Creating a literate classroom


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Creating a literate classroom

  1. 1. Creating a Literate Classroom By: Nicole Storey
  2. 2. Literacy in the Classroom <ul><li>The Framework for Literacy focused on three important perspectives for any literacy classroom (Walden, 2011): </li></ul><ul><li>Critical Perspective </li></ul><ul><li>Response Perspective </li></ul><ul><li>Interactive Perspective </li></ul>
  3. 3. Perspectives at a Glance <ul><li>Critical Perspective: teaches the student how to think critically about a text and evaluate writing. </li></ul><ul><li>Response Perspective: looks at different ways children can respond to a text </li></ul><ul><li>Interactive Perspective: looks at strategies that help children to become part of the text through interaction </li></ul><ul><ul><ul><ul><ul><li>Walden University, 2011 </li></ul></ul></ul></ul></ul>
  4. 4. <ul><li>By using the Framework for Literacy Instruction, I was able to take an in depth look at the way I was teaching to see where my strengths and weaknesses lie (Walden University, 2011). </li></ul><ul><li>Knowing this information helped me to be more aware of what I was teaching in order to ensure I was utilizing all three literacy perspectives. </li></ul>
  5. 5. Literacy Assessments <ul><li>Throughout this course I worked with three different students: Kailyn, Jenna, and Bryn. </li></ul><ul><li>During the second week of the course, I focused on the importance of assessments: cognitive and affective. </li></ul>
  6. 6. Affective Assessments <ul><li>In order to find out how Kailyn, Jenna, and Bryn felt about reading I administered the Elementary Reading Attitude Survey that Dennis J. Kear designed (McKenna & Kear, 1990). </li></ul><ul><li>This assessment allowed me to see how each student felt about reading for fun, as well as for learning. </li></ul>
  7. 7. Cognitive Assessments <ul><li>Cognitive assessments are a very important of teaching literacy. </li></ul><ul><li>In order to get a baseline assessment, I administered fluency assessments to each student. </li></ul><ul><li>I used fluency passages from McGraw Hill (2001) and A-Z reading (2011). </li></ul>
  8. 8. <ul><li>If these students were in my classroom, I would continue to administer the fluency assessments on a weekly basis in order to keep up with the students changing needs (Laureate Education, 2010a). </li></ul>
  9. 9. Choosing Texts <ul><li>Choosing the appropriate text to read to your students is a large part of Framework for Literacy Instruction (2011). </li></ul><ul><li>I took into consideration each students’ reading and writing level. </li></ul><ul><li>Knowing how the students felt about reading, I also knew that I needed to find a topic of interest. </li></ul>
  10. 10. <ul><li>In order to keep the students interest, I chose a topic of frogs in order to teach the required lessons. </li></ul><ul><li>Next, I used the Literacy Matrix to ensure that I was giving these students an appropriate literacy instruction in a balanced environment (Laureate Education, Inc., 2010b). </li></ul>
  11. 11. Choosing Texts <ul><li>Literacy Matrix- is an easy way to choose a text that aligns with your goals (Laureate Education, Inc., 2010b). </li></ul><ul><li>The matrix has four categories that a text can fall on: narrative, informational, linguistic, semiotic (Laureate Education, Inc., 2010b). </li></ul>
  12. 12. <ul><li>The texts chosen this week would drive my instruction for the next two weeks and therefore I made sure that they varied on the literacy matrix, were relevant to the topic, as well as their developmental levels. </li></ul>
  13. 13. Word Knowledge and Comprehension Lesson <ul><li>My goal was to create a lesson that would increase Kailyn, Jenna, and Bryn’s vocabulary and build their comprehension. </li></ul><ul><li>I created a lesson that utilized a plethora of strategies in order to accomplish this goal. </li></ul>
  14. 14. <ul><li>Starting with a KWL chart and a Red Light, Yellow Light, Green Light activity, I was able to assess both what the students already knew about frogs, as well as what their interests were within the subject. </li></ul>
  15. 15. <ul><li>I also used a video on Discovery Education to ignite their curiosity and interest ( ). </li></ul><ul><li>Next, the students listened to an interactive read aloud on the topic, answering questions throughout to ensure comprehension. </li></ul>
  16. 16. <ul><li>Since the three students vary within their reading and writing development, Kailyn and Jenna were in a guided reading group, and Bryn completed the reading on her own with me. </li></ul>
  17. 17. Kailyn and Jenna <ul><li>In order to increase their vocabulary, they completed a content vocabulary sort focusing on different species or frogs and their habitat (Tompkins, 2010). </li></ul>
  18. 18. <ul><li>In order to build Kailyn and Jenna’s comprehension they were asked to complete a triple Venn Diagram to compare and contrast three different species of frogs. </li></ul><ul><li>This task proved to be too difficult and next time should only use a regular Venn Diagram. </li></ul>
  19. 19. Bryn <ul><li>To build vocabulary Bryn completed a vocabulary sort of the frogs life cycle. </li></ul><ul><li>In order to build her comprehension, she completed a sketch-to-stretch describing the frogs life cycle and how they survive in their habitat during each stage of life (Tompkins, 2010). </li></ul>
  20. 20. <ul><li>As an extension activity, all three girls went on a field trip to a pond where we were able to observe frogs in their natural habitat. </li></ul>
  21. 21. Critical and Response Lesson <ul><li>The next step to ensuring I created a literate environment for Kailyn, Jenna, and Bryn involved planning a lesson that involved them having the opportunity to think critically about a text and then respond to it. </li></ul>
  22. 22. <ul><li>For this lesson, I kept the students together with the hopes that Kailyn and Jenna would be motivated by Bryn. </li></ul><ul><li>This task did not work out as well as I had hoped and Kailyn and Jenna wound up frustrated. </li></ul>
  23. 23. <ul><li>I began by assessing their cognitive and noncognitive skills using a KWL chart and a thumbs up thumbs down activity. </li></ul><ul><li>We reviewed their information from last week and began talking about the story “Frog and Toad” this week. </li></ul>
  24. 24. <ul><li>The students completed activities such as creating a bookmark in order to think critically about the text and respond accordingly. </li></ul>
  25. 25. <ul><li>The students also had discussions about the text, sat in the hot seat to become the characters and respond to questions from classmates, as well as Bryn completing a double journal entry. </li></ul><ul><li>I wanted to provide multiple opportunities for the students to experience the text and respond to it. </li></ul>
  26. 26. <ul><li>What I have learned is that utilizing the tools given, I can give each child the opportunity to learn in a literate environment. </li></ul>
  27. 27. Resources <ul><li>Laureate Education, Inc. (Executive Producer). (2010a). Reading inventories. [Webcast]. The beginning reader. Prek-3. Baltimore, MD: Author. </li></ul><ul><li>Laureate Education Inc. (2010b). Analyzing and selecting a text. [WebCast]. The Beginning Reader PreK- 3. Baltimore, MD: Author. </li></ul><ul><li>McGraw-Hill Companies, Inc. (2001). Kit and rex. Retrieved from . Retrieved on June 8, 2011. </li></ul><ul><li>McKenna, M. C., & Kear, D. J. (1990). Measuring attitude toward reading: A new tool for teachers. The reading teacher, 43 (9), 626-639. </li></ul><ul><li>Reading a-z. (2011). Your reading resource center. Retrieved from / . Retrieved on June 8, 2011. (Fluencypassages) </li></ul><ul><li>Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston:Allyn & Bacon </li></ul><ul><li>Walden University. (2011). Framework for literacy instruction. Retrieved August 3, 2011 from </li></ul><ul><li> </li></ul>