LITERATE ENVIRONMENT ANALYSIS

Elizabeth Benjamin

Walden University

Dr. Bernice Parrott 

EDUC-6706R-3

April 17, 2013

Getting to know Literacy Learners, P-3

Analysis

• When teaching students you must get to know the whole child.

• Know your students interests, motivations, and abilities.

• Work with students using small group, whole class, and one-on-one instruction.

• Use inventories to assess students interests and motivation to read.

Research

• Use inventories to get to know your students motivation using the Motivation to Read Profile Survey (Gambrell, Palmer, Codling, & Mazzoni, 1996).

• Use inventories that measure cognitive and noncognitive reading aspects.

• Measure a students attitude about reading using the Elementary Reading Attitude Survey (McKenna & Kear, 1990).

Selecting Texts

Analysis

• Map students books using the analyzing texts matrix.

Analyze text readability.

Linguistic words

Informational textsNarrative texts

Semiotic TextsHard

Easy

Research

• Students must learn to read and read to learn.• Teachers must teach students text structure

and provide multiple opportunities for students to read informational texts (Laureate Education, Inc., 2010a).

• Guide students through the reading process using goals for moving toward more difficult texts.

Literacy Lesson: Interactive Perspective

Analysis

• The interactive perspective uses instruction that addresses the cognitive and affective needs of students and takes into consideration the demands of the text.

• Students can use reading strategies and skills independently and effectively to help promote a deeper level of understanding of the text.

Research

• Teachers must use a variety of formal and informal assessments to assess strengths and weaknesses in literacy development.

• Use a analyzing text matrix to determine appropriate text levels and types to support goals and objectives for individual students (Laureate Education, Inc., 2010b).

Literacy Lesson: Critical and Response Perspectives

Critical Perspective

• The critical perspective provides students with the opportunity to think critically about a text.

• Discover ideas, issues, and problems that matter to the students.

• Select texts that afford students the opportunity to evaluate text for deeper understanding.

Response Perspective

• Allow students multiple opportunities to respond to their texts in meaningful ways.

• Select texts that elicit deep emotion and feeling within students.

• Allow students time to think critically about a text and then respond.

Research

• Use response journals to allow students the opportunity to respond to their texts using analytical reading.

• Analyze the author and their motivation for writing the story (Molden,2007).

• Provide students with opportunities to critically examine and then respond to the text.

Feedback from Colleagues and Family Members of Students

• What insights did you gain about literacy and literacy instruction from viewing this presentation?

• How might the information presented change your literacy practices and/or your literacy interactions with students?

• In what ways can I support you in the literacy development of your students or children? How might you support me in my work with students or your children?

• What questions do you have?

References• Gambrell, L., Palmer, B., Codling, R., & Mazzoni, S. (1996). Assessing motivation to read.

(Vol. 49, pp. 518-533). Newark, DE: International Reading Association.• Laureate Education, Inc. (Producer). (2010a). Analyzing and selecting text [Video webcast].

Retrieved from: https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1959070_1%26url%3D

• Laureate Education, Inc. (Producer). (2010b). Perspective of literacy learning [Video webcast]. Retrieved from: https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1959070_1%26url%3D

• McKenna, M. C., & Kear, D. J. (1990). Measuring attitude toward reading: A new tool for teachers. The Reading Teacher, 43(9), 626--639.

• Molden, K. (2007). Critical literacy, the right answer for the reading classroom: Strategies to move beyond comprehension for reading improvement. Reading Improvement, 44(1), 50–56.

Case Study

• Jeremy– His first day– Mistakes made– Successes achieved– The moral of the story

Discussion

• What we can learn from Jeremy

• Best practices• Take-aways

Summary

• Define your challenges– Technological as well as personal

• Set realistic expectation– Mastery is not achieved overnight

• Keep your eye on the goal– Mentorship programs

Resources

• <Intranet site text here><hyperlink here>

• <Additional reading material text here><hyperlink here>

• This slide deck and related resources:<hyperlink here>

QUESTIONS?

APPENDIX