This presentation analyzes how several key elements as discussed in the framework for literacy helped me create a literate environment in my classroom.
This document summarizes a presentation on creating a literate environment for beginning readers from pre-k to 3rd grade. It discusses assessing students' cognitive and non-cognitive abilities to understand their strengths and needs. It also covers selecting texts that match students' ability levels and interests. Finally, it describes implementing reading lessons that take interactive, critical, and response perspectives to engage students with texts in different ways and promote strategic reading.
This document discusses creating a literate environment for students in pre-K through 3rd grade. It emphasizes using assessments to understand student strengths and needs in order to select appropriate texts and lesson activities. Cognitive assessments identify specific reading abilities while noncognitive assessments provide insight into student attitudes. Lessons should incorporate interactive, critical, and response perspectives to fully engage students. Texts should match students' cognitive and interest levels to promote comprehension and critical thinking. The goal is to create a balanced literacy program that develops independent readers.
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.
This document discusses creating a literate environment for literacy learners by getting to know students, selecting appropriate texts, and using interactive and critical/response instructional strategies. It recommends assessing students' cultural backgrounds, interests, reading abilities and attitudes to understand their needs. A variety of fiction and nonfiction texts at different levels should be selected. Research-based practices like guided reading, word study, and choral reading are interactive strategies that support literacy development, while discussions and writing allow students to critically respond to texts.
This document discusses creating a literate classroom environment and assessing students' literacy skills and interests. It emphasizes getting to know individual students through observations, interviews, surveys and assessments. This information helps teachers select appropriate texts and lesson strategies to meet students' developmental needs and motivate them. Interactive, critical thinking and response-based lessons that incorporate metacognition are recommended to engage students and improve comprehension. Feedback from others is suggested to support literacy development.
The document discusses a literacy lesson presented in four parts. Part I describes assessments used to understand students' cognitive and noncognitive literacy development. Part II discusses selecting a balanced group of narrative, informational, and online texts based on student interest and assessment data. Part III explains how focusing on interactive strategies like predicting and comprehending fostered literacy. Part IV discusses how emphasizing critical thinking about perspectives and personal responses to text also supported literacy development.
This document discusses creating an effective literacy classroom environment. It emphasizes getting to know students through assessments of their reading abilities, attitudes and motivation. The document also covers selecting appropriate texts at students' reading levels across genres. It describes implementing interactive, critical and response perspectives in literacy instruction, including modeling comprehension strategies and providing opportunities for student response and interaction with texts.
This document summarizes a presentation on creating a literate environment for beginning readers from pre-k to 3rd grade. It discusses assessing students' cognitive and non-cognitive abilities to understand their strengths and needs. It also covers selecting texts that match students' ability levels and interests. Finally, it describes implementing reading lessons that take interactive, critical, and response perspectives to engage students with texts in different ways and promote strategic reading.
This document discusses creating a literate environment for students in pre-K through 3rd grade. It emphasizes using assessments to understand student strengths and needs in order to select appropriate texts and lesson activities. Cognitive assessments identify specific reading abilities while noncognitive assessments provide insight into student attitudes. Lessons should incorporate interactive, critical, and response perspectives to fully engage students. Texts should match students' cognitive and interest levels to promote comprehension and critical thinking. The goal is to create a balanced literacy program that develops independent readers.
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.
This document discusses creating a literate environment for literacy learners by getting to know students, selecting appropriate texts, and using interactive and critical/response instructional strategies. It recommends assessing students' cultural backgrounds, interests, reading abilities and attitudes to understand their needs. A variety of fiction and nonfiction texts at different levels should be selected. Research-based practices like guided reading, word study, and choral reading are interactive strategies that support literacy development, while discussions and writing allow students to critically respond to texts.
This document discusses creating a literate classroom environment and assessing students' literacy skills and interests. It emphasizes getting to know individual students through observations, interviews, surveys and assessments. This information helps teachers select appropriate texts and lesson strategies to meet students' developmental needs and motivate them. Interactive, critical thinking and response-based lessons that incorporate metacognition are recommended to engage students and improve comprehension. Feedback from others is suggested to support literacy development.
