The document summarizes research on best practices in literacy instruction for beginning readers. It discusses using a balanced approach that incorporates explicit instruction, authentic application, integration of reading and writing, use of trade books and textbooks, instructional differentiation, and linking of assessment and instruction. It provides examples of non-cognitive and cognitive assessments that can be used to evaluate students holistically and identify individual literacy needs. The document also discusses selecting texts based on readability and student characteristics, and using a variety of strategies and activities to develop students' literacy skills in phonics, phonemic awareness, fluency, vocabulary and comprehension.
This document provides an overview of discourse strategies and knowledge development as the sixth pillar of reading instruction. It discusses how knowledge influences comprehension and how prior knowledge helps students understand new information in texts. The Common Core State Standards emphasize knowledge development and analyzing how multiple texts address similar topics to build knowledge. Effective discourse strategies include think-pair-share, turn-and-talk, and other techniques that encourage student engagement and thinking. The document concludes with a narrative example that illustrates using discourse to develop understanding.
Holding Stories in the Palm of Your Hand: Improving Language & Communication ...MindWing Concepts, Inc.
Holding Stories in the Palm of Your Hand: Improving Language & Communication in Students who use American Sign Language. Presenters: Maryellen Rooney Moreau, M.Ed., CCC-SLP; Mandy Longo, M.S., CCC-SLP; Elizabeth Padilla, NBCT, M.A., CCC-SLP. ASHA 2014 Orlando November 21, 2014, 10:30am
This document provides an overview of oral language development and the importance of narrative skills. It discusses how narratives are the foundation of literacy and expand children's conversational abilities. It introduces the Story Grammar Marker, a hands-on tool that represents the organizational structure of stories. The document notes that narratives offer opportunities to support language use, emotional expression, and social cognition. It emphasizes that we think and learn in narrative form. The document also discusses how discourse skills are important for connecting oral language to literacy and for meeting Common Core State Standards.
New York City Dept. of Education, District 75, Oct. 2015 PresentationMindWing Concepts, Inc.
This document discusses Maryellen Rooney Moreau and her company MindWing Concepts. It notes that Maryellen is the president and founder of MindWing Concepts and holds intellectual property rights related to their products. The presentation will focus exclusively on Story Grammar Marker® and not include information on other similar products. The document then provides several examples of how Story Grammar Marker® can be used to teach students about story structure and narrative development.
Maryellen Rooney Moreau is the president and founder of MindWing Concepts, Inc., which owns intellectual property rights to Story Grammar Marker and other narrative development tools. She designed these tools and runs MindWing Concepts as well as provides training and presentations on their methodology. This presentation will focus on Story Grammar Marker and how it can be used to develop students' narrative skills based on the Common Core standards. Story Grammar Marker uses colorful icons to represent the organizational structure of stories and teach students narrative structure and expression.
Creating a literature environment power point presentationtracykuhles
This document discusses creating an effective literacy environment for beginning readers. It emphasizes the importance of getting to know students individually, including their backgrounds and interests, in order to select texts that will motivate and engage them. A variety of assessment methods are presented to gather cognitive and non-cognitive data on students. The document also outlines how to implement literacy lessons using different instructional perspectives, including interactive, critical, and response approaches, and choosing texts along a continuum from narrative to informational. A range of activities are suggested to reinforce each perspective, such as read-alouds, discussions, writing journals, and analyzing text features.
This document provides an overview of discourse strategies and knowledge development as the sixth pillar of reading instruction. It discusses how knowledge influences comprehension and how prior knowledge helps students understand new information in texts. The Common Core State Standards emphasize knowledge development and analyzing how multiple texts address similar topics to build knowledge. Effective discourse strategies include think-pair-share, turn-and-talk, and other techniques that encourage student engagement and thinking. The document concludes with a narrative example that illustrates using discourse to develop understanding.
Holding Stories in the Palm of Your Hand: Improving Language & Communication ...MindWing Concepts, Inc.
Holding Stories in the Palm of Your Hand: Improving Language & Communication in Students who use American Sign Language. Presenters: Maryellen Rooney Moreau, M.Ed., CCC-SLP; Mandy Longo, M.S., CCC-SLP; Elizabeth Padilla, NBCT, M.A., CCC-SLP. ASHA 2014 Orlando November 21, 2014, 10:30am
This document provides an overview of oral language development and the importance of narrative skills. It discusses how narratives are the foundation of literacy and expand children's conversational abilities. It introduces the Story Grammar Marker, a hands-on tool that represents the organizational structure of stories. The document notes that narratives offer opportunities to support language use, emotional expression, and social cognition. It emphasizes that we think and learn in narrative form. The document also discusses how discourse skills are important for connecting oral language to literacy and for meeting Common Core State Standards.
New York City Dept. of Education, District 75, Oct. 2015 PresentationMindWing Concepts, Inc.
This document discusses Maryellen Rooney Moreau and her company MindWing Concepts. It notes that Maryellen is the president and founder of MindWing Concepts and holds intellectual property rights related to their products. The presentation will focus exclusively on Story Grammar Marker® and not include information on other similar products. The document then provides several examples of how Story Grammar Marker® can be used to teach students about story structure and narrative development.
Maryellen Rooney Moreau is the president and founder of MindWing Concepts, Inc., which owns intellectual property rights to Story Grammar Marker and other narrative development tools. She designed these tools and runs MindWing Concepts as well as provides training and presentations on their methodology. This presentation will focus on Story Grammar Marker and how it can be used to develop students' narrative skills based on the Common Core standards. Story Grammar Marker uses colorful icons to represent the organizational structure of stories and teach students narrative structure and expression.
