Literate Environment Analysis Presentation

Literate Literate Environment Environment

Analysis Analysis PresentationPresentation

By: Concetta O’BrienBy: Concetta O’BrienWalden UniversityWalden University

Instructor Cassandra BosierInstructor Cassandra BosierEDUC 6706G-10 The Beginning Reader, EDUC 6706G-10 The Beginning Reader,

PreK-3PreK-3October 23, 2011October 23, 2011

Creating a Literate Creating a Literate EnvironmentEnvironment

Children’s capacity for learning is not Children’s capacity for learning is not fixed at birth fixed at birth (Laureate Education, Inc., 2011e).(Laureate Education, Inc., 2011e).

Getting to Know Literacy LearnersGetting to Know Literacy Learners Selecting TextsSelecting Texts Literacy Lesson: Interactive Literacy Lesson: Interactive

PerspectivePerspective Literacy Lesson: Critical and response Literacy Lesson: Critical and response

PerspectivesPerspectives

Getting to Know Literacy Getting to Know Literacy Learners, P-3Learners, P-3

““Learning how to read and write is one of Learning how to read and write is one of the most important and powerful the most important and powerful

achievements” achievements” (National Association for the Education of (National Association for the Education of Young Children, 1998, p. 41). Young Children, 1998, p. 41).

•Everyone’s background plays a part in their literacy •The experiences you have can impact your reading and writing skills (Laureate Education, Inc., 2011c).

Getting to Know Getting to Know Literacy Learners, P-3Literacy Learners, P-3

““It is vital for all children to have literacy experiences in It is vital for all children to have literacy experiences in schools and early childhood programs”schools and early childhood programs” (National (National

Association for the Education of Young Children, 1998, p. 31).Association for the Education of Young Children, 1998, p. 31). Cognitive assessments evaluate the student’s Cognitive assessments evaluate the student’s

independent, instructional, and frustration reading independent, instructional, and frustration reading level level (Afflerbach, 2007).(Afflerbach, 2007).

Based on the assessment the student can be given Based on the assessment the student can be given individualized instruction to improve their weaknessesindividualized instruction to improve their weaknesses

Cognitive assessments are:Cognitive assessments are: Reading InventoriesReading Inventories Running RecordsRunning Records Fluency ChecksFluency Checks

Cognitive assessment used with small group of Cognitive assessment used with small group of learners”learners”

Fluency Checks Fluency Checks Fluency checks asses howFluency checks asses how many words the many words the

student can read fluently in one minutestudent can read fluently in one minute (Tompkins, (Tompkins, 2010).2010).


Noncognitive assessments provide information Noncognitive assessments provide information about the students’ interests, motivation, and about the students’ interests, motivation, and attitudes towards readingattitudes towards reading

Incorporating activities that allow you to get to Incorporating activities that allow you to get to know your students will allow you to choose books know your students will allow you to choose books that they are interested in that they are interested in (Laureate Education, Inc., (Laureate Education, Inc., 2011g).2011g).

Noncognitive assessments are: Noncognitive assessments are: Reading Interest InventoryReading Interest Inventory Interest SurveysInterest Surveys Elementary Attitude SurveyElementary Attitude Survey Motivation to Read ProfileMotivation to Read Profile

Noncognitive assessments used with small group:Noncognitive assessments used with small group: Elementary Attitude Survey Elementary Attitude Survey (McKenna & Kear, (McKenna & Kear,

1990).1990).


This survey evaluated the students’ attitude This survey evaluated the students’ attitude towards reading using Garfield’s expressionstowards reading using Garfield’s expressions

Students can be placed in groups according Students can be placed in groups according to their intereststo their interests

Teachers can create activities and select Teachers can create activities and select texts based on their interests to engage texts based on their interests to engage studentsstudents

Assessments are used to make instructional Assessments are used to make instructional decisions to improve literary skillsdecisions to improve literary skills

Informs you of the students’ strengths, Informs you of the students’ strengths, weakness, and interestsweakness, and interests

Selecting TextsSelecting Texts Students should be exposed to a variety of textsStudents should be exposed to a variety of texts

InformationalInformational NarrativeNarrative OnlineOnline

Choose texts that students are interested inChoose texts that students are interested in ““Younger students need to expand their repertoire and build Younger students need to expand their repertoire and build

literacy skills with informational text” literacy skills with informational text” (Duke, 2004, p. 40).(Duke, 2004, p. 40). Teach students how to read informational text at younger Teach students how to read informational text at younger

agesages Tend to be more difficult comprehendTend to be more difficult comprehend Workplace requires you to understand informational Workplace requires you to understand informational

textstexts Teach text structureTeach text structure

Cause/EffectCause/Effect Problem/SolutionProblem/Solution Compare/ContrastCompare/Contrast

Selecting TextsSelecting Texts Literacy MatrixLiteracy Matrix

Narrative – fiction and nonfictionNarrative – fiction and nonfiction Informational – nonfiction texts with a Informational – nonfiction texts with a

given text structuregiven text structure Linguistic – word oriented Linguistic – word oriented Semiotic – communicates Semiotic – communicates through pictures and fewer through pictures and fewer words (using pictures, icons, words (using pictures, icons, diagrams, etc.)diagrams, etc.)(Laureate Education, Inc., 2011a)(Laureate Education, Inc., 2011a)

Selecting TextsSelecting Texts

The Literacy Matrix provides you with a The Literacy Matrix provides you with a better understanding of the texts that you are better understanding of the texts that you are selecting selecting

Will prepare the students to learn how to read Will prepare the students to learn how to read a variety of different types of texts a variety of different types of texts

The purpose of the matrix is to analyze the The purpose of the matrix is to analyze the texts based on four categories, which are, texts based on four categories, which are, narrative, linguistic, semiotic, and narrative, linguistic, semiotic, and informational informational (Laureate Education, Inc., 2011a). (Laureate Education, Inc., 2011a).