The document discusses a literacy lesson presented in four parts. Part I describes assessments used to understand students' cognitive and noncognitive literacy development. Part II discusses selecting a balanced group of narrative, informational, and online texts based on student interest and assessment data. Part III explains how focusing on interactive strategies like predicting and comprehending fostered literacy. Part IV discusses how emphasizing critical thinking about perspectives and personal responses to text also supported literacy development.
This document discusses creating an effective literacy classroom environment. It emphasizes getting to know students through assessments of their reading abilities, attitudes and motivation. The document also covers selecting appropriate texts at students' reading levels across genres. It describes implementing interactive, critical and response perspectives in literacy instruction, including modeling comprehension strategies and providing opportunities for student response and interaction with texts.
The document discusses assessments and instruction used in a literacy unit for three students. Cognitive and noncognitive assessments were used to understand students' literacy development and interests. Texts for the unit included narratives, informational books, and online resources. A variety of strategies were taught to help students comprehend, critically analyze, and personally respond to texts. The goal was to create a balanced, individualized literacy program tailored to each student's needs and interests.
The document discusses key principles for developing literacy in early readers. It emphasizes the importance of understanding students' cognitive and non-cognitive needs through various assessments. The author developed a literacy unit on bats for three transitional readers using texts that addressed their needs. Strategies focused on vocabulary development and comprehension. Students showed growth in these areas, demonstrating the importance of selecting appropriate texts and instructional strategies matched to students' literacy levels and needs.
This document discusses effective literacy instruction strategies for elementary students. It emphasizes the importance of teachers getting to know their students' individual interests, abilities, and backgrounds in order to select appropriate texts and incorporate interactive, responsive, and critical reading perspectives. The document also presents a matrix for analyzing texts based on linguistic, informational, semiotic, and narrative elements, as well as a second matrix to determine readability levels. Colleagues and parents provided positive feedback and requested additional guidance on applying the literacy strategies.
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.
This document summarizes key aspects of literacy instruction and assessment. It discusses the importance of understanding students' backgrounds and selecting appropriate texts. Teachers should assess students to determine their literacy levels and address the interactive, critical, and response perspectives. The interactive perspective involves teaching reading and writing skills strategically and metacognitively. The critical perspective helps students evaluate texts, and the response perspective supports responding meaningfully to what they read. A variety of instructional strategies are recommended.
1. The document provides an analysis of creating an effective literate environment through three key components - getting to know literacy learners, selecting appropriate texts, and incorporating three learning perspectives (response, interactive, critical).
2. Detailed examples are given for how to implement each component, including using various assessments to understand students, balancing text types and levels, and engaging students through interaction, comprehension, and higher-order thinking.
3. The author reflects on learning the importance of fully utilizing data about students, carefully selecting supplemental texts, and planning lessons incorporating student interaction, critical thinking, and responses to promote literacy development.
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.
This document summarizes key aspects of creating a literate environment for early readers: getting to know literacy learners through formal and informal assessments, selecting appropriate texts using tools like the Literacy Matrix, and using a framework for literacy instruction focusing on interactive, critical, and response perspectives. The summary provides analysis of applying these concepts when teaching a kindergarten group, highlighting selection of informational texts to build vocabulary and comprehension, and engaging lessons allowing students to think strategically and make personal connections to texts.
The passage describes a bet made between a rich man named Haptom and his servant Arha, where Arha agrees to stand naked on a mountain overnight without fire to stay warm in exchange for a farm if he survives. With help from a wise old man, Arha watches a fire in the village below to stay warm and survives the night, but Haptom refuses to pay, leading to a dispute resolved when the old man proves his point with a feast.
The document discusses creating an effective literacy learning environment for early readers. It emphasizes the importance of having print materials throughout the classroom, using various assessments to understand students' literacy development levels, and selecting texts that engage students and enhance their reading skills. The goal is to foster students' interest in literacy through a variety of strategic and explicit instructional practices, materials, and resources that develop skills like phonological awareness, decoding, fluency, vocabulary, and comprehension from emergent to beginning reading levels.
