Literate Environment Analysis Presentation
•Download as PPTX, PDF•
0 likes•533 views
The document discusses key considerations for creating an inviting literacy environment. It emphasizes getting to know students through activities like literacy autobiographies and interest surveys to understand their background knowledge and reading interests. When selecting texts, the document recommends considering elements like layout, vocabulary level, and students' interest levels, and provides a literacy matrix to analyze a text's difficulty. Both formal and informal reading assessments are suggested to evaluate students' comprehension. Fostering students' critical thinking about texts involves engaging them with issues they care about and giving opportunities to question an author's perspective. The response perspective encourages connecting texts to students' prior knowledge and lived experiences.
Report
Share
Report
Share
Recommended
Literacy powerpoint
This document provides an analysis of literacy instruction strategies for early elementary students. It discusses getting to know students' interests, abilities, and motivation through surveys. Teachers should use small group, whole class, and individual instruction and select texts at appropriate reading levels. Literacy lessons should take an interactive, critical, or response perspective to promote deeper understanding and critical thinking. Teachers are encouraged to use various assessments and select texts to support student goals and objectives. Feedback from families can help teachers better support students' literacy development.
Creating a literate environment
This document discusses several important concepts for literacy instruction. It emphasizes the importance of knowing students' backgrounds, interests, cultures and languages. It also stresses selecting texts at students' ability levels that engage and connect to their identities. The document discusses teaching students to be strategic processors and thinkers by threading strategic processing through the five pillars of literacy. It also discusses teaching students to critically examine text and take different perspectives through critical and response perspectives.
Literate Environment Analysis
This document discusses creating a literate classroom environment. It emphasizes assessing students' cognitive and noncognitive literacy skills to plan effective instruction. Teachers must consider genre, readability, content and students' background knowledge when selecting texts. The interactive perspective teaches reading strategies through guided reading and word ladders. The critical perspective develops analysis and evaluation through questioning the author and K-W-L charts. The response perspective allows reflection and connections through reading logs and discussions.
Educ6706 literate environment analysis
The document discusses creating an effective literate environment for literacy learners. It is important to get to know students through assessments and activities. Administering cognitive and non-cognitive assessments allows the teacher to modify instruction to support students. The Elementary Reading Attitude Survey assesses reading motivation. Finding books that interest students based on their backgrounds and interests engages them in reading. A literate environment provides a variety of texts at different levels across linguistic, narrative, informational and semiotic categories according to the Literacy Matrix. The interactive, critical and response perspectives teach strategic reading, critical thinking and personal engagement with texts.
Literate environment analysis
This document discusses various aspects of literacy instruction for early readers from Pre-K to 3rd grade. It emphasizes the importance of getting to know individual learners through observation and documentation. When selecting texts, teachers should use a literacy matrix to choose books at different levels across linguistic, narrative, and difficulty parameters. Lessons should incorporate interactive, critical, and response perspectives by engaging students in discourse around texts and allowing diverse responses. Teachers are encouraged to support the development of strategic processing and critical thinking skills in early readers.
Literate environment analysis presentation
This document discusses literacy instruction for beginning readers. It covers assessing students' backgrounds, motivation to read, and attitudes towards reading. When selecting texts, the teacher considers factors like readability, illustrations, length, and print size. Literacy lessons should teach reading strategies through activities like read-alouds, word walls, and modeling. Students need opportunities to think critically about texts and connect with them on a personal level. Assessments like reading surveys, interviews, and "Me stews" provide insight into students as whole learners.
Creating a literate environment in the classroom, P-3
Creating an effective literate environment in the classroom requires several key instructional practices according to the presented document. These include getting to know students' cognitive and non-cognitive abilities, selecting engaging and appropriate leveled texts, and incorporating the three perspectives on literacy learning - interactive, critical, and response. The interactive perspective focuses on teaching students to be strategic readers using comprehension strategies. The critical perspective addresses making connections and asking questions. The response perspective emphasizes creating a safe environment for discussion and sharing. Together these practices aim to develop motivated, strategic readers and writers.
Literate environment analysis presentation
This powerpoint is my Literate Analysis Presentation. It represents how I have incorporated my learning into my third grade classroom.
Recommended
Literacy powerpoint
This document provides an analysis of literacy instruction strategies for early elementary students. It discusses getting to know students' interests, abilities, and motivation through surveys. Teachers should use small group, whole class, and individual instruction and select texts at appropriate reading levels. Literacy lessons should take an interactive, critical, or response perspective to promote deeper understanding and critical thinking. Teachers are encouraged to use various assessments and select texts to support student goals and objectives. Feedback from families can help teachers better support students' literacy development.
