The document discusses three fundamental parts of a literate environment: getting to know literacy learners, selecting texts, and perspectives on literacy instruction. It describes assessing students cognitively and noncognitively to understand their reading levels, backgrounds, and attitudes. Cognitive assessments showed students were ready for a 2.1 reading level, while noncognitive surveys provided additional insights. The document also stresses the importance of selecting developmentally appropriate texts across genres to support comprehension.
This was the first time we presented on our constructivist approach to web evaluation. This was presented at the 2012 Conference on Higher Education Pedagogy that was held at Virginia Tech on February 8-10, 2012.
Action research is the small intervention conducted by any practitioner. So each & every person must know the way of conducting action research. How to conduct action research that is described in this presentation.
This was the first time we presented on our constructivist approach to web evaluation. This was presented at the 2012 Conference on Higher Education Pedagogy that was held at Virginia Tech on February 8-10, 2012.
Action research is the small intervention conducted by any practitioner. So each & every person must know the way of conducting action research. How to conduct action research that is described in this presentation.
A digital story of my work with Emergent and Beginning Literacy Learners. I have included various research-based instructional practices, my lesson work with my two students, data behind the assessments, and next steps with my students too,
This is my slide deck from my session at the North Carolina Reading Conference last week in Raleigh, NC. I do staff development to schools and districts all over the country about best practices in literacy instruction. This topic is one of my most requested.
This presentation analyzes how several key elements as discussed in the framework for literacy helped me create a literate environment in my classroom.
2. Three Fundamental Parts of a
Literate Environment
• Getting to Know Literacy Learners
• Selecting Texts
• Perspectives: Interactive, Critical, and
Response
3. Getting to Know Literacy Learners
Understanding your literacy learners from
cognitive and noncognitive aspects is crucial to
providing effective literacy instruction. The more
you know about your students, the better you will
be able to connect to them (Laureate Education,
Inc., n.d.a). As educators, we must assess
regularly to gain knowledge regarding students’
reading levels, strategies, background knowledge,
and skill competencies in order to plan appropriate
instruction (Tompkins, 2010).
4. Getting to Know Literacy Learner
Cognitive Assessment
• In order to develop a general understanding of the
student’s basic reading skills, I issued the DIBELS
Next assessment (Afflerbach, 2012). The results
from the assessment portrayed all three students at
benchmark level. Student A scored the highest
percentage of accuracy; student B scored next to the
highest percentage of accuracy, and student C scored
the lowest percentage regarding accuracy, however,
he remained within benchmark range. The data
suggested all three students were ready to begin a
2.1 reading level literacy lesson.
5. Getting to Know Literacy Learner
Noncognitive Assessment
• Research states that this aspect of reading proficiency has
been overlooked in the process of literacy (McKenna & Kear,
1990).
• Noncognitive aspects of a reader include “the other”
characteristics besides basic reading skills (cognitive). There
are five noncognitive reader characteristics that contribute to
reading success: motivation, self-concept, attitudes, interest,
attributions (Afflerbach, 2012). Therefore, a student’s
attitude and perception towards reading can affect his or her
performance (McKenna & Kear, 1990).
• I administered the Elementary Reading Attitude Survey (ERAS)
to my students (McKenna & Kear, 1990). The results were
beneficial in providing me with additional information that
helped create a learning environment that was differentiated to
compliment the varying abilities and interests.
6. Selecting Texts
“What readers know and do during
reading has a tremendous impact on
how well they comprehend, but
comprehension involves more than just
reader factors: It involves text
factors” (Tompkins, 2010, pg. 290).
These text factors include genre, text
structures, and text features
(Tompkins, 2010). Selecting
developmentally appropriate texts
from all genres is imperative.
7. Selecting Texts
“What readers know and do during
reading has a tremendous impact on
how well they comprehend, but
comprehension involves more than just
reader factors: It involves text
factors” (Tompkins, 2010, pg. 290).
These text factors include genre, text
structures, and text features
(Tompkins, 2010). Selecting
developmentally appropriate texts
from all genres is imperative.