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.
This presentation discusses creating a literate environment for early readers. It covers getting to know literacy learners through assessments, selecting engaging texts, and developing literacy lessons using interactive and critical perspectives. Specific cognitive and noncognitive assessments are described along with a variety of texts selected for a small reading group. Examples of literacy lessons demonstrate modeling comprehension strategies and allowing students to make connections to texts.
The document outlines a literacy environment framework with three main components: learners, texts, and instructional practices. It emphasizes the importance of understanding students through cognitive and non-cognitive assessments in order to best support their literacy development and connect them with engaging texts. The framework also highlights interactive, critical, and response perspectives that are vital to literacy instruction and student learning.
The document discusses creating a literate environment in the classroom. It emphasizes the importance of assessing students' literacy levels, interests, and strengths through tools like surveys, interviews, and evaluations of early literacy skills. This helps teachers understand individual students and design tailored literacy instruction, including selecting a variety of reading materials at different levels. Examples are provided of interactive literacy lessons incorporating comprehension strategies and critical thinking. The goal is developing engaged, self-motivated readers by addressing their diverse needs and abilities.
This document provides an overview of strategies to create a literate environment for students in pre-k through 3rd grade. It discusses the importance of understanding cognitive and non-cognitive aspects of students, incorporating interactive, critical, and response perspectives in instruction, and providing an environment rich with text, language, and motivation. Specific strategies are presented, such as implementing formative assessments, selecting appropriate texts based on factors like genre and structure, and teaching students to be strategic readers. Feedback from colleagues emphasizes tailoring instruction to individual students and incorporating social learning.
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.
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.
This document summarizes a literacy lesson presented by Avril Cogle at Walden University. It discusses getting to know literacy learners through cognitive and non-cognitive assessments. It also covers selecting appropriate texts for students based on their interests, needs, and reading levels. The lesson focuses on teaching word recognition and comprehension strategies interactively using the book "A Camping Spree with Mr. Magee". Students make predictions, discuss vocabulary, and answer comprehension questions. For the critical response perspective, an interactive read aloud of "Thea the Yellow Tomato" is used to model evaluation and critical thinking strategies.
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.
This document summarizes Stephnie Hopkins' analysis of literacy instruction for early readers. It discusses the importance of getting to know students, assessing their abilities, and selecting engaging texts at appropriate levels. It also outlines the three perspectives of literacy instruction - interactive, critical, and response. The interactive perspective involves teaching strategies for comprehension and metacognition. The critical perspective focuses on critical thinking skills. The response perspective allows students to personally connect with texts. Formal and informal assessments help teachers support each student's literacy development.
This document analyzes how Gina Stewart-Harman created an effective literacy environment for her students using research-based practices. She gets to know students' literacy experiences and needs through assessments and uses this data to guide instruction and select appropriate texts. Stewart-Harman considers text dimensions, levels, structures, and genres to choose books that engage and meet students' needs. She implements the interactive, critical, and response perspectives on literacy instruction to facilitate cognitive and affective development and allow students to connect with texts on personal levels.
Literate Environment Analysis - L. WilliamsLeia Nicky
The document discusses a framework for literacy instruction involving three main components: learners, texts, and instructional practices. It examines how to analyze learners' interests and abilities to select appropriate texts and instructional methods to support literacy development. The framework includes an interactive perspective to teach reading skills, a critical perspective for evaluating texts, and a response perspective for personal reactions. The author describes applying strategies like word ladders, jump-in reading, and open-mind portraits for different perspectives with three students.
The document discusses assessments and instruction used in a literacy unit for three students. Cognitive and noncognitive assessments were used to understand students' literacy development and interests. Texts for the unit included narratives, informational books, and online resources. A variety of strategies were taught to help students comprehend, critically analyze, and personally respond to texts. The goal was to create a balanced, individualized literacy program tailored to each student's needs and interests.
