Literate environment analysis
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This document discusses creating a literate environment for students. It identifies three key components of a literate environment: it develops communication skills, is print-rich, and allows access to learning. Essential elements include getting to know students, selecting appropriate literacy instruction, and using non-cognitive and cognitive assessments. When selecting texts, teachers should choose from narratives, poetry, fiction and non-fiction. Creating an environment that incorporates critical, interactive and response perspectives provides a balanced approach to literacy learning.
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This document discusses strategies for understanding literacy learners in PreK-3, including non-cognitive and cognitive assessments. It also addresses selecting appropriate texts using the Literary Matrix model and balancing the "Big 5" areas of literacy - phonics, vocabulary, fluency, comprehension, and phonemic awareness. The document outlines the Interactive, Critical, and Response perspectives for literacy instruction and how they develop strategic and analytical thinking in students. Feedback from colleagues and families is solicited on insights gained about literacy development and supporting student literacy.
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.
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
This document analyzes a teacher's literacy environment and lesson. It discusses the importance of understanding students' cognitive and non-cognitive literacy profiles to select appropriate texts and strategies. It describes assessments and surveys used to gain insight into students' reading motivation, attitudes, and self-concept. A guided reading lesson is discussed where prediction, retelling and comprehension strategies were taught through discussion and modeling. Student data showed the need to repeat the lesson with additional modeling of revising predictions.
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
The document discusses what constitutes a literate environment for early readers. It defines a literate environment as one that feels safe and respectful, is print-rich, and values diversity. There are three parts to a literate environment: getting to know learners, selecting texts, and literacy lessons. To get to know learners, teachers use formal and informal assessments of cognitive and non-cognitive skills. When selecting texts, teachers choose from three genres and consider text factors. Literacy lessons incorporate interactive, critical, and response perspectives to strengthen comprehension and engage critical thinking.
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.
Literate Environment Analysis Presentation
Thank you for sharing this presentation on literacy instruction. I gained valuable insights into assessing students' literacy needs, selecting appropriate texts, and implementing interactive, critical and response-based perspectives in the classroom. This information would certainly help strengthen my literacy practices by ensuring lessons are tailored to individual students and promote strategic, engaged reading. As for supporting each other, I'm afraid as an AI assistant I don't directly work with students. But I aim to continue learning from experts like yourself so I can provide helpful information to educators. Please let me know if any other questions come up!
Literate environment analysis
The document discusses the importance of getting to know students in order to create effective literacy lessons. It describes using tools like surveys and reading assessments to understand students' reading abilities, interests and backgrounds. The document also discusses selecting engaging texts at an appropriate level of difficulty based on three instructional perspectives: interactive, critical, and response. The interactive perspective teaches students how to read strategically, while the critical perspective involves analyzing texts and the response perspective gives students a chance to share their thoughts.
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
Literate Environment Analysis Presentation
Walden University - Dr. Lin Carver
EDUC - 6706R Beginning Reader PreK-3
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Literate environment analysis
- 1. LITERATE ENVIRONMENT ANALYSIS By: Staycee Worthen Walden University Instructor: Dr. Cindee Easton EDUC 6706: The Beginning Reader, PreK-3
- 2. LITERATE ENVIRONMENT • An environment where skills are developed to communicate effectively through speaking, listening, reading and writing. (Cooper, 2000) • Environment is rich in print (Cooper, 2000) • An environment in which students are able to access all learning no matter what circumstances
- 3. ESSENTIALS FOR LITERATE ENVIRONMENT • Getting to know learners • Selecting appropriate • Literacy Instruction
- 4. NON-COGNITIVE ASSESSMENTS • Non cognitive assessment provide very important information for the teachers (Afflerbach,2007) • Information like: Self- concepts Interest Attitudes Motivations
- 5. COGNITIVE ASSESSMENTS • Ongoing assessments used to check the students progress toward a specific goal. • Information from the assessment is used to develop instruction • Examples of assessment - Reading inventories - DRA - Running records
- 6. SELECTING TEXT • Three types of text - Narratives - Poetry - Fiction - Non fiction Informational text are critical for students in the early years.
- 7. INTERACTIVE PERSPECTIVE • One of the three perspectives – covers the five pillars: phonemic awareness, phonics, vocabulary, fluency, and comprehension
- 8. CRITICAL PERSPECTIVE • During critical perspective allows students to think critically about the text • Students will evaluate, examine and judge the text by using instructional strategies
- 9. RESPONSE PERSPECTIVE • In the response perspective students think about the text find ways to connect with the text • Students will discuss, interpret and connect with the text (Laureate Education,2009)
- 10. PERSPECTIVES IN LITERACY LEARNING • Critical, Interactive and Response perspective When all three perspectives are intertwined , it is a recipe for skillful readers.
- 11. REFERENCES • Laureate Education, Inc. (Producer). (2010a). Changes in Literacy Education [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fweb apps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1959547_1%26url%3D • Laureate Education, Inc. (Executive Producer). [Video Podcast]. (2008). Literacy Autobiographies. Baltimore. Retrieved from: https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwe bapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2651061_1%26url%3D • Laureate Education, Inc. (Producer). (2009). Analyzing and Selecting Texts [DVD]. Beginning Reader Pre-K-3. Baltimore, MD: Author. • Laureate Education, Inc. (Producer). (2009). Informational Texts in the Early Years [DVD]. Beginning Reader Pre-K-3. Baltimore, MD: Author • Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston: Allyn & Bacon