons (Laureate Education, Inc., 2010a) Narrative Information Semiotic (Pictures) Linguistic (Words ____________________ _________
  6. 6. III. Literacy Lesson: Interactive Perspective In order for literacy learners to become interactive readers, they must learn to become interactive learners who are self- reflective as well as independent learners. Students must learn to : <ul><li>Choose most effective strategies when reading </li></ul><ul><li>Make predictions, visualize, and make sense of text </li></ul><ul><li>Analysis </li></ul>
  7. 7. <ul><li>Literacy Lesson: Interactive </li></ul><ul><li>Perspective </li></ul><ul><li>Research </li></ul>The use of whole group instruction, read alouds, and modeling thinking aloud are excellent ways to promote students’ strategic processing. Allowing students an opportunity to verbally relate their thought process and basic understanding of the content being taught creates and environment in the classroom that encourages risk taking and promotes questioning and reasoning strategies (Laureate Education, Inc., 2010d). The ultimate goal of the interactive perspective of literacy learning is to create learners who can independently navigate text to determine it’s meaning.
  8. 8. IV. Literacy Lesson: Critical and Response Perspectives <ul><li>Analysis </li></ul>Implementing the critical perspective of literacy requires students to: <ul><li>Think Critically about the text they </li></ul><ul><li>read to view multiple perspectives </li></ul><ul><li>Evaluate the text they read and use </li></ul><ul><li>their own judgment to measure its </li></ul><ul><li>validity </li></ul><ul><li>Apply analytical and critical thinking </li></ul><ul><li>while reading text (Laureate Education, Inc., 2010b). </li></ul>
  9. 9. IV. Literacy Lesson: Critical and Response Perspectives <ul><li>Analysis </li></ul>By using the Response Perspective of literacy, students are provided the opportunity to connect personally and emotionally with text. Students who successfully implement this perspective are engaged life long learners who respect the power of text (Laureate Education, Inc., 2010c).
  10. 10. IV. Literacy Lesson: Critical and Response Perspective <ul><li>Research </li></ul>The purpose of critical perspective of literacy learning is to challenge students to think more deeply about what they read. Student learn to apply critical thinking to validate the text believability (Laureate Education, Inc., 2010b). The response perspective of literacy learning allows students to interact and transact with texts in ways that can transform their identities and activity engage in the experience (Laureate Education, Inc., 2010c).
  11. 11. References <ul><li>Afflerbach, P. (2007). Understanding and using reading assessment, K–12 . Newark, DE: International Reading Association. </li></ul><ul><li>Laureate Education, Inc. (Executive Producer).(2010a). </li></ul><ul><ul><ul><li>Analyzing and selecting text .[DVD]. The beginning </li></ul></ul></ul><ul><ul><ul><li>reader PreK-3. Baltimore,MD:Author. </li></ul></ul></ul><ul><li>Laureate Education, Inc. (Executive Producer). (2010b). </li></ul><ul><ul><li>Critical perspective [DVD]. The beginning reader PreK-3. </li></ul></ul><ul><li>Baltimore, MD: Author. </li></ul>
  12. 12. Reference <ul><li>Laureate Education, Inc. (Executive Producer).(2010c). Response </li></ul><ul><li>perspective. [DVD]. The beginning reader PreK-3. </li></ul><ul><li>Baltimore, MD: Author . </li></ul><ul><li>Laureate Education, Inc. (Executive Producer).(2010d). Virtual </li></ul><ul><li>experience: Strategic processing [Webcast]. Foundations </li></ul><ul><li>of Reading and Literacy </li></ul>