The document discusses key principles for developing literacy in early readers. It emphasizes the importance of understanding students' cognitive and non-cognitive needs through various assessments. The author developed a literacy unit on bats for three transitional readers using texts that addressed their needs. Strategies focused on vocabulary development and comprehension. Students showed growth in these areas, demonstrating the importance of selecting appropriate texts and instructional strategies matched to students' literacy levels and needs.
This document discusses effective literacy instruction strategies for elementary students. It emphasizes the importance of teachers getting to know their students' individual interests, abilities, and backgrounds in order to select appropriate texts and incorporate interactive, responsive, and critical reading perspectives. The document also presents a matrix for analyzing texts based on linguistic, informational, semiotic, and narrative elements, as well as a second matrix to determine readability levels. Colleagues and parents provided positive feedback and requested additional guidance on applying the literacy strategies.
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.
This document summarizes key aspects of literacy instruction and assessment. It discusses the importance of understanding students' backgrounds and selecting appropriate texts. Teachers should assess students to determine their literacy levels and address the interactive, critical, and response perspectives. The interactive perspective involves teaching reading and writing skills strategically and metacognitively. The critical perspective helps students evaluate texts, and the response perspective supports responding meaningfully to what they read. A variety of instructional strategies are recommended.
1. The document provides an analysis of creating an effective literate environment through three key components - getting to know literacy learners, selecting appropriate texts, and incorporating three learning perspectives (response, interactive, critical).
2. Detailed examples are given for how to implement each component, including using various assessments to understand students, balancing text types and levels, and engaging students through interaction, comprehension, and higher-order thinking.
3. The author reflects on learning the importance of fully utilizing data about students, carefully selecting supplemental texts, and planning lessons incorporating student interaction, critical thinking, and responses to promote literacy development.
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.
This document summarizes key aspects of creating a literate environment for early readers: getting to know literacy learners through formal and informal assessments, selecting appropriate texts using tools like the Literacy Matrix, and using a framework for literacy instruction focusing on interactive, critical, and response perspectives. The summary provides analysis of applying these concepts when teaching a kindergarten group, highlighting selection of informational texts to build vocabulary and comprehension, and engaging lessons allowing students to think strategically and make personal connections to texts.
The passage describes a bet made between a rich man named Haptom and his servant Arha, where Arha agrees to stand naked on a mountain overnight without fire to stay warm in exchange for a farm if he survives. With help from a wise old man, Arha watches a fire in the village below to stay warm and survives the night, but Haptom refuses to pay, leading to a dispute resolved when the old man proves his point with a feast.
The document discusses creating an effective literacy learning environment for early readers. It emphasizes the importance of having print materials throughout the classroom, using various assessments to understand students' literacy development levels, and selecting texts that engage students and enhance their reading skills. The goal is to foster students' interest in literacy through a variety of strategic and explicit instructional practices, materials, and resources that develop skills like phonological awareness, decoding, fluency, vocabulary, and comprehension from emergent to beginning reading levels.
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.
This presentation discusses creating a literate environment for early readers. It covers getting to know literacy learners through assessments, selecting engaging texts, and developing literacy lessons using interactive and critical perspectives. Specific cognitive and noncognitive assessments are described along with a variety of texts selected for a small reading group. Examples of literacy lessons demonstrate modeling comprehension strategies and allowing students to make connections to texts.
The document outlines a literacy environment framework with three main components: learners, texts, and instructional practices. It emphasizes the importance of understanding students through cognitive and non-cognitive assessments in order to best support their literacy development and connect them with engaging texts. The framework also highlights interactive, critical, and response perspectives that are vital to literacy instruction and student learning.
The document discusses creating a literate environment in the classroom. It emphasizes the importance of assessing students' literacy levels, interests, and strengths through tools like surveys, interviews, and evaluations of early literacy skills. This helps teachers understand individual students and design tailored literacy instruction, including selecting a variety of reading materials at different levels. Examples are provided of interactive literacy lessons incorporating comprehension strategies and critical thinking. The goal is developing engaged, self-motivated readers by addressing their diverse needs and abilities.