Creating a literate environment
This document discusses several important concepts for literacy instruction. It emphasizes the importance of knowing students' backgrounds, interests, cultures and languages. It also stresses selecting texts at students' ability levels that engage and connect to their identities. The document discusses teaching students to be strategic processors and thinkers by threading strategic processing through the five pillars of literacy. It also discusses teaching students to critically examine text and take different perspectives through critical and response perspectives.
Literate Environment Analysis
This document discusses creating a literate classroom environment. It emphasizes assessing students' cognitive and noncognitive literacy skills to plan effective instruction. Teachers must consider genre, readability, content and students' background knowledge when selecting texts. The interactive perspective teaches reading strategies through guided reading and word ladders. The critical perspective develops analysis and evaluation through questioning the author and K-W-L charts. The response perspective allows reflection and connections through reading logs and discussions.
Educ6706 literate environment analysis
The document discusses creating an effective literate environment for literacy learners. It is important to get to know students through assessments and activities. Administering cognitive and non-cognitive assessments allows the teacher to modify instruction to support students. The Elementary Reading Attitude Survey assesses reading motivation. Finding books that interest students based on their backgrounds and interests engages them in reading. A literate environment provides a variety of texts at different levels across linguistic, narrative, informational and semiotic categories according to the Literacy Matrix. The interactive, critical and response perspectives teach strategic reading, critical thinking and personal engagement with texts.
Literate environment analysis
This document discusses various aspects of literacy instruction for early readers from Pre-K to 3rd grade. It emphasizes the importance of getting to know individual learners through observation and documentation. When selecting texts, teachers should use a literacy matrix to choose books at different levels across linguistic, narrative, and difficulty parameters. Lessons should incorporate interactive, critical, and response perspectives by engaging students in discourse around texts and allowing diverse responses. Teachers are encouraged to support the development of strategic processing and critical thinking skills in early readers.
Literate environment analysis presentation
This document discusses literacy instruction for beginning readers. It covers assessing students' backgrounds, motivation to read, and attitudes towards reading. When selecting texts, the teacher considers factors like readability, illustrations, length, and print size. Literacy lessons should teach reading strategies through activities like read-alouds, word walls, and modeling. Students need opportunities to think critically about texts and connect with them on a personal level. Assessments like reading surveys, interviews, and "Me stews" provide insight into students as whole learners.
Creating a literate environment in the classroom, P-3
Creating an effective literate environment in the classroom requires several key instructional practices according to the presented document. These include getting to know students' cognitive and non-cognitive abilities, selecting engaging and appropriate leveled texts, and incorporating the three perspectives on literacy learning - interactive, critical, and response. The interactive perspective focuses on teaching students to be strategic readers using comprehension strategies. The critical perspective addresses making connections and asking questions. The response perspective emphasizes creating a safe environment for discussion and sharing. Together these practices aim to develop motivated, strategic readers and writers.
Literate environment analysis presentation
This powerpoint is my Literate Analysis Presentation. It represents how I have incorporated my learning into my third grade classroom.
Creating a Literate Environment
The document discusses creating a literate environment for students in pre-K through 3rd grade. It emphasizes the importance of getting to know individual students in order to best support their literacy development. Teachers should learn about students' backgrounds, interests, and identities to select texts that appeal to them and facilitate instructional practices like read-alouds that foster engagement. The document also provides a framework for literacy instruction that addresses cognitive and affective needs through interactive, critical, and response-based perspectives. Overall, the key aspects of a literate environment include knowing students well on an individual level and using instructional strategies that account for their unique experiences and identities.
Creating a literate environment
A literate environment is important for creating successful and motivated readers and writers. It lays the foundation for reading and writing skills, which are important for future academic success. The document discusses assessing students' reading levels, selecting engaging texts matched to their levels, and using a variety of literacy strategies and perspectives to provide effective literacy instruction. These include interactive, critical, and response perspectives to help students learn to read and interact with texts.
Literate environment analysis presentation
The presenter discusses strategies for gaining an in-depth understanding of literacy learners through cognitive and non-cognitive assessments. This knowledge helps the presenter select texts that interest and connect to students from a variety of genres. Students are actively taught reading strategies and given opportunities to respond to texts creatively through journaling, art, acting out stories, and voice recordings. The presenter models strategic reading and differentiates instruction to scaffold students as they develop independence in using strategies.
Literate environments
This document discusses creating literate environments for students. It emphasizes getting to know learners' interests and abilities through various assessments. Teachers should select engaging texts at students' reading levels to motivate them. The interactive perspective focuses on teaching the five pillars of reading: phonemic awareness, phonics, vocabulary, fluency, and comprehension. The critical and responsive perspectives provide insight into student thinking and encourage deeper learning and compassion. A literate environment considers content, pedagogy, materials, technology, and social aspects.