Creating a literature environment power point presentationtracykuhles
This document discusses creating an effective literacy environment for beginning readers. It emphasizes the importance of getting to know students individually, including their backgrounds and interests, in order to select texts that will motivate and engage them. A variety of assessment methods are presented to gather cognitive and non-cognitive data on students. The document also outlines how to implement literacy lessons using different instructional perspectives, including interactive, critical, and response approaches, and choosing texts along a continuum from narrative to informational. A range of activities are suggested to reinforce each perspective, such as read-alouds, discussions, writing journals, and analyzing text features.
Danielle Leonard - Literate Environment Analysisddlteacher12
This document discusses Danielle Leonard's literacy lesson plans for three PreK-3 students. It describes assessments used to evaluate the students' reading comprehension and attitudes. Cognitive assessments showed their instructional reading levels, while non-cognitive assessments evaluated recreational and academic reading attitudes. Lessons incorporated narratives, informational texts, and online texts selected based on assessment data and the Literacy Matrix tool. The lessons applied interactive, critical, and response perspectives to build reading skills and critical thinking.
Staten Island New York City Dept. of Education, Oct. 2015 PresentationMindWing Concepts, Inc.
This document discusses a presentation given by Maryellen Rooney Moreau on using Story Grammar Marker® and ThemeMaker® to develop narrative and expository skills. It provides an overview of the presentation topics, the presenter's background and disclosures. Key points that will be covered include focusing on critical language skills, using explicit teaching strategies, and how assessment practices need to change with Common Core standards to examine language more functionally through narratives.
Walden University Literate Environment Analysis Presentation Ashleyfandelkelly
This document summarizes a presentation about creating a literate environment. It discusses getting to know literacy learners through formal and informal assessments, selecting texts using the literacy matrix model, and conducting guided reading lessons using interactive and critical perspectives. Specific assessments, texts, and lesson plans are described to demonstrate how these perspectives were applied with three young boys to develop their reading abilities.
Overcoming the 3rd and 4th Grade Slump: Blending Narrative and Expository Tex...MindWing Concepts, Inc.
Overcoming the 3rd and 4th Grade Slump: Blending Narrative and Expository Text In Children’s Literature. Presented by: Maryellen Rooney Moreau, MEd CCC-SLP. ASHA 2014 ORLANDO November 22, 2014, 2:30pm.
Sara Shover created a literate environment in her classroom by getting to know her students, assessing their strengths and weaknesses, selecting engaging texts at different levels of difficulty, and creating lessons incorporating comprehension strategies and critical thinking. She chose books for individual students based on their interests and needs. Technology like online stories and games were integrated to further engage students. Lesson plans demonstrate modeling questioning strategies and having students critically examine texts. Creating a supportive literate environment helps all students become successful readers.
5 Elements of Critical Thinking Triangle with Personal Narratives--ASHA 2017MindWing Concepts, Inc.
Maryellen Rooney Moreau presented on using personal narratives and children's literature to teach the 5 elements of the critical thinking triangle. She owns a company called MindWing Concepts that creates narrative development tools and provides training. The critical thinking triangle incorporates inference generation, perspective taking, discourse, theory of mind and problem solving. Moreau demonstrates how the Story Grammar Marker tool can be used to teach the 5 elements which include: 1) an initiating event, 2) feelings, 3) mental states, 4) a plan, and 5) cohesive ties between sentences. She provides examples from the book "The House on Mango Street" to illustrate applying the critical thinking triangle framework to literary analysis.
This document provides an analysis of creating a literate environment for early readers. It discusses utilizing a balanced literacy approach through assessing students, selecting appropriate texts, and gaining feedback. The author created lessons on hibernation and groundhogs that incorporated interactive, critical, and response perspectives. Lessons included read alouds, centers, discussions, and connecting to students' experiences to engage diverse learners and facilitate literacy development.
This document provides an analysis of literacy instruction for emergent and beginning readers in pre-K through 3rd grade. It discusses assessing students' cognitive and noncognitive abilities, selecting appropriate texts, and creating a literacy-rich environment. Sample lessons are described for an emergent reader focusing on phonemic awareness, vocabulary and cause/effect, and for a beginning reader using fiction and non-fiction texts about animals. Reflection emphasizes differences in emergent and beginning literacy instruction and the importance of foundational skills for future success.
This document provides an overview of a presentation on oral language strategies for writing arguments. It discusses the Story Grammar Marker and ThemeMaker methodologies and how they relate to the Common Core State Standards. Some key points covered include:
- The Common Core Standards are broken into categories like speaking, listening, reading, and writing, and these categories are interrelated.
- The speaking and listening standards focus on presenting knowledge and ideas with relevant details from kindergarten through 6th grade.
- The writing standards require more expository and opinion/argument writing as the grades increase, focusing on introducing claims, reasons, evidence, and conclusions.
- The presentation reviews strategies for teaching elements of argument like opinions, reasons
A literate environment is a community of learners comprised of teachers and students who work together to strengthen literacy skills. To create this environment, teachers must focus on learners, texts, and instructional practices. Teachers get to know students through assessments and use this information to select engaging texts and lessons tailored to students' needs, interests, and abilities. This includes applying instructional perspectives such as interactive, critical, and response to foster individual growth.
This document provides an analysis of creating a literate environment for early readers. It discusses assessing literacy learners using cognitive and noncognitive measures to understand their strengths, weaknesses, interests and attitudes. Texts are then selected based on readability, length, structure and other factors. Literacy lessons incorporate the interactive, critical and response perspectives. The interactive perspective focuses on strategic reading and writing using metacognitive strategies. The critical perspective develops analytical thinking and text evaluation. The response perspective allows personal connections and transformation through reading. Integrating all three perspectives creates well-rounded readers.