This document provides an overview of strategies to create a literate environment for students in pre-k through 3rd grade. It discusses the importance of understanding cognitive and non-cognitive aspects of students, incorporating interactive, critical, and response perspectives in instruction, and providing an environment rich with text, language, and motivation. Specific strategies are presented, such as implementing formative assessments, selecting appropriate texts based on factors like genre and structure, and teaching students to be strategic readers. Feedback from colleagues emphasizes tailoring instruction to individual students and incorporating social learning.
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.
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.
This document summarizes a literacy lesson presented by Avril Cogle at Walden University. It discusses getting to know literacy learners through cognitive and non-cognitive assessments. It also covers selecting appropriate texts for students based on their interests, needs, and reading levels. The lesson focuses on teaching word recognition and comprehension strategies interactively using the book "A Camping Spree with Mr. Magee". Students make predictions, discuss vocabulary, and answer comprehension questions. For the critical response perspective, an interactive read aloud of "Thea the Yellow Tomato" is used to model evaluation and critical thinking strategies.
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.
This document summarizes Stephnie Hopkins' analysis of literacy instruction for early readers. It discusses the importance of getting to know students, assessing their abilities, and selecting engaging texts at appropriate levels. It also outlines the three perspectives of literacy instruction - interactive, critical, and response. The interactive perspective involves teaching strategies for comprehension and metacognition. The critical perspective focuses on critical thinking skills. The response perspective allows students to personally connect with texts. Formal and informal assessments help teachers support each student's literacy development.
This document analyzes how Gina Stewart-Harman created an effective literacy environment for her students using research-based practices. She gets to know students' literacy experiences and needs through assessments and uses this data to guide instruction and select appropriate texts. Stewart-Harman considers text dimensions, levels, structures, and genres to choose books that engage and meet students' needs. She implements the interactive, critical, and response perspectives on literacy instruction to facilitate cognitive and affective development and allow students to connect with texts on personal levels.
Literate Environment Analysis - L. WilliamsLeia Nicky
The document discusses a framework for literacy instruction involving three main components: learners, texts, and instructional practices. It examines how to analyze learners' interests and abilities to select appropriate texts and instructional methods to support literacy development. The framework includes an interactive perspective to teach reading skills, a critical perspective for evaluating texts, and a response perspective for personal reactions. The author describes applying strategies like word ladders, jump-in reading, and open-mind portraits for different perspectives with three students.
Creating a literate environment power point presentationGrazia Russo
The document discusses creating a literate environment for early literacy learners. It emphasizes the importance of getting to know students, their interests and motivations. It outlines three perspectives to consider in literacy instruction - interactive, critical and responsive. The interactive perspective focuses on accuracy, fluency and comprehension. The critical perspective deals with evaluating ideas and issues. The responsive perspective encourages emotional responses to text. The document also provides information on assessing literacy development through formal and informal assessments and selecting appropriate texts for students.
This document discusses key aspects of early literacy instruction for beginning readers in pre-K through 3rd grade. It addresses the importance of understanding students' motivation and engagement with reading through assessments. Teachers should learn about students' interests and reading abilities in order to select appropriate texts at the right level. The document also discusses interactive, critical, and response perspectives for literacy instruction, emphasizing comprehension strategies, examining texts critically, and personal engagement with reading.
This document discusses three fundamental parts of a literate environment: getting to know literacy learners, selecting texts, and perspectives on reading. It describes assessing students' reading levels and attitudes to inform instruction. Tests were used to evaluate students' reading skills and motivation. The importance of choosing developmentally appropriate texts in different genres is also covered. Finally, interactive, critical and response perspectives are defined as ways to engage students in higher-level thinking about texts.
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 creating a literate environment for students and analyzing different perspectives on literacy learning. It addresses getting to know students' learning styles and needs, aspects of literacy development, using various assessments, selecting appropriate texts, incorporating informational texts and writing, and analyzing interactive, critical and response perspectives. The analysis reflects on how considering students' interests and needs, exposing them to different types of texts, and engaging them in interactive lessons helped create a literate environment.