Creating a literate environment
This document discusses key aspects of literacy instruction and assessment. It emphasizes the importance of getting to know students through assessments and conversations to better understand their backgrounds and needs. Both cognitive and non-cognitive assessments are important. The document also discusses selecting appropriate texts, implementing interactive, critical, and responsive perspectives, and gaining feedback to improve instruction.
Literate environment analysis
This document provides guidance on creating a literate classroom environment. It discusses three essential parts: getting to know literacy learners through non-cognitive and cognitive assessments, selecting appropriate texts using a literacy matrix, and using interactive, critical and response instructional perspectives. Specific examples are provided for each part, including a "Me Stew" activity to learn about students' interests, choosing family-themed texts, and focusing a lesson on becoming knowledgeable readers. The document emphasizes the importance of understanding individual students, selecting a variety of texts, and engaging students through different instructional approaches.
Literate Environment Analysis Presentation
Literate Environment Analysis Presentation
Walden University - Dr. Lin Carver
EDUC - 6706R Beginning Reader PreK-3
Literate environment analysis presentation
Literate Environment Analysis Presentation for Walden University.
Dr. Denise Love- The Beginning Reader, Pre-K EDUC-6706R-9
Creating a literate environment
The document discusses how the presenter used various assessments to get to know literacy learners, including their interests, reading abilities, and motivation. Assessments mentioned include the Elementary Reading Attitude Survey, Motivation to Read Profile, and Leveled Reading Passages Assessment Kit. The information from the assessments helps guide instruction and book selection. A literacy matrix is also referenced for evaluating and selecting appropriate texts.
Literate environment presentation analysis
This document discusses how Angie Aguilar used various assessments to get to know her literacy students, including their reading abilities, interests, and motivation. She administered assessments such as the Elementary Reading Attitude Survey, Motivation to Read Profile, and Leveled Reading Passages Assessment Kit. The information from these assessments helps guide literacy instruction and select appropriate texts for students.
Literate environment
This document discusses strategies for getting to know literacy learners, including conducting reading inventories to assess accuracy, fluency, vocabulary, and comprehension, as well as determining student attitudes towards reading using surveys. It also discusses selecting texts based on student interests and background knowledge, and teaching students reading strategies from an interactive perspective to become independent readers. Finally, it discusses critically examining texts from different perspectives and having students respond to texts in meaningful ways.
Creatingaliterateenvironment
This document discusses the importance of literacy education and creating a literate environment for students. It emphasizes getting to know individual students' cognitive and noncognitive development through assessments in order to select appropriate texts and lessons. The document provides examples of assessments, interactive reading techniques, and ensuring students are active participants in their literacy learning.
Literate presentation
This document provides an analysis of a literate environment for literacy instruction. It discusses frameworks for literacy instruction including getting to know students, selecting texts, and literacy lessons with interactive, critical, and response perspectives. Examples are given of assessments to understand students cognitively and non-cognitively, as well as guided reading and whole group lessons incorporating comprehension strategies and critical thinking. References are also provided.
Digital story
1. There are five stages of literacy development from pre-kindergarten to grade 3: awareness and exploration, emergent reader, early/beginner reader, transitional reader, and fluent reader.
2. Various assessments should be used to measure students' phonological awareness, phonics, vocabulary, comprehension, and oral language skills.
3. The literacy matrix aids in selecting texts of different difficulties across narrative, informational, semiotic and linguistic categories to provide students a wide range of reading materials.
Literate environment
The document discusses strategies for analyzing literacy learners and selecting appropriate texts, including using commercial reading inventories, providing explicit instruction to struggling readers, and recognizing logos in familiar contexts. It also covers selecting texts based on readability, length, structure and visual support, as well as using the interactive, responsive, and critical perspectives to develop good readers who can think critically. Basal readers are commonly used but it is important to also use supplemental materials to meet different learning styles.
Literate environment analysis
The author analyzed her literacy learners using assessments like the Elementary Reading Attitude Survey to learn their interests and identify strengths and weaknesses. She also studied techniques for selecting appropriate texts, such as the Literacy Matrix, to provide a balanced literacy program. The author ensures her classroom environment incorporates the Interactive, Critical, and Response Perspectives through practices like think-pair-shares, questioning the author, and personal connections to help students engage with texts.
Class 7 power point literate environment analysis
This document discusses literacy development for pre-kindergarten through 3rd grade students. It covers selecting texts based on student interests and reading levels. It also discusses lessons for emergent and beginning literacy learners. Cognitive and noncognitive assessments are used to determine students' literacy capabilities. Cognitive assessments focus on reading skills and strategies, while noncognitive assessments provide information on student motivations, self-concept, interests, and attitudes. Texts from a variety of genres should be included in literacy instruction. Comprehension is the ultimate goal of reading instruction, so emergent learners require teacher-led instruction and scaffolding, while beginning learners can work more independently.