This document discusses strategies for creating a literacy-rich environment and selecting texts that support all learners. It emphasizes getting to know students through non-cognitive and cognitive assessments. A print-rich environment using books, technology, conversations and other materials in a balanced approach is recommended. When selecting texts, the teacher considers students' backgrounds and interests to ensure diversity and foster independent reading. Interactive, critical and response perspectives of literacy are integrated into lessons.
The document discusses literacy assessments and activities used in a pre-K classroom to evaluate students' literacy development levels. It describes assessments like "Marching Around the Alphabet" and Alphabet Bingo that allow students to name letters and sounds. The document also discusses selecting narrative and informational texts at different levels based on the Literacy Matrix and incorporating them into literacy lessons along with comprehension questions.
The document is a lesson plan for teaching a scary story to 6th grade students. It includes an analysis of using literature in the classroom to develop language skills, cultural awareness, and critical thinking. The lesson plan introduces the story and has students listen, put events in order, retell the story, and create their own backstory for a ghost character. The goal is for students to discuss emotions, respect, and have fun while practicing their English skills.
Thank you for sharing your presentation on literacy instruction. I gained valuable insights into how to effectively assess students' literacy skills and select appropriate texts. The multi-faceted approach of using both cognitive and noncognitive assessments to deeply understand each student is highly effective. Choosing texts based on students' interests and abilities and incorporating different instructional perspectives helps engage students and strengthen their literacy. This information will certainly help me improve my own literacy practices. You seem dedicated to helping all students progress. Please let me know if I can support you by volunteering in the classroom or providing resources for families.
This document discusses the key components of a literate environment for developing early reading skills. It identifies three essential parts: getting to know literacy learners through assessments and activities, selecting appropriate texts, and using interactive, critical, and response perspectives in literacy instruction. Getting to know learners involves both cognitive and non-cognitive assessments to understand students' reading abilities and interests. Selecting texts requires considering factors like readability and genre. The three instructional perspectives involve teaching reading strategies, critical thinking, and personal response to texts.
The document discusses strategies for creating a literate environment in the classroom. It emphasizes the importance of getting to know students' reading skills, interests and backgrounds through various assessments. The document also discusses selecting texts that match students' abilities while providing an appropriate level of challenge using a literacy matrix. Finally, it provides an example literacy lesson incorporating multiple perspectives, such as interactive, critical and response, to engage students with text.
This document provides information about assessing and teaching emergent and beginning literacy learners. It describes an emergent literacy learner as a kindergarten ELL student and details assessments of their oral language, phonemic awareness, and concepts of print. For a beginning first grade literacy learner, the document discusses assessments of their comprehension, fluency, and interests. It then provides research-based teaching strategies for each learner type, such as direct listening-thinking activities and close reading. Finally, it reflects on insights gained about building literacy skills in a supportive environment.
This document discusses creating a literacy-rich environment for young learners. It covers four main topics: 1) Getting to know literacy learners by understanding their cognitive skills, backgrounds, and interests; 2) Selecting texts that vary in content and difficulty; 3) Using interactive lessons to develop reading strategies and comprehension; and 4) Encouraging critical and responsive perspectives by having students make connections to texts and evaluate different viewpoints. The goal is to help students become engaged, strategic readers.
The document discusses getting to know literacy learners through various assessments. It describes using cognitive assessments like reading inventories and DIBELS to understand students' reading growth and challenges. Non-cognitive assessments like the ERAS help teachers understand students' motivation and attitudes towards reading. The document also discusses selecting texts for beginning readers based on their interests, and creating literacy lessons focusing on comprehension using K-W-L charts and question-answer relationships.
This document discusses how children's literature can promote child development in areas such as language, cognitive skills, personality, social skills, and morality. It outlines how reading books aloud and other literature activities at different developmental stages can encourage language growth, stimulate thinking through comparing/classifying, build self-esteem, teach social behaviors, and develop concepts of right and wrong. The document examines theories of child development and cites research on how literature positively impacts language, cognitive, and social-emotional growth.
Danielle Leonard - Literate Environment Analysisddlteacher12
This document discusses Danielle Leonard's literacy lesson plans for three PreK-3 students. It describes assessments used to evaluate the students' reading comprehension and attitudes. Cognitive assessments showed their instructional reading levels, while non-cognitive assessments evaluated recreational and academic reading attitudes. Lessons incorporated narratives, informational texts, and online texts selected based on assessment data and the Literacy Matrix tool. The lessons applied interactive, critical, and response perspectives to build reading skills and critical thinking.
Staten Island New York City Dept. of Education, Oct. 2015 PresentationMindWing Concepts, Inc.
This document discusses a presentation given by Maryellen Rooney Moreau on using Story Grammar Marker® and ThemeMaker® to develop narrative and expository skills. It provides an overview of the presentation topics, the presenter's background and disclosures. Key points that will be covered include focusing on critical language skills, using explicit teaching strategies, and how assessment practices need to change with Common Core standards to examine language more functionally through narratives.
Walden University Literate Environment Analysis Presentation Ashleyfandelkelly
This document summarizes a presentation about creating a literate environment. It discusses getting to know literacy learners through formal and informal assessments, selecting texts using the literacy matrix model, and conducting guided reading lessons using interactive and critical perspectives. Specific assessments, texts, and lesson plans are described to demonstrate how these perspectives were applied with three young boys to develop their reading abilities.
Overcoming the 3rd and 4th Grade Slump: Blending Narrative and Expository Tex...MindWing Concepts, Inc.