This document discusses strategies for creating a literate environment in the classroom. It emphasizes getting to know students through assessments to understand their literacy levels, interests, and strengths. A variety of assessments are described including surveys, interviews, and evaluations of early literacy skills. Selecting texts from different genres and levels that appeal to student interests is also important. The document advocates using different literacy perspectives including interactive, critical, and response perspectives to engage students more fully. Creating routines, providing engaging texts, and incorporating student feedback are presented as effective practices for developing student literacy.
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.
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.
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.
This document summarizes a literacy lesson plan for kindergarten students. It discusses using assessments to understand students and select appropriate reading materials. A lesson is described that uses the book "King Bidgood's in the Bathtub" to work on comprehension through strategies like shared reading and questioning. Another lesson incorporates the critical and response perspectives using "Enemy Pie" to have students connect to characters, ask questions, and express opinions about bullying.
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.
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.
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.
The author analyzed their use of literacy assessments and lesson planning approaches for early reading students. Running records and the Motivation to Read Profile were used to understand students' cognitive and interest levels to better plan instruction. A literacy matrix was utilized to select texts at different ability levels. Lessons focused on teaching decoding, comprehension strategies, and metacognition to promote independent learning. Both critical thinking and response perspectives were incorporated to foster deeper analysis and connections to texts.
This document discusses literacy assessments and instruction for early readers. It describes using cognitive and non-cognitive assessments to understand students' literacy abilities and interests. Examples of assessments mentioned include running records, think-alouds, and attitude surveys. The document also discusses selecting texts based on readability, length, structure, print size, and visual support. Finally, it describes implementing interactive, critical, and response perspectives in literacy lessons to develop strategic processing and critical thinking.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Literate environment presentation
1. Literate Environment
Analysis
Padmaja Naidu
Walden University
Instructor: Dr. Davenna Williams
The Beginning Reader (Pre K-3 EDUC – 6706G -9)
February 19th, 2012
2. Creating a Literate
Environment
A rich classroom environment has print rich walls and a well-stocked library and a
variety of other classroom materials to support children’s literacy growth.
However, to translate a physically rich classroom environment into a truly literate
environment, I need to understand my learners, select appropriate and engaging
texts and use research-based instructional practices.
The following presentation examines the ‘Framework for Literacy’, as outlined by
Dr. Douglas Hartman (Laureate Education Inc., 2009). The framework enables
teachers to understand the cognitive and noncognitive aspects of learners that
influence their literacy growth. It also assists teachers to select texts and choose
appropriate literacy strategies across the three literacy perspectives:
interactive, critical, and response.
3. Getting to Know Literacy
Learners
Understanding students as unique individuals who come with their share of life and literacy
experiences enables us to become effective teachers of literacy. Formal and informal
assessments whether in the form of observations, conferences, student work samples or
published reading inventories give us valuable insights into a learner’s profile.
The use of cognitive and noncognitive assessments help teachers to understand the learners
better so that teachers can make correct instructional choices. By linking assessment and
instruction, teacher’s improve student’s learning and their teaching (Tompkins, 2010).
Cognitive assessments focuses on the skills and strategies used by students as they develop as
readers ( Afflerbach, 2007).They help us understand and appreciate the challenges and growth
that students experience as literacy learners.
Noncognitive assessments help us understand the ‘other’ factors that contribute to a reader’s
successful literacy growth beyond the mastery of skills and strategies of reading. They include
reader’s motivation, self-concepts, interests, attitudes etc (Afflerbach, 2007).
4. Getting to Know Literacy
Learners
Examples of Cognitive Assessments:
Running records (Clay, 2006)
Writing Samples
Dynamic Indicators of Basic early Literacy Skills (DIEBELS; Good & Kaminski, 2005)
The Observation Survey of early Literacy Achievement (OSELA; Clay, 2002)
Examples of Noncognitive Assessments:
Elementary Reading Attitude Survey (ERAS; McKenna &Kear 1990)
Motivation to Read Profile
Me-Stew (an informal assessment activity)
5. Getting to Know Literacy
Learners
Analysis
By taking running records and examining the students’ writing samples I was able to
assess my students’ reading and writing levels, their strengths and weaknesses.