Literate Environment Analysis
This document discusses creating a literate environment for students. It emphasizes getting to know students through assessments in order to understand their backgrounds and interests. A variety of assessment tools are listed, including DIBELS, student conferences, and attitude surveys. The document also discusses selecting appropriate texts at students' ability levels that engage them and connect to their lives. Examples of texts chosen for a unit on pumpkins include both fiction and nonfiction. The Literacy Matrix is presented as a tool to analyze and select texts from different genres. Instructional strategies discussed include guided reading, choral reading, word study, and teaching students to be strategic readers. The document also mentions allowing students to critically examine texts and engage with texts in personally meaningful ways.
Literate environment
This document discusses creating a literate environment for students. It emphasizes the importance of understanding students as literacy learners by using assessments and surveys to determine their reading levels, interests, and attitudes. With this information, teachers can select appropriate texts that match students' needs and engage them. The document also discusses using instructional strategies like building schema, predictions, and reading logs to support students' literacy development and promote strategic, critical thinking about texts. The overall goal is to help all students achieve their full literacy potential.
Fianl presentation
This document discusses the importance of creating a literate environment for early readers. It explains that a literate environment exposes students to engaging texts and instructional practices that develop their reading, writing, and critical thinking skills. The document also provides examples of how one teacher gets to know her students, selects appropriate books to match their abilities, and teaches literacy strategies through lessons like KWL charts. The goal is for students to become independent and strategic readers.
App7 hendricksons
Creating a Literate Environment by Shona Hendrickson discusses creating a literate environment for students. There are three essential parts: 1) Getting to know literacy learners through cognitive and non-cognitive assessments; 2) Selecting texts using a literacy matrix that considers linguistic/semiotic and narrative/informational qualities; 3) Using interactive, critical, and response perspectives in literacy instruction. The document provides examples and activities to support each part of creating a literate environment.
Literate Environment Analysis
The document discusses creating a literate environment for early literacy learners from pre-K to 3rd grade. It emphasizes the importance of selecting engaging texts that meet students' literacy needs and abilities. Various assessment tools and activities are mentioned that can help teachers get to know their students as literacy learners. The document also discusses implementing different literacy lesson perspectives, including interactive, critical, and response perspectives, to develop students' reading comprehension and higher-order thinking skills. The goal is to create independent, strategic readers who can thoughtfully interact with and analyze different texts.
More Related Content
What's hot
Creating a Literate Environment
The document discusses creating a literate environment for students in pre-K through 3rd grade. It emphasizes the importance of getting to know individual students in order to best support their literacy development. Teachers should learn about students' backgrounds, interests, and identities to select texts that appeal to them and facilitate instructional practices like read-alouds that foster engagement. The document also provides a framework for literacy instruction that addresses cognitive and affective needs through interactive, critical, and response-based perspectives. Overall, the key aspects of a literate environment include knowing students well on an individual level and using instructional strategies that account for their unique experiences and identities.
Creating a literate environment
A literate environment is important for creating successful and motivated readers and writers. It lays the foundation for reading and writing skills, which are important for future academic success. The document discusses assessing students' reading levels, selecting engaging texts matched to their levels, and using a variety of literacy strategies and perspectives to provide effective literacy instruction. These include interactive, critical, and response perspectives to help students learn to read and interact with texts.
Literate environment analysis presentation
The presenter discusses strategies for gaining an in-depth understanding of literacy learners through cognitive and non-cognitive assessments. This knowledge helps the presenter select texts that interest and connect to students from a variety of genres. Students are actively taught reading strategies and given opportunities to respond to texts creatively through journaling, art, acting out stories, and voice recordings. The presenter models strategic reading and differentiates instruction to scaffold students as they develop independence in using strategies.
Literate environments
This document discusses creating literate environments for students. It emphasizes getting to know learners' interests and abilities through various assessments. Teachers should select engaging texts at students' reading levels to motivate them. The interactive perspective focuses on teaching the five pillars of reading: phonemic awareness, phonics, vocabulary, fluency, and comprehension. The critical and responsive perspectives provide insight into student thinking and encourage deeper learning and compassion. A literate environment considers content, pedagogy, materials, technology, and social aspects.
Creating a literate environment
This document discusses key aspects of literacy instruction and assessment. It emphasizes the importance of getting to know students through assessments and conversations to better understand their backgrounds and needs. Both cognitive and non-cognitive assessments are important. The document also discusses selecting appropriate texts, implementing interactive, critical, and responsive perspectives, and gaining feedback to improve instruction.
Literate environment analysis
This document provides guidance on creating a literate classroom environment. It discusses three essential parts: getting to know literacy learners through non-cognitive and cognitive assessments, selecting appropriate texts using a literacy matrix, and using interactive, critical and response instructional perspectives. Specific examples are provided for each part, including a "Me Stew" activity to learn about students' interests, choosing family-themed texts, and focusing a lesson on becoming knowledgeable readers. The document emphasizes the importance of understanding individual students, selecting a variety of texts, and engaging students through different instructional approaches.