Overcoming the 3rd and 4th Grade Slump: Blending Narrative and Expository Text In Children’s Literature. Presented by: Maryellen Rooney Moreau, MEd CCC-SLP. ASHA 2014 ORLANDO November 22, 2014, 2:30pm.
Sara Shover created a literate environment in her classroom by getting to know her students, assessing their strengths and weaknesses, selecting engaging texts at different levels of difficulty, and creating lessons incorporating comprehension strategies and critical thinking. She chose books for individual students based on their interests and needs. Technology like online stories and games were integrated to further engage students. Lesson plans demonstrate modeling questioning strategies and having students critically examine texts. Creating a supportive literate environment helps all students become successful readers.
5 Elements of Critical Thinking Triangle with Personal Narratives--ASHA 2017MindWing Concepts, Inc.
Maryellen Rooney Moreau presented on using personal narratives and children's literature to teach the 5 elements of the critical thinking triangle. She owns a company called MindWing Concepts that creates narrative development tools and provides training. The critical thinking triangle incorporates inference generation, perspective taking, discourse, theory of mind and problem solving. Moreau demonstrates how the Story Grammar Marker tool can be used to teach the 5 elements which include: 1) an initiating event, 2) feelings, 3) mental states, 4) a plan, and 5) cohesive ties between sentences. She provides examples from the book "The House on Mango Street" to illustrate applying the critical thinking triangle framework to literary analysis.
This document provides an analysis of creating a literate environment for early readers. It discusses utilizing a balanced literacy approach through assessing students, selecting appropriate texts, and gaining feedback. The author created lessons on hibernation and groundhogs that incorporated interactive, critical, and response perspectives. Lessons included read alouds, centers, discussions, and connecting to students' experiences to engage diverse learners and facilitate literacy development.
This document provides an analysis of literacy instruction for emergent and beginning readers in pre-K through 3rd grade. It discusses assessing students' cognitive and noncognitive abilities, selecting appropriate texts, and creating a literacy-rich environment. Sample lessons are described for an emergent reader focusing on phonemic awareness, vocabulary and cause/effect, and for a beginning reader using fiction and non-fiction texts about animals. Reflection emphasizes differences in emergent and beginning literacy instruction and the importance of foundational skills for future success.
This document provides an overview of a presentation on oral language strategies for writing arguments. It discusses the Story Grammar Marker and ThemeMaker methodologies and how they relate to the Common Core State Standards. Some key points covered include:
- The Common Core Standards are broken into categories like speaking, listening, reading, and writing, and these categories are interrelated.
- The speaking and listening standards focus on presenting knowledge and ideas with relevant details from kindergarten through 6th grade.
- The writing standards require more expository and opinion/argument writing as the grades increase, focusing on introducing claims, reasons, evidence, and conclusions.
- The presentation reviews strategies for teaching elements of argument like opinions, reasons
A literate environment is a community of learners comprised of teachers and students who work together to strengthen literacy skills. To create this environment, teachers must focus on learners, texts, and instructional practices. Teachers get to know students through assessments and use this information to select engaging texts and lessons tailored to students' needs, interests, and abilities. This includes applying instructional perspectives such as interactive, critical, and response to foster individual growth.
This document provides an analysis of creating a literate environment for early readers. It discusses assessing literacy learners using cognitive and noncognitive measures to understand their strengths, weaknesses, interests and attitudes. Texts are then selected based on readability, length, structure and other factors. Literacy lessons incorporate the interactive, critical and response perspectives. The interactive perspective focuses on strategic reading and writing using metacognitive strategies. The critical perspective develops analytical thinking and text evaluation. The response perspective allows personal connections and transformation through reading. Integrating all three perspectives creates well-rounded readers.
This document discusses strategies for creating a literacy-rich environment and selecting texts that support all learners. It emphasizes getting to know students through non-cognitive and cognitive assessments. A print-rich environment using books, technology, conversations and other materials in a balanced approach is recommended. When selecting texts, the teacher considers students' backgrounds and interests to ensure diversity and foster independent reading. Interactive, critical and response perspectives of literacy are integrated into lessons.
The document discusses literacy assessments and activities used in a pre-K classroom to evaluate students' literacy development levels. It describes assessments like "Marching Around the Alphabet" and Alphabet Bingo that allow students to name letters and sounds. The document also discusses selecting narrative and informational texts at different levels based on the Literacy Matrix and incorporating them into literacy lessons along with comprehension questions.
The document is a lesson plan for teaching a scary story to 6th grade students. It includes an analysis of using literature in the classroom to develop language skills, cultural awareness, and critical thinking. The lesson plan introduces the story and has students listen, put events in order, retell the story, and create their own backstory for a ghost character. The goal is for students to discuss emotions, respect, and have fun while practicing their English skills.
Thank you for sharing your presentation on literacy instruction. I gained valuable insights into how to effectively assess students' literacy skills and select appropriate texts. The multi-faceted approach of using both cognitive and noncognitive assessments to deeply understand each student is highly effective. Choosing texts based on students' interests and abilities and incorporating different instructional perspectives helps engage students and strengthen their literacy. This information will certainly help me improve my own literacy practices. You seem dedicated to helping all students progress. Please let me know if I can support you by volunteering in the classroom or providing resources for families.
This document discusses the key components of a literate environment for developing early reading skills. It identifies three essential parts: getting to know literacy learners through assessments and activities, selecting appropriate texts, and using interactive, critical, and response perspectives in literacy instruction. Getting to know learners involves both cognitive and non-cognitive assessments to understand students' reading abilities and interests. Selecting texts requires considering factors like readability and genre. The three instructional perspectives involve teaching reading strategies, critical thinking, and personal response to texts.
