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Literate Environment Analysis
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LITERATE ENVIRONMENT ANALYSIS
April Barnes
EDUC 6706: The Beginning Reader
CREATING A LITERATE ENVIRONMENT
1. Getting to know Literacy Learners2. Selecting Texts3. Literacy Instruction- Interactive Perspective4. Literacy Instruction- Critical and Response Perspective
1. GETTING TO KNOW LITERACY LEARNERS, P-3
I have learned that…
It is important to find out students’ cognitive and non-cognitive literacy development in order for teachers to plan effectively.
The better you know your students, the better you can connect them with text that will impact them in profound ways (Laureate Education, Inc., n.d. a).
Noncognitive and Cognitive assessments will help teachers understand and appreciate the diverse growth that the students experience and the reading challenges that students face (Afflerbach, 2012).
People have experiences that shape how they see each other as literate beings (Laureate Education, Inc., n.d. b).
Teachers have to have a strong sense of self-efficacy to help students meet todays challenging goals and purposes of literacy (Laureate Education, Inc., n.d. c).
EXAMPLES OF ASSESSMENTS FOR LITERACY
Cognitive Running Records
Development Reading Assessment (DRA)
Observations
Anecdotal notes
Portfolios
Noncognitive Motivation to Read Profile (MRP)
Elementary Reading Attitude Survey (ERA)
Reading Self-Concept Scale
Reading Interest Survey
Interview the students
RESEARCH BASED PRACTICES THAT I USED TO ASSESS…..
Informal conversations- allowed me to find out the students’ interest and needs.
Elementary Reading Attitude Survey (Mckenna & Kear, 1990)- measures two aspects: academic reading and recreational reading
Observations- allowed me to observe what the students know.
Questionnaire for parents- helped me gain insight about the students’ home life.
Lesson and sound assessment
2. SELECTING TEXTS
Teachers need to choose text for students that are challenging , engaging, and of interest.
Today’s text come in a variety of forms, from printed books to digital media (Laureate Education, Inc., n.d. c).
A literacy matrix is a tool that helps teachers create a balanced instruction, exposing students to a wide variety of text.
The literacy matrix is designed with four areas: Narrative, informational, linguistic, and semiotic.
Factors to consider when selecting a text: text difficulty, readability, length, and text structure.
Linguistic
Narrative
Semiotic
Informational
EXAMPLES OF TEXT FOR BEGINNING READERS: ANIMAL THEME
Cat on mat, by Brian Wildsmith
Giant Pandas, by Gail Gibbons
The Very Hungry Caterpillar, by Eric Carle
I Think My Teacher Sleeps At School, by Leatie Weiss
Kit In The Pit, by Turtle diary Team (http://www.turtlediary.com/kids-stories/kit-in-the-pit.html)
3. LITERACY LESSON: INTERACTION PERSPECTIVE
The goal of this perspective is to help students learn to read strategically and to be metacognitive about their strategy use .
Strategic processing must be threaded through all five pillars: Phonemic awareness, phonics, vocabulary, fluency, comprehension, and sometimes writing (Laureate Education Inc., n.d. e).
Students need to be reflective and self—regulating.
STRATEGIES IMPLEMENTED IN MY LESSON FOR THE INTERACTIVE PERSPECTIVE Explicit InstructionThink aloudInteractive writingInteractive Read- Alouds
• Authentic Application Activities
Book talksGrand conversationsStory BoardsStory Retelling
• Learning Across the Curriculum
K-W-L chart
Word Wall
Question-answer-relationships
Reading logs
4. CRITICAL AND RESPONSE PERSPECTIVE
The critical perspective focuses on the student’s ability to examine the validity, believability, and purpose of the story (Laureate Education, Inc., n.d.f)
The critical perspective teaches students to read text from multiple perspectives and to think analytically about a text.
The response perspective teaches students to react and respond to a text in a meaningful way.
Reading is an active transaction between the reader and text . The reader should be free to create their own meaning and personally connect to the text.
The response perspective involves students to respond by writing.
STRATEGIES I USED FOR THE CRITICAL AND RESPONSE PERSPECTIVECritical perspective
Connection stemsAnchor chartQuestioningPredictingText connection
Response perspective
Grand conversations Journal logsThink aloud Interactive writing
CHILDREN HAVE TO BE TAUGHT HOW TO BE LITERATE LEARNERS WHO CAN NAVIGATE THE TEXTUAL WORLD INDEPENDENTLY.
REFERENCES
Carle, E. (1994). The Very Hungry Caterpillar. New York: Philomel.Gibbons, G. (2004). Giant pandas. New York: Holiday House.Laureate Education (Producer). (n.d.a). Getting to know your students [Video file]. Retrieved from https://class.waldenu.eduLaureate Education (Producer). (n.d.b). Literacy autobiographies [Video file]. Retrieved from https://class.waldenu.eduLaureate Education (Producer). (n.d.c). Changes in literacy education [Video file]. Retrieved from https://class.waldenu.eduLaureate Education (Producer). (n.d.d). Analyzing and selecting text [Video file]. Retrieved from https://class.waldenu.eduLaureate Education (Producer). (n.d.e). Interactive perspective [Video file]. Retrieved from https://class.waldenu.eduLaureate Education (Producer). (n.d.f). Critical Perspective [Video file]. Retrieved from https://class.waldenu.eduTeam, T. (2005). Kit in the pit. Retrieved from Turtlediary: http://www.turtlediary.com/kids-stories/kit-in-the-pit.htmlTompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston: Allyn & Bacon.Wildsmith, B. (1987). Cat on the mat. New York: Oxford University.
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