Literate Environment Analysis Presentation
Literate Environment Analysis Presentation
Walden University - Dr. Lin Carver
EDUC - 6706R Beginning Reader PreK-3
Literate environment analysis presentation
Literate Environment Analysis Presentation for Walden University.
Dr. Denise Love- The Beginning Reader, Pre-K EDUC-6706R-9
Creating a literate environment
The document discusses how the presenter used various assessments to get to know literacy learners, including their interests, reading abilities, and motivation. Assessments mentioned include the Elementary Reading Attitude Survey, Motivation to Read Profile, and Leveled Reading Passages Assessment Kit. The information from the assessments helps guide instruction and book selection. A literacy matrix is also referenced for evaluating and selecting appropriate texts.
Literate environment presentation analysis
This document discusses how Angie Aguilar used various assessments to get to know her literacy students, including their reading abilities, interests, and motivation. She administered assessments such as the Elementary Reading Attitude Survey, Motivation to Read Profile, and Leveled Reading Passages Assessment Kit. The information from these assessments helps guide literacy instruction and select appropriate texts for students.
Literate environment
This document discusses strategies for getting to know literacy learners, including conducting reading inventories to assess accuracy, fluency, vocabulary, and comprehension, as well as determining student attitudes towards reading using surveys. It also discusses selecting texts based on student interests and background knowledge, and teaching students reading strategies from an interactive perspective to become independent readers. Finally, it discusses critically examining texts from different perspectives and having students respond to texts in meaningful ways.
Creatingaliterateenvironment
This document discusses the importance of literacy education and creating a literate environment for students. It emphasizes getting to know individual students' cognitive and noncognitive development through assessments in order to select appropriate texts and lessons. The document provides examples of assessments, interactive reading techniques, and ensuring students are active participants in their literacy learning.
Literate presentation
This document provides an analysis of a literate environment for literacy instruction. It discusses frameworks for literacy instruction including getting to know students, selecting texts, and literacy lessons with interactive, critical, and response perspectives. Examples are given of assessments to understand students cognitively and non-cognitively, as well as guided reading and whole group lessons incorporating comprehension strategies and critical thinking. References are also provided.
Digital story
1. There are five stages of literacy development from pre-kindergarten to grade 3: awareness and exploration, emergent reader, early/beginner reader, transitional reader, and fluent reader.
2. Various assessments should be used to measure students' phonological awareness, phonics, vocabulary, comprehension, and oral language skills.
3. The literacy matrix aids in selecting texts of different difficulties across narrative, informational, semiotic and linguistic categories to provide students a wide range of reading materials.
Literate environment
The document discusses strategies for analyzing literacy learners and selecting appropriate texts, including using commercial reading inventories, providing explicit instruction to struggling readers, and recognizing logos in familiar contexts. It also covers selecting texts based on readability, length, structure and visual support, as well as using the interactive, responsive, and critical perspectives to develop good readers who can think critically. Basal readers are commonly used but it is important to also use supplemental materials to meet different learning styles.
Literate environment analysis
The author analyzed her literacy learners using assessments like the Elementary Reading Attitude Survey to learn their interests and identify strengths and weaknesses. She also studied techniques for selecting appropriate texts, such as the Literacy Matrix, to provide a balanced literacy program. The author ensures her classroom environment incorporates the Interactive, Critical, and Response Perspectives through practices like think-pair-shares, questioning the author, and personal connections to help students engage with texts.
Class 7 power point literate environment analysis
This document discusses literacy development for pre-kindergarten through 3rd grade students. It covers selecting texts based on student interests and reading levels. It also discusses lessons for emergent and beginning literacy learners. Cognitive and noncognitive assessments are used to determine students' literacy capabilities. Cognitive assessments focus on reading skills and strategies, while noncognitive assessments provide information on student motivations, self-concept, interests, and attitudes. Texts from a variety of genres should be included in literacy instruction. Comprehension is the ultimate goal of reading instruction, so emergent learners require teacher-led instruction and scaffolding, while beginning learners can work more independently.
Literate Environment Analysis
This document discusses creating a literate environment for students. It emphasizes getting to know students through assessments in order to understand their backgrounds and interests. A variety of assessment tools are listed, including DIBELS, student conferences, and attitude surveys. The document also discusses selecting appropriate texts at students' ability levels that engage them and connect to their lives. Examples of texts chosen for a unit on pumpkins include both fiction and nonfiction. The Literacy Matrix is presented as a tool to analyze and select texts from different genres. Instructional strategies discussed include guided reading, choral reading, word study, and teaching students to be strategic readers. The document also mentions allowing students to critically examine texts and engage with texts in personally meaningful ways.