Running records helped me determine instructional reading level so I could plan
guided reading lessons for them. The writing samples showed their ability to use
invented spellings and their knowledge of high-frequency words so I could plan
further activities to promote their writing skills.
Administering the Elementary Reading Attitude survey and interviewing students to
understand their personal interests and collecting their family’s background
information helped me understand the noncognitive factors that were affecting their
literacy learning.
6. Selecting Texts
Once we get to know our students, the
next important step is to select texts
that not only engage them but provide Linguistic
them with a balance in the type of
texts. Dr. Douglas Hartman provides
us with a handy tool for analyzing and
evaluating texts as falling into one of
the quadrants based on certain
dimensions (Laureate Education
Inc., 2011a). Narrative
Literacy Informat-
Matrix ional
Texts can also be analyzed based on
text difficulty. We could analyze the
text for difficulty considerations based
on readability, length of text and text
structure, size of print, presence of
singletons etc (Laureate Education Semiotic
Inc., 2011a).
7. Selecting Texts
Evaluating and analyzing texts so students get to engage with a wide variety of texts like
narrative, informational, linguistic and semiotic types is very important. As students
move to upper elementary grades (grade 3-4), the shift from ‘learning to read’ to
‘reading to learn’ takes place.
Engaging students in informational texts early on may prevent ‘fourth grade slump’
(Chall, 2003) that some seemingly promising readers experience apart from most
struggling readers.
With the increasing use of digital texts that are electronic and interactive that contain
still and moving images, students may also benefit from experiences on this
alternative interface. So, it is important for me choose a variety of texts in terms of
genre, text structures as well as media.
8. Selecting Texts
Analysis:
For our unit of study on ‘solar system’ with grade 2 children, I chose books from the
narrative, semiotic quadrant as well as books with informational, semiotic content.
Further, children were also given access to reliable websites that contained valuable
information with rich still and moving images. Providing students with a variety of texts
not only actively engaged them but exposed them to a variety of text factors. The
knowledge about text factors served as a scaffold, making comprehension easier
(Meyer &Poon, 2004; Sweet & Snow, 2003).
The writing activities involved synthesizing information from various texts and
summarizing it in few lines which was a very valuable lesson in literacy.
This activity involved not only choosing a variety of texts but integrating reading and
writing with content areas and hence was very valuable and meaningful to my
students.
9. Interactive Perspective
The ultimate goal of the interactive perspective is to teach children how to be literate
learners who can navigate the textual world independently (Laureate Education
Inc., 2009) which not only means teaching children to become independent readers
but also teach them comprehension strategies. After all, comprehension is the goal of
reading; it’s the reason why people read (Tompkins,2010).
Children can be taught to become independent readers by teaching them strategic
processing and thinking. Strategic processing means being metacognitive about
strategy use. The use of metacognitive strategies help readers to think about the best
and most efficient strategy before, during and after reading. It teaches them to use
different strategies for narrative and informational texts(Laureate Education
Inc., 2009).
Strategic processing must be threaded through all the five pillars of literacy
development : phonics, phonemic awareness, vocabulary, fluency and
comprehension (Laureate Education Inc., 2009).
10. Interactive Perspective
Analysis:
How did Interactive perspective help me in creating literate environment ?
Teaching metacognitive strategies like activating background knowledge and taking
note of gaps in their knowledge helped my students to actively engage with the text
seeking answers for the unknown. Students displayed metacognitive awareness by
monitoring what they were listening to and actively seeking answers along the way.