The document discusses strategies for creating a literate environment in the classroom. It emphasizes the importance of getting to know students' reading skills, interests and backgrounds through various assessments. The document also discusses selecting texts that match students' abilities while providing an appropriate level of challenge using a literacy matrix. Finally, it provides an example literacy lesson incorporating multiple perspectives, such as interactive, critical and response, to engage students with text.
This document provides information about assessing and teaching emergent and beginning literacy learners. It describes an emergent literacy learner as a kindergarten ELL student and details assessments of their oral language, phonemic awareness, and concepts of print. For a beginning first grade literacy learner, the document discusses assessments of their comprehension, fluency, and interests. It then provides research-based teaching strategies for each learner type, such as direct listening-thinking activities and close reading. Finally, it reflects on insights gained about building literacy skills in a supportive environment.
This document discusses creating a literacy-rich environment for young learners. It covers four main topics: 1) Getting to know literacy learners by understanding their cognitive skills, backgrounds, and interests; 2) Selecting texts that vary in content and difficulty; 3) Using interactive lessons to develop reading strategies and comprehension; and 4) Encouraging critical and responsive perspectives by having students make connections to texts and evaluate different viewpoints. The goal is to help students become engaged, strategic readers.
The document discusses getting to know literacy learners through various assessments. It describes using cognitive assessments like reading inventories and DIBELS to understand students' reading growth and challenges. Non-cognitive assessments like the ERAS help teachers understand students' motivation and attitudes towards reading. The document also discusses selecting texts for beginning readers based on their interests, and creating literacy lessons focusing on comprehension using K-W-L charts and question-answer relationships.
This document discusses how children's literature can promote child development in areas such as language, cognitive skills, personality, social skills, and morality. It outlines how reading books aloud and other literature activities at different developmental stages can encourage language growth, stimulate thinking through comparing/classifying, build self-esteem, teach social behaviors, and develop concepts of right and wrong. The document examines theories of child development and cites research on how literature positively impacts language, cognitive, and social-emotional growth.
The document discusses creating a literate environment for students by getting to know them cognitively and non-cognitively, assessing their reading motivation, interests and attitudes. It emphasizes the importance of choosing appropriate texts for students' reading levels and interests, incorporating vocabulary instruction, and allowing students to respond to and think critically about texts on personal, social and emotional levels.
Parent Literacy
Childhood Education
Kaleena Springsteen
ECE 335 Children’s Literature
Carly Davenport
October 30, 2017
Importance of Reading to Young Children
Language skills.
The language used by the parents to the children tend to be repetitive and limited to vocabularies which are employed daily in addressing them. Thus, when the parents or the instructors read for the children, they enable them to have access to new vocabularies different from topics which comprise of more words and phrases which they do not hear on a daily basis. It also allows to learn new languages and develop the fluency when speaking.
Children lack the reading skills and therefore, it necessary to guide them. By that, the children will be able to achieve the following skills.
2
Importance of Reading to Young Children
Improves cognitive abilities
Memory/Long-Term- enables a child to access stored information
Visual Processing- allows children to think in visual images
Improves concentration
Attention/Sustained- helps children stay focused
Attention/Selective- helps children ignore distractions
1. Reading exposes the child to various brain exercises. These activities provoke their brains and thus making them start thinking and understanding things from a broad point of view and develop their way of reasoning (Kalb, 2014).
2. Reading to young children on a daily basis enables them to sit still for long periods, and this will be beneficial as they join school. Usually a child is distracted easily by their surrounding.
3
Benefits of Reading to Young Children
It develops the child’s imagination and creativity
Helping your child to become creative opens their minds up for great possibilities
Reading is a form of entertainment.
Have one or two nights a week for reading then make up games to go along with the story
It builds strong relationship between the parent and the child.
When parent spends time by his/her child bedside reading a book, this creates a bond between the them. Building a bond can help children grow emotionally.
1. When the parents read to their children, they provoke their mind to think about the characters, the setting to understand the flow of the story. Through that, the children are able to improve the way they choose ideas and think or imagine.
2. For instance, when reading comic books they present funny events which make the children enjoy the story and even respond to questions.
3. Sitting down with you child at the end of the day to read, helps both the parent and the child unwind and relax.
4
Resources for Story/Music Time
Films
There are various films performed purposely targeting the children. They present funny stories, entertaining events, and music for preschoolers. The movie can be a source of stories and music times that are recited to the children.
Linguistic books/novels
Reading of the linguistic books to children help them learn about their native language quickly. This will enable the children to unde.
The document discusses creating a literate environment for literacy learners. It describes assessing learners' cognitive and non-cognitive skills, selecting appropriate texts, and implementing activities to address the interactive, critical, and responsive perspectives of literacy. Assessments were used to understand learners and inform text selection. A variety of texts were chosen using a literacy matrix to ensure all perspectives were addressed. Activities activated background knowledge and evaluated texts from different perspectives.
Literate Environment Analysis By Sheila Onealsheoneal
This document analyzes a literacy environment framework and discusses assessments and instructional practices. It focuses on three key areas: literacy learners, text selection, and instructional practices. For literacy learners, the document discusses using cognitive assessments like Concepts About Print and non-cognitive assessments like the Elementary Reading Attitude Survey to understand students. When selecting texts, factors like readability, length, background knowledge, and interest should be considered. Instructional practices should focus on making meaning from text and addressing student needs.