Literate environment
This document discusses creating a literate environment for students. It emphasizes the importance of understanding students as literacy learners by using assessments and surveys to determine their reading levels, interests, and attitudes. With this information, teachers can select appropriate texts that match students' needs and engage them. The document also discusses using instructional strategies like building schema, predictions, and reading logs to support students' literacy development and promote strategic, critical thinking about texts. The overall goal is to help all students achieve their full literacy potential.
Fianl presentation
This document discusses the importance of creating a literate environment for early readers. It explains that a literate environment exposes students to engaging texts and instructional practices that develop their reading, writing, and critical thinking skills. The document also provides examples of how one teacher gets to know her students, selects appropriate books to match their abilities, and teaches literacy strategies through lessons like KWL charts. The goal is for students to become independent and strategic readers.
What's hot (20)
Similar to Literate Environment Analysis Presentation
App7 hendricksons
Creating a Literate Environment by Shona Hendrickson discusses creating a literate environment for students. There are three essential parts: 1) Getting to know literacy learners through cognitive and non-cognitive assessments; 2) Selecting texts using a literacy matrix that considers linguistic/semiotic and narrative/informational qualities; 3) Using interactive, critical, and response perspectives in literacy instruction. The document provides examples and activities to support each part of creating a literate environment.
Literate Environment Analysis
The document discusses creating a literate environment for early literacy learners from pre-K to 3rd grade. It emphasizes the importance of selecting engaging texts that meet students' literacy needs and abilities. Various assessment tools and activities are mentioned that can help teachers get to know their students as literacy learners. The document also discusses implementing different literacy lesson perspectives, including interactive, critical, and response perspectives, to develop students' reading comprehension and higher-order thinking skills. The goal is to create independent, strategic readers who can thoughtfully interact with and analyze different texts.
Literate environment presentation
This document discusses literacy instruction and assessment. It provides information on getting to know literacy learners through interest, motivation, and cognitive/noncognitive assessments. It discusses selecting texts based on linguistic features, readability, and other factors. The document also outlines the interactive, critical, and response perspectives for literacy lessons and provides example activities for each.
Literate environment analysis presentation
The document discusses creating a literate environment for students from pre-K to 3rd grade. It emphasizes the importance of taking an interactive, critical, and responsive approach to literacy instruction. Teachers should get to know students through various assessments and collaborate with families and the community to support students' literacy development. Both cognitive and non-cognitive assessments provide insights into students' reading abilities, interests, and self-perceptions. A variety of text types should be incorporated into lessons to engage students and support their growth as strategic readers.
Literate environment analysis
1) The document discusses strategies for getting to know early readers, including using reading inventories and understanding students' interests.
2) It emphasizes the importance of selecting texts that interest students and represent different genres to help develop comprehension skills.
3) The document also covers instructional perspectives like the interactive perspective which teaches students to be strategic thinkers and the response perspective which helps students better understand texts by connecting to their own lives.
Literate Environment Analysis
This document discusses literacy instruction for early readers. It focuses on three key perspectives: interactive, critical, and response. The interactive perspective teaches reading skills and strategies. The critical perspective develops analytical skills, while the response perspective elicits personal responses to text. The author emphasizes using assessments and getting to know students to match them with appropriate texts and instruction.
Literate environment analysis
The document discusses the importance of assessing students' literacy strengths and weaknesses in order to differentiate instruction. It emphasizes exposing students to a variety of fiction and nonfiction texts to improve comprehension. The literacy matrix can help teachers select texts that are interesting to students and match their reading level. The document also discusses teaching students interactive strategies like making predictions and the critical perspective of questioning and examining texts to gain a deeper understanding.
Literate environment analysis
The document discusses the importance of assessing students' literacy strengths and weaknesses in order to differentiate instruction. It emphasizes exposing students to a variety of fiction and nonfiction texts to improve comprehension. The literacy matrix can help teachers select texts that are on students' reading levels and of interest to them. The document also discusses teaching students interactive strategies like making predictions and the critical perspective of questioning and responding to what they read.
Literate Environment Analysis
This document summarizes the key components of creating an effective literate environment: 1) Getting to know learners cognitively through reading assessments and non-cognitively through attitude surveys; 2) Selecting appropriate texts that engage students at their level through a variety of genres; 3) Engaging students interactively through strategies like read alouds, guided reading, and interactive activities; 4) Incorporating critical and response perspectives where students analyze texts and connect on a personal level. The presentation emphasizes understanding individual students, exposing them to diverse texts, and involving them through strategic, metacognitive, critical and response-based instruction.