I also learned several other ways to promote metacognition and strategic thinking
among my students. Students use these strategies while reading, listening to books
read aloud and when they are writing. I discovered that preparing a KWL chart is one
of the powerful ways to promote interactive perspective in my classroom. This
procedure helps students activate background knowledge, combine new information
with prior knowledge, and learn technical vocabulary related to a thematic unit
(Tompkins, 2010).
11. Critical & Response
Perspectives
With a wide range of information that we encounter in a variety of forms like print,
electronic and digital media, it is becoming an essential skill to be able to evaluate the
texts for their quality, credibility and accuracy. Further, critical literacy allows the
students to look at and evaluate texts from multiple perspectives and be able to judge
the validity and veracity of texts (laureate Education Inc., 2009a). Critical perspective
provides students with a lens to look at text critically, to understand the purpose and
intent of the text and author, and to get a deeper meaning of the text.
Response perspective enables readers to actively negotiate meaning much after reading
so they can connect to the text in significant and powerful ways (Tompkins, 2010). The
Response perspective allows teachers to provide literacy experiences that affect
students at personal and emotional level (Laureate Education Inc., 2009b).
The onus is on the teachers to provide a safe and supportive environment that allows
students to respond personally to a text. Response perspective encourages students
to respect and examine their responses- emotions, associations, memories, images
and ideas (Probst, 1987).
12. Critical & Response
Perspectives
Analysis:
How did Critical and Response perspectives help me in creating a literate environment ?
Exposing children to multiple versions of a classic story like ‘The three pigs and the
wolf’ narrated from the perspective of both the pigs and the wolf enabled them to
understand multiple perspectives. Also, discussing the author’s intent and purpose
especially while reading persuasive texts helped my students to learn to evaluate the
texts from the author’s perspective.
Response perspective is a very powerful way to connect with the text and negotiate its
meaning. Classic children’s literature like ‘The boy who cried wolf’, ‘Jack and the
beanstalk’ served as springboards for rich discussions that enabled children to
respond personally to the texts in a safe and supportive environment. In future, I
would like to use grand conversations and reader’s theatre to explore response
perspective in my classroom.
13. Summary
To create a literate environment in my classroom, I need to understand and assess
my learners. Cognitive and noncognitive assessments help me understand my
students’ needs, strengths , challenges, interests and motivations.
By selecting a variety of texts from genres like narrative, informational, linguistic and
semiotic teachers will be providing students with a balance in the texts. This gives
students skills to handle a variety of texts, especially informational texts which is
essential as they move up the grades.
To be effective teachers, we need to balance the literacy instruction in our
classrooms with interactive, critical and response perspectives. While the interactive
perspective focuses on teaching children how to read and comprehend texts, the
critical and response perspectives lend a new meaning to the text by teaching
students essential skills to examine and evaluate texts in multiple perspectives and
by allowing children to respond personally to the text in a safe and supportive
environment.
14. References
Afflerbach, P. (2007). Understanding and using reading assessment, K–12. Newark, DE: International
Reading Association.
Laureate Education, Inc. (Executive Producer). (2011a). Analyzing and selecting text [Videocast]. In
The beginning reader, PreK–3. Baltimore, MD: Author.
Laureate Education, Inc. (Executive Producer). (2011b). Informational text in the early years
[Videocast]. In The beginning reader, PreK–3. Baltimore, MD: Author.
Laureate Education, Inc. (Executive Producer). (2009c). 13: Interactive perspective: Strategic
processing [DVD]. The beginning reader, PreK–3. Baltimore, MD: Author.
Laureate Education, Inc. (Executive Producer). (2011a). Critical perspective. [Videocast]. In The
beginning reader, PreK–3. Baltimore, MD: Author.
Laureate Education, Inc. (Executive Producer). (2011b). Perspective on literacy learning. [Videocast].
In The beginning reader, PreK–3. Baltimore, MD: Author.
15. References
McKenna, M. C., &Kear, D. J. (1990). Measuring attitude toward reading: A new tool for
teachers. The Reading Teacher, 43(9)
Probst, R. E. (1987). Transactional theory in the teaching of literature. Resources in
Education, 22(12).
Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston:
Allyn& Bacon.