Learning to read requires developing reading skills, experiences, motivations, and attitudes. Educators must understand these components for each learner. Assessments help determine cognitive and noncognitive next steps. For emergent learners, assessments tested auditory discrimination, concepts of print, and rhyming words. For beginning learners, assessments evaluated attitude, comprehension, and fluency. Instruction should engage learners through hands-on strategies like shared reading and writing. Creating a positive literacy environment is important for developing lifelong readers.
The presentation discusses assessing and creating lesson plans for emergent and beginning literacy learners. Cognitive and non-cognitive assessments were used to evaluate students' reading abilities and interests. For the emergent learner, assessments showed a need to improve oral language skills. A lesson was created using books about insects and activities to develop these skills. The beginning learner needed help with comprehension, so their lesson incorporated comprehension questions and retelling exercises during book readings. The goal of assessments and tailored lessons is to meet students' individual literacy needs.
This document provides an overview of lessons and strategies for teaching emergent and beginning literacy learners. It discusses assessing students' interests and abilities through cognitive and non-cognitive assessments. Sample assessments include reading attitude surveys, student autobiographies, and assessments of phonics, comprehension, and oral language skills. The document also covers selecting appropriate texts based on factors like readability and students' interests. Example lessons are described that use close reading strategies to develop emergent and beginning readers' comprehension and inference skills. The reflection emphasizes applying understanding of literacy development and student needs to instructional planning.
The document summarizes key aspects of creating a literate environment for early literacy learners from pre-kindergarten to 3rd grade. It discusses using various assessments to understand students' backgrounds and interests. It also emphasizes the importance of creating a literate environment that keeps students engaged and motivated through observations of their book preferences and informal assessments. Selecting texts from different genres that students can relate to exposes them to new experiences and vocabulary. Interactive read-alouds allow students to make connections and responses by sharing their own experiences. Developing critical thinking is supported by asking questions that stimulate students' minds and thoughts at a higher level.
This document contains information about literacy lessons and assessments for two students: an emergent reader named Sam and a beginning reader named Jack. For Sam, the emergent reader, lessons focused on phonemic awareness, vocabulary, fluency, and comprehension using leveled texts about ocean animals. For Jack, the beginning reader, lessons also targeted these areas but were differentiated based on his further development, such as using informational texts and front-loading vocabulary. Reflections addressed differentiating instruction and creating a positive literacy environment for diverse learners.
A STUDY OF KINDERGARTEN AND FIRST GRADE SPECIAL EDUCATION STUDENTS RECALL OF...Leslie Schulte
This study examined the effects of incorporating finger spelling and sign language on kindergarten and first grade special education students' recall of color words. Data was collected from three sources: a flashcard assessment, a color word assessment sheet, and a sign language survey. The results from all three data sources supported that using sign language increased students' ability to recall color words. Sign language provided students with a visual and kinesthetic way to learn in addition to the oral method, allowing them to learn through their strengths. Incorporating sign language into instruction gave students another way to demonstrate their knowledge and increased their independence.
Literate Environment Analysis by Jessica KempJessica Kemp
An analysis of research-based practices used with kindergarten students, and how they helped me create a literate enviroment to benefit the learning needs of my students.
This document discusses creating a literacy environment for beginning readers using research-based practices. It describes assessing students' cognitive and non-cognitive literacy skills through interviews, observations, and surveys. The teacher assessed three students and found their interests and literacy levels. Texts about baseball were selected that connected to the students' interest in sports. A shared reading lesson and word study on the high-frequency word "the" were conducted. KWL charts and questions were used to promote critical thinking about starting kindergarten.
The document discusses strategies for teaching literacy to emergent and beginning readers. For emergent readers, it recommends using wordless picture books and books with repeated phrases during shared reading. Beginning readers benefit from reading texts with invented spelling to assess their knowledge and from writing their own stories. Assessments discussed include fluency scales, concept of print assessments, and interest inventories.
A teacher's job is to help students build on their existing knowledge and bring diversity of knowledge into the classroom. Teachers should have high expectations for all students, respect what students bring to class, and provide support to help students achieve. The document discusses how teachers can bridge students' current knowledge to new learning by valuing different perspectives and making curriculum accessible to diverse learners.
This presentation summarizes the presenter's learning from a study of beginning reading instruction at Walden University. The presenter learned to assess students' cognitive and non-cognitive reading skills. They gained insight into using different text types, including informational texts, to develop students' comprehension and vocabulary. The presenter applied strategies for developing metacognition and strategic processing, such as teaching synonyms. They also learned to use critical and response perspectives to have students analyze characters and respond to texts. The goal is to support students' literacy development through meaningful assessment and selection of engaging, informative texts.
The document discusses strategies for developing literacy skills in students. It defines literacy and outlines six elements of effective literacy instruction for all students, including ensuring every student reads something they choose and understand, writes about something personally meaningful, and talks with peers about reading and writing. The document also discusses providing whole-class, small-group, and one-on-one instruction and feedback to students to help them improve accuracy and comprehension. Effective assessment involves using student observations and conversations to inform teaching.
This document discusses literacy development for preK-3 students. It provides examples of lessons and texts for emergent and beginning literacy learners. For emergent learners, shared reading with repetitive texts is emphasized. A sample lesson uses a wordless picture book and "Hop on Pop". Beginning learners practice invented spelling and writing captions for a wordless book. Assessments include fluency, writing samples, and interest inventories. Differentiating instruction based on students' skills ensures their needs are met.