Literate environment analysis
The document discusses key aspects of literacy instruction for early readers. It defines literacy as the competence students acquire in both writing and reading. It emphasizes the importance of getting to know individual students' interests, motivation and reading levels through formal and informal assessments. The document also discusses selecting texts based on student assessments and differentiating instruction to meet student needs through interactive, critical and response perspectives that promote strategic reading and critical thinking.
Literate Environment Analysis Presentation EDUC 6706 by: Kyla Ousley
This document discusses perspectives on literacy instruction and assessment. It describes three key perspectives on literacy - the interactive perspective, which teaches strategic reading skills; the critical perspective, which teaches students to examine text from different points of view; and the response perspective, which allows students to personally engage with and respond to text. The document also discusses the importance of assessing both cognitive and non-cognitive factors about students in order to understand their needs and select engaging texts matched to their ability levels and interests. A variety of assessment methods and instructional activities are provided for each perspective.
Literate environment analysis presentation power point
This document summarizes strategies for teachers to use to select appropriate texts and implement effective literacy instruction for students with different abilities and motivation levels. It discusses assessing students' literacy skills, selecting texts at the right level of difficulty, and using interactive, critical, and response perspectives to engage students. The goal is to create a balanced literacy environment that meets the diverse needs of all students.
Literate Environment Analysis
The document discusses creating a literate classroom environment. It emphasizes getting to know students as literacy learners, selecting appropriate texts, and incorporating critical and response perspectives into literacy lessons. Strategies mentioned include using reading inventories, graphic organizers, and activities that encourage higher-order thinking skills like character analysis. The goal is to implement research-based practices that foster literacy development and independent learning.
Literate environment analysis presentation
This document summarizes research and assessments used by Amy Morey for her students in EDUC-6706R The Beginning Reader, Pre K-3 course at Walden University. It discusses using both cognitive and non-cognitive assessments to understand students' reading abilities and motivation. Specific assessments examined include the CORE assessments, Elementary Reading Attitude Survey, and Motivation to Read Profile. The document also reviews perspectives on literacy instruction, including the interactive, critical, and response perspectives. Key strategies discussed are read alouds, developing vocabulary, and teaching summarization to help students become strategic readers.
Literate Environment Analysis Presentation
This document discusses literacy assessment and instructional strategies for elementary students. It covers:
1) Standardized and non-cognitive assessments to understand students' reading abilities and interests.
2) Selecting texts that align with Hartman's literacy matrix to engage different skills.
3) Implementing interactive lessons that develop metacognition and strategic reading.
4) Eliciting feedback to strengthen instruction and support students' literacy development.
Wk7 assgn1a hansen
This document summarizes key points from a course on literacy education. It discusses the importance of understanding students' backgrounds, interests and motivations. Effective classrooms are based on dedication to both the literacy program and students. A variety of formal and informal assessments can provide insights into students' cognitive and non-cognitive needs. Selecting appropriate texts requires considering factors like reading level, interest and text type. Literacy lessons should teach strategies for different goals and text types using an interactive perspective that helps students independently navigate texts. The critical and response perspectives encourage examining multiple viewpoints and responding through activities like journaling.
App7 daypresentation
The author administered reading assessments to better understand students' literacy needs and abilities. A reading inventory and Elementary Reading Attitude Survey were used as cognitive and non-cognitive assessments. The author analyzed selecting engaging texts aligned to student goals using a text matrix. A literacy lesson incorporated interactive, critical, and response perspectives to develop strategic thinking and personal connections to text.
Creating a Literate Environment
This document discusses creating a literate environment through several components:
1) Getting to know literacy learners through assessments of cognitive and non-cognitive skills to understand students and provide effective instruction.
2) Selecting appropriate texts based on students' levels, interests and identities from a variety of genres and structures.
3) Implementing the interactive perspective through instruction based on five literacy pillars and teaching strategic reading.
4) Applying the critical and response perspectives to have students analyze and respond to text.
Literate environmnet analysis
This document discusses strategies for getting to know literacy learners and selecting appropriate texts. It describes administering reading surveys and assessments to understand student reading abilities and interests. Various activities are listed to learn about students, including interviews and motivation surveys. When selecting texts, factors like difficulty, length, structure and exposing students to different genres are important. The document also covers teaching students interactive, critical and response perspectives to develop strategic reading, evaluation and connection skills.
Literate environmnet analysis
This document discusses strategies for getting to know literacy learners and selecting appropriate texts. It describes administering reading surveys and assessments to understand student reading abilities and interests. The document also covers four important elements to consider when selecting texts: difficulty, readability, length, and structure. Additionally, it outlines perspectives teachers can take to develop strategic reading and critical thinking: the interactive, critical, and response perspectives.
