The document discusses creating a literacy-rich environment for students by getting to know them individually, selecting a variety of texts, and promoting interactive, critical, and personal responses to reading. The author analyzes their practices, which include drawing on student backgrounds to guide discussions and writing, exposing students to different genres like expository texts, modeling higher-level thinking, and having students reflect personally on what they read.
Walden University
Masters in Education Reading and Literacy Program
The Beginning Reader, Pre K-3
(EDUC - 6706R - 6)
Literate Environment Analysis Presentation
Week 7
Christy Thompson
A synthesis of many practices in education including interactive, responsive, and critical perspectives as well as the importance of the Literacy Matrix.
Walden University
Masters in Education Reading and Literacy Program
The Beginning Reader, Pre K-3
(EDUC - 6706R - 6)
Literate Environment Analysis Presentation
Week 7
Christy Thompson
A synthesis of many practices in education including interactive, responsive, and critical perspectives as well as the importance of the Literacy Matrix.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
4. Use a variety of informal and formal assessments to determine areas of strength and need in literacy development.
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6. While it is easy to get wrapped up in the academic pressures in education, it is important not to lose sight of the main focus of teaching, which is the students , as opposed to merely subjects or grades . Showing students that I care about them as individuals makes them feel significant and the payoff leads to mutually respectful relationships. In most cases, students work harder for people they respect; they want to please. Also, the non-academic aspect of teaching often makes a lasting impression on students.
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8. Selecting Texts My Analysis I am incorporating a lot more expository text into my instruction so that students are familiar with how to read non-fiction text, and to appreciate its purpose. I frequently expose students to piles of non-fiction books so they can explore and discuss the features, while they enjoy learning a variety of new information. When students understand how authors organize and present their ideas in texts, they can apply what they learned about genres, text structures and features in their own writing (Tompkins, 2010). Second grade students are expected to write non-fiction, which is another reason it is important that they understand the genre's features. Proficiency in comprehending informational text will help students build the enduring skills necessary to be successful in school, work, community, and everyday life (Maranak & Gambrell, 2008).
13. Interactive Perspective My Analysis Keeping in mind that although many of my young students are still learning decoding skills and aren't yet independently reading deep chapter books or informational texts, they are still very capable of thinking critically and I need to foster those skills. During read aloud, I model critical thinking and encourage students to share their thoughts, predictions and ideas. I push students to higher level thinking through prompts and questions (Stahl, 2004). I am finding that when students are working without me – their discussions are more thoughtful and purposeful.
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15. Critical Perspective My Analysis I have been helping students recognize different perspectives in texts and to provide them time to reflect and discuss, which promotes critical thinking. As a result, the students are becoming more comfortable sharing their emotions and connections to a text; they are less inhibited. We discuss themes, story elements, predictions, and authors' purposes. My seven-year old students are capable of pretty powerful thinking when given the time and the space to do so.
19. Response Perspective My Analysis My students are keeping reading response journals where they reflect on texts we read. This practice is allowing them to see that even though we all read the same book, we each approach the text in our own way – and that's okay. They are learning that their ideas/thoughts are just as important as anyone else's and that's a valuable lesson in itself. Our class discussions are becoming increasingly meaningful and interesting. My students surprise me, enlighten me and make me proud each day!
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21. References Laureate Education, Inc. (Executive Producer). (2010). Changes in Literacy [ Webcast ] . The Beginning Reader, PreK-3. Baltimore, MD. Marinak, B., & Gambrell, L. B. (2008). Elementary Informational Text Instruction: A Research Review. International Journal of Learning , 15(9), 75-83. Retrieved from EBSCO host . Molden, K. (2007). Critical literacy, the right answer for the reading classroom: Strategies to move beyond comprehension for reading improvement. Reading I Improvement, 44(1), 50–56. Stahl, K. (2004). Proof, practice, and promise: Comprehension strategy instruction in the primary grades. Reading Teacher , 57(7), 598-609. Retrieved from EBSCO host . Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.).