This document discusses using storybooks in the language classroom. It outlines the benefits of storybooks, such as motivating students and helping develop language skills. Criteria for selecting storybooks include linguistic, psychological and cultural factors. The document provides examples of activities that can be done with storybooks, targeting different language skills. It also discusses considerations for teachers in implementing storybooks, such as the need for creativity. Overall, the document advocates for the regular use of storybooks to engage students in an enjoyable way and support holistic development.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
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বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
2. Tompkins (2010) describes what teachers do in a literacy enriched
classroom:
Balance explicit instruction with authentic application
Integrate reading and writing
Teach with trade books as well as textbooks
Combine instructional approaches
Incorporate new technologies into literacy instruction
Differentiate instruction so every student can succeed.
Link assessment and instruction
Incorporating this research-based, balanced approach into my
classroom has provided successful results with non-cognitive
and cognitive measurements.
3. Dr. Almansi (2010) discusses the importance of
getting to know your students through activities
and Dr. Afflerbach (2010) discusses the use of
informal and formal reading inventories.
Combined, these two educators provide powerful
advice that will create a sense of community, build
trust, and provide critical information to address
books of interest and identify cognitive and non-
cognitive aspects of literacy in my classroom of
children.
4. Non-cognitive assessments measure a student’s
motivation and attitude towards reading. Students
must believe in themselves in order to become
successful readers (Afflerbach, 2007).
Rider & Colmar (2008) express a child's academic
self-concept as a direct result of their academic
success and experiences. "We feel good about
ourselves because we do well.“
Henk and Melnick (1995) referred to a national
poll that resulted in teachers ranking motivation
and creating interest in reading in their students as
their first priority.
5. Non-cognitive assessments used
ERAS (Elementary Reading Attitude Survey). This
survey asks questions about a child's interest about
reading books as a recreational activity and as an
academic activity.
Observations
Conversations
6. Cognitive assessments focus on how a child
masters literacy skills and strategies as they
develop as readers, such as phonemic
awareness, phonics, sight word recognition,
and fluency (Afflerbach, 2007).
7. Cognitive assessments used
EasyCBM, which identifies one minute fluencies in the
following areas--phoneme segmentation (sounds heard and
broken down in words), letter names, letter sounds, word
reading, and passage reading.
Harcourt Weekly Lesson Test provides accurate information
in the areas of comprehension, phonics/spelling, high-frequency
words, focus skills, and vocabulary, according to our curriculum
lessons that week.
CORE Phonics Survey assessment is a direct approach to
identifying phonic skills. It identifies any gaps in letter names
(upper and lowercase), letter sounds (long and short), and
reading and decoding (CVC, blends, digraphs, r-controlled,
long vowel, variant vowels, low frequency vowel, and multi-
syllabic).
8. By administering these non-cognitive and
cognitive assessments, I was able to
evaluate each child as a whole. I was able
to identify their motivations, identities,
schema, and academic abilities, so that I
could address their individual literacy needs
through activities, lessons, and texts and
create a literate environment.
9. My three students included two boys and
one girl, who are beginning readers
transitioning on reading CVC words,
consonant blends and practicing fluency.
The girl enjoys reading and the boys do not.
One boy is on an articulation Speech IEP
and the girl is an ELL student. Together,
these students have gained confidence,
motivation, and academic gains and
positive attitudes towards reading.
10. Dr. Hartman (2010) and Dr. Almasi (2010)
analyze books based on pictures,
information, narrative, and informational
aspects in their relation to readability.
Together, a literacy matrix has been created
that aligns books on a spectrum that
determines their readability through
narrative or informational books based on
linguistic and semiotic cues.
12. • Linguistic
Narrative Informational
Semiotic (pictures)
Readabilility
Insects by Illa Podendorf
Locus Pocus! A book to bug you
By Douglas McKelvey
Sophie’s Masterpiece by E. Spinelli
13. Difficulty of text is measured through multiple characteristics
*Readability: sentence length, concept difficulty, singletons
*Text length
*Text structure: literacy elements
*Size of print
*Visual supports: graphic organizers and pictures
(Laureate Education, Inc., 2011e).
Texts should relate to student interests, schema, culture, etc.
14. Texts selected
Insects by Illa Podendorf—information
with semiotic and linguistic aspects.
Locus pocus! A book to bug you by
Douglas McKelvey—narrative with
semiotic tendencies.
Sophie’s masterpiece by E. Spinelli—
narrative with semiotic characteristics.
15. The literacy matrix guided my selection of books, so that I could
provide an arrangement of books to fulfill the individual needs of
my students and activate their schema.
Dr. Richard J. Stiggins (2005) defines performance assessments as
students engaging in activities to demonstrate performance of
skills or create products based on quality standards as the
observers judge based on performances. Through the use of
Insects my students created insects with a head, thorax, abdomen,
and six legs.
Sophie’s Masterpiece is available from storylineonline.com and
these beginning readers were able to use technology and listen to
the story so they could follow along and practice fluency.
Other activities included vocabulary ABC dictionaries, rhyming
activities, adjective activities, Venn diagrams, and other literacy
promoting activities to enhance comprehension.
16. Students must learn how to become metacognitive to
help them comprehend text through the five pillars:
Phonics
Phonemic Awareness
Comprehension
Fluency
Vocabulary
As students practice these five pillars, then they
become strategic processors and thinkers (Laureate
Education, 2010g)
17. Through the interactive process, students were taught
vocabulary words (greedy, consequences, and regret)
through phonics applications and word analysis skills in
order to decode words through repeated reading to gain
accuracy, fluency, expression, and comprehension.
Together, we read the stories King Midas and His Gold
by Patricia and Fredrick McKissack and in connection
to the holiday season, we watched Dr. Seuss’How the
Grinch Stole Christmas.
After having discussions about each vocabulary
word, sentence frames were used to promote writing,
such as, “I regret____, because it hurt
my_____feelings.
