Reading is a powerful tool!
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This document discusses how teachers can build lifelong readers. It emphasizes the importance of teachers getting to know their students' interests to help motivate reading and select appropriate texts. Teachers should provide a balance of different text types, including more informational texts, and allow students to develop independent thinking skills. The goal is for students to actively engage with texts through questioning, research, reflection in response journals, and role playing without relying on teacher prompts. Nurturing these critical and interactive reading perspectives helps students view themselves as the text and construct new knowledge.
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Literate environment analysis presentation
The presenter discusses strategies for gaining an in-depth understanding of literacy learners through cognitive and non-cognitive assessments. This knowledge helps the presenter select texts that interest and connect to students from a variety of genres. Students are actively taught reading strategies and given opportunities to respond to texts creatively through journaling, art, acting out stories, and voice recordings. The presenter models strategic reading and differentiates instruction to scaffold students as they develop independence in using strategies.
Literate environment analysis presentation
This powerpoint is my Literate Analysis Presentation. It represents how I have incorporated my learning into my third grade classroom.
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This document discusses strategies for developing literacy in students. It emphasizes the importance of creating a print-rich environment and getting to know students' interests to engage them. The author discusses administering assessments, selecting texts, and creating lesson plans incorporating critical and response perspectives to improve comprehension. Interactive activities like playing a space song and using a KWL chart to explore concepts are recommended.
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1) The presentation analyzed 4 research-based literacy practices: getting to know learners, selecting texts, interactive literacy lessons, and critical/response perspectives.
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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.
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- 1. Reading is a Powerful Tool! Presented by: NaKaydria Buckner
- 5. Selecting Texts Students need a balance of different texts. Every student is different and the right text has to be selected to reach the teacher’s and student’s reading goal. Laureate Education, 2010a
- 6. WHAT TO LOOK FOR WHEN SELECTING TEXT Word size Length of text Text structure Level of difficulty Visual support
- 7. Text Narrative text is used often but informational text is not used enough. Informational Text Students have a connection to the books because it activates background knowledge. It expands home and school connection. Students learn when they can bring something to the story. Different texts are used for different purposes. Duke, 2004
- 9. Decoding is different when reading informational and narrative text.
- 10. The goal is for all students to take risks and to think without the teacher’s prompting. This is the next step after teaching students to read. Laureate Education, 2010d
- 11. Critical Perspective Analyzing text is when a student begins to examine the text by… Asking questions about the text. Questioning the author about the setting, characters, and plot. Researching his or her questions. The student becomes the text because of the deep thinking. Laureate Education, 2010b
- 13. The students will have an emotional connection to the story.
- 14. The students can role play and become the character. Laureate Education, 2010e
- 16. They are allowed to write without teacher correcting spelling and grammar.
- 17. The teacher can give the students a starter sentence.
- 18. It helps students understand what they already know.
- 20. The journey of reading starts early in life and never ends, but the results are worth the journey.
- 21. References Duke, N. (2004). The case for informational text. Educational Leadership, 61(6), 40–44. Laureate Education, Inc. (Executive Producer). (2010a). Analyzing and Selecting Text [Webcast]. Learning experiences. Baltimore, MD: Author. Laureate Education, Inc. (Executive Producer). (2010b). Critical Perspective. [Webcast]. Learning experiences. Baltimore, MD: Author. Laureate Education, Inc. (Executive Producer). (2010c). Getting to Know Your Students. [Webcast]. Learning experiences. Baltimore, MD: Author Laureate Education, Inc. (Producer). (2010d). Interactive Perspective: Strategic Processing [DVD]. In Learning Experiences. Baltimore, MD: Author. Laureate Education, Inc. (Executive Producer). (2010e).Response Perspective: Reading and Writing Connection. [Webcast]. Learning experiences. Baltimore, MD: Author.