Similar to Literate Environment Analysis Presentation (20)
Literate Environment Analysis Presentation EDUC 6706 by: Kyla Ousley
Literate Environment Analysis Presentation EDUC 6706 by: Kyla Ousley
Literate environment analysis presentation power point
Literate environment analysis presentation power point
Recently uploaded
HYPERTENSION - SLIDE SHARE PRESENTATION.
IT WILL BE HELPFULL FOR THE NUSING STUDENTS
IT FOCUSED ON MEDICAL MANAGEMENT AND NURSING MANAGEMENT.
HIGHLIGHTS ON HEALTH EDUCATION.
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف أحرف الخلاف للقراء العشرةأعد أحرف الخلاف بالتلوين وصلا سمير بسيوني غفر الله له
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdHow to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Benner "Expanding Pathways to Publishing Careers"
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Stack Memory Organization of 8086 Microprocessor
The stack memory organization of 8086 microprocessor.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
Gender and Mental Health - Counselling and Family Therapy Applications and In...
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Recently uploaded (20)
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
SWOT analysis in the project Keeping the Memory @live.pptx
SWOT analysis in the project Keeping the Memory @live.pptx
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Literate Environment Analysis Presentation
- 1. Literate Environment-Chandra Reed Based on the Framework for Literacy Outline Walden University EDUC 6706G-9 June 21, 2011
- 3. Getting to Know Students Teacher Goals: Figure out Students Activities Literacy Autobiographies Interest Surveys Student Literacy Interviews “Me-Stew” activity Journal Entry Level of background knowledge Exposure to Literacy Genres Literacy Interest Reading Motivators Literacy Goals (Laureate Education Inc., 2010a)
- 4. Laureate Education Inc., 2010Framework for Literacy Instruction Chart (Laureate Education Inc., 2010b) Chart
- 6. Selecting Text(Things to Consider) Layout of text – structure, length, picture and text placement Singletons – unique new words Matrix - Level of Text Difficulty Readability – size of text, text cues, and inferences Students Interest Level - (Administer a Inventory Survey)
- 7. Proper Text Selection When building a literacy environment selecting text on students independent instructional level is imperative. The literacy matrix allows educators to identify if text is more linguistic base or semiotic. The text can also be identified as being written from a narrative or informational point of view and the ease of readability for the reader (Laureate Education Inc., 2010f)
- 8. Literacy Matrix Hard Linguistic Information Text Narrative Text Semiotic Easy (Laureate Education Inc., 2010f)
- 9. Interactive Perspective Formal and Informal Assessments metacognition
- 10. Formal & Informal Assessments Formal Assessments Oral Reading Tests Criterion-referenced test Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Informal Assessments Informal Reading Inventories (IRI) Cloze Test Maze Test Portfolios Tompkins, 2010
- 11. Reading inventory surveys are a great tool for teachers to use in the class after a more formal reading assessment has been administered. Reading inventories allows the teacher to know what books to recommend to the student in hopes of getting the student to become an avid independent and engage reader by igniting their interest. Reading Inventory Survey
- 12. Interactive Writing, Graphic Organizers, Clapping Alliterations, & Interactive Read-Aloud Cognitive Instructional Methods (Tompkins, 2010)
- 13. Critical Perspective Fostering the critical perspective of students towards the text they read involve two key aspects. Is global warming a cause for alarm, why or why not?
- 14. Critical Perspective judge Think critically evaluate Question Validity The first one is figuring out the issues that ignite students emotions. Next, selecting text that facilitate opportunities for students to judge, evaluate, think critically, and question the author’s point of view are several ways to nurture critical thinking among students. (Laureate Education, Inc. 2010c)
- 15. Response Perspective Using students schema as a building block for students comprehending the information in the text helps to motivate students (Laureate Education Inc., 2010d). The response perspective involves the readers lived experiences being used as a primary source of importance (Laureate Education, Inc., 2010e)
- 16. Response Perspective Connect to students experiences Connect the text with prior knowledge Connect the text with real-world experiences (Laureate Education Inc., 2010d)
- 17. References Laureate Education, Inc. (Executive Producer) (2010a). Getting to Know Your Student. [DVD]. Baltimore, MD: Author Laureate Education, Inc. (Executive Producer) (2010b). Changes in Literacy Education. [DVD]. Baltimore, MD: Author Laureate Education, Inc. (Executive Producer) (2010c). Critical Perspective. [DVD]. Baltimore, MD: Author Laureate Education, Inc. (Executive Education). (2010d). Response Perspective Perspective. [DVD]. Baltimore, MD: Author Laureate Education, Inc. (Executive Education). (2010e). Perspective on Literacy Learning. [DVD]. Baltimore, MD: Author Laureate Education Inc. (2010f). (Executive Producer) Analyzing and Selecting Text. [webcast]. Baltimore: author Tompkins, G. (2010). Literacy for the 21st Century: A balanced approach(5th ed.). Boston: Allyn & Bacon