18. Together, we read the stories King Midas and His Gold by
Patricia and Fredrick McKissack and in connection to the
holiday season, we watched Dr. Seuss’How the Grinch Stole
Christmas.
After having discussions about each vocabulary word,
sentence frames were used to promote writing, such as, “I
regret____, because it hurt my_____feelings.” and “I felt
regret when I ____, and my consequence was____.” “I
was greedy when I wanted ______all to myself and I
didn’t want to share!”
These activities and using kinesthetic motion to act out the
words greedy (jumping up and down yelling mine, mine,
mine!) and consequences (pointing fingers and shaking
head no) and regret (sad faces and saying sorry) were all
activities that promoted the interactive perspective.
19. As a follow up activity, I read The Chocolate Touch
by Patrick Skene Catling to the class. We completed
Venn Diagrams to compare and contrast King Midas’
story, which promotes student comprehension,
especially when readability is difficult (Laureate
Education, 2010g).
In order to ensure vocabulary and technology
enrichment, I created an Activotes assessment
through the Promethean Board and assessed students
on their recollection of the vocabulary words-greedy,
consequences, and regret. All participants earned
100%.
20. Critical Perspective provides an opportunity for
students to critically examine a text by evaluating the
believability of texts and how students think about
texts while reading, such as an author’s purpose
(Laureate Education, Inc., 2010h).
Dr Vacca (2010) discusses the importance of
incorporating writing into reading. He provides
examples of response journals and double-entry
journals. Writing allows students to absorb complex
perspectives and relate them to their schema
(Laureate Education, 2010k).
21. Continued work with these students included
using response journals through our book
selection Big Bushy Moustache by Gary Soto
and illustrated by Joe Cepeda. We reviewed the
vocabulary word, envious, as we discussed times
we wanted to be someone or have something that
did not belong to us. These are two conflicts that
happen in the story. A boy wanting to be like his
father and taking a costume moustache home
from school.
22. Big Bushy Moustache Critical and Responsive Perspectives
Response journals—I was envious when I wanted my friend’s_______. This
reinforced a previously taught vocabulary word and allowed students to
personally respond to the story.
Author’s Purpose—We read an excerpt about Gary Soto using his
neighborhood to help him create his stories. The story has Spanish speaking
characters, so we discussed diversity and cultures and his purpose of
incorporating his culture into his story. We also discussed the illustrator, Joe
Cepeda, and how he illustrates himself and his family in the background of
the story too. We discussed that they are both of Latino decent.
Molden (2007) provides a table of critical perspective questions to provoke
literacy discussions, so I used the question, “What sort of genre does this text
belong to?” Together we confirmed that it is a realistic fiction piece.
As a family connection, I asked that families watch The Parent Trap, either
the 1961 or 1998 version. We discussed who we wished we could be for a
day and students shared their response journals with their families. Together
families can compare and contrast the movies and story and share their
envious experiences during their childhood.
23. 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?
24. • Nieto (2003) states that learning is
ongoing without end. This is instilled
into my young students’ minds and
continuing my education encourages
them, nourishes my lifelong love of
learning, and helps me become the
best teacher I can be!
25. Afflerbach, P. (2007). Understanding and using reading assessment, k-12. Newark, DE:
International Reading Association.
Henk, W. A., & Melnick, S. A. (1995). The reader self-perception scale (rsps): A new tool for
measuring how children feel about themselves as readers. Reading Teacher, 48(6),
470. Retrieved from EBSCOhost.
Laureate Education, Inc. (Executive Producer). (2010a). Changes in literacy{Webcast}. The
beginning reader, Pre-K-3. Baltimore, MD: Author.
Laureate Education, Inc. (Executive Producer). (2010b). The Beginning Reader{Webcast}.
The beginning reader, Pre-K-3. Baltimore, MD: Author.
Laureate Education, Inc. (Executive Producer). (2010c). Getting to know your students.
Knowledge{Webcast}. The beginning reader, Pre-K-3. Baltimore, MD: Author.
Laureate Education, Inc. (Executive Producer). (2010d). VFE: strategic processing
{Webcast}. The beginning reader, Pre-K-3. Baltimore, MD: Author.
Laureate Education, Inc. (Executive Producer). (2010e). Analyzing and Selecting Text.
{Webcast}. The beginning reader, Pre-K-3. Baltimore, MD: Author.
Laureate Education, Inc. (Executive Producer). (2010f). Informational Text. {Webcast}. The
beginning reader, Pre-K-3. Baltimore, MD: Author.
Laureate Education, Inc. (Executive Producer). (2010g).Strategic processing: Interactive
perspective {Webcast}. The beginning reader, Pre-K-3. Baltimore, MD: Author.
26. Laureate Education, Inc. (Executive Producer). (2010h). Critical perspective {Webcast}. The
beginning reader, Pre-K-3. Baltimore, MD: Author.
McKenna, M.C. & Kear, D.J. (1990, May). Measuring attitude toward reading: A new tool
for teachers. The Reading Teacher, 43 (9),j 626-639.
http://www.professorgarfield.org/parents_teachers/printables/pdfs/reading/readingsurv
ey.pdf
Nieto, S. (2003). What keeps teachers going? New York: Teachers College Press.
Rider, N., & Colmar, S. (n.d.). Reading achievement and reading self-concept in year 3
children. Retrieved November 18, 2008, from
http://www.aare.edu.au/05pap/col05347.pdf
Stiggins, R. J. (2005). Student-involved assessment for learning (4th ed.). Upper Saddle River,
NJ: Merrill Prentice Hall.
Tompkins, G.E. (2010). Literacy for the 21st century: A balanced approach. Boston: Allyn &
Bacon.