Students need to understand the purposes of Students need to understand the purposes of the variety of texts and their structures the variety of texts and their structures


Difficulty Considerations should be Difficulty Considerations should be made about the textmade about the text

ReadabilityReadability Singletons (unique new words)Singletons (unique new words) Text LengthText Length Text StructureText Structure Size of printSize of print Visual Supports Visual Supports (Laureate Education, Inc., 2011a).(Laureate Education, Inc., 2011a).

Texts should address a variety of Texts should address a variety of cultures, interests, ethnicities, etc.cultures, interests, ethnicities, etc.


Able to choose a variety of texts at Able to choose a variety of texts at my students level that engages themmy students level that engages them

Teachers can evaluate if Teachers can evaluate if informational texts are being used informational texts are being used enoughenough

Can help improve instruction and Can help improve instruction and develop the student’s literacy skills develop the student’s literacy skills in order to be effective readers and in order to be effective readers and writers writers


Texts chosen for my small Texts chosen for my small group of students are:group of students are: Plant and Animal ClassificationPlant and Animal Classification

by Laura Johnson by Laura Johnson Mufaro’s Beautiful DaughtersMufaro’s Beautiful Daughters

by John Steptoe by John Steptoe Stealing HomeStealing Home by Mary Stolz by Mary Stolz

(online)(online) Sisters Forever Sisters Forever by Lee Changby Lee Chang Ruby the CopycatRuby the Copycat by Peggy by Peggy

RathmannRathmann The GardenerThe Gardener by Sarah Stewart by Sarah Stewart

Literacy Lesson: Interactive Literacy Lesson: Interactive PerspectivePerspective

Interactive Perspective teaches children how Interactive Perspective teaches children how to read to read

Teaches children to be strategic processors Teaches children to be strategic processors and thinkers and thinkers (Laureate Education, Inc., 2011d)(Laureate Education, Inc., 2011d)

Students learn how to become metacognitiveStudents learn how to become metacognitive Metacognitive is being aware of how to attack Metacognitive is being aware of how to attack

a text by using strategies that will help a text by using strategies that will help comprehend the material comprehend the material (Laureate Education, Inc., 2011d).(Laureate Education, Inc., 2011d).

Students will become reflective and Students will become reflective and self-regulatingself-regulating


Strategic processing Strategic processing follows five pillarsfollows five pillars PhonicsPhonics Phonemic AwarenessPhonemic Awareness ComprehensionComprehension FluencyFluency Vocabulary Vocabulary Students need to use Students need to use

all five pieces to all five pieces to become strategic become strategic processors processors (Laureate (Laureate Education, Inc., 2011g).Education, Inc., 2011g).


Worked with a group of three students for literacy instruction on word Worked with a group of three students for literacy instruction on word recognition and comprehensionrecognition and comprehension

Performed an interactive read aloud and used reading logsPerformed an interactive read aloud and used reading logs The focus of an interactive read aloud is to enhance students' The focus of an interactive read aloud is to enhance students'

comprehension by engaging them in the reading process before, comprehension by engaging them in the reading process before, during, and after reading during, and after reading (Tompkins, 2010)(Tompkins, 2010) The texts used for this lesson are: The texts used for this lesson are:

Narrative TextNarrative Text Mufaro’s Beautiful DaughtersMufaro’s Beautiful Daughters by John Steptoe by John Steptoe

Realistic FictionRealistic Fiction Sisters ForeverSisters Forever by Lee Chang by Lee Chang

Students used a Venn Diagram to compare and contrast Students used a Venn Diagram to compare and contrast the charactersthe characters

I modeled the process for the first text then students I modeled the process for the first text then students used a Venn Diagram independently on the second textused a Venn Diagram independently on the second text

Students responded in their reading logs to specific Students responded in their reading logs to specific prompts to activate their feelingsprompts to activate their feelings

Students will be given an opportunity to use an Students will be given an opportunity to use an informational text to compare and contrast plant and informational text to compare and contrast plant and animalsanimals


To help improve word recognition To help improve word recognition vocabulary words were introduced for both vocabulary words were introduced for both stories prior to the lessonstories prior to the lesson

Students discussed the similarities and Students discussed the similarities and differences between the charactersdifferences between the characters

They also made connections to why the They also made connections to why the

characters acted a particular waycharacters acted a particular way At the end of the lesson the students shared At the end of the lesson the students shared

their journal responses with the class and their journal responses with the class and had a discussion about their feelingshad a discussion about their feelings


Students were able to use the Venn diagram Students were able to use the Venn diagram independently independently

They were strategically thinking about the They were strategically thinking about the characterscharacters compared and contrasted the characters compared and contrasted the characters

effectivelyeffectively Used comprehension skills to complete a story Used comprehension skills to complete a story

test effectivelytest effectively Provided insights to improve future lessons by Provided insights to improve future lessons by

incorporating more strategies to help meet the incorporating more strategies to help meet the student’s needsstudent’s needs

Literary Lesson: Critical Literary Lesson: Critical and Response Perspectivesand Response Perspectives

““Critical literacy has the potential to give students Critical literacy has the potential to give students the opportunity to read the word so that they can the opportunity to read the word so that they can

read the world” read the world” (Molden, 2007, p. 56).(Molden, 2007, p. 56). Critical Perspective teaches children how to critically Critical Perspective teaches children how to critically

examine textexamine text Students can judge and evaluate textsStudents can judge and evaluate texts Critically view different perspectives in the textCritically view different perspectives in the text

Response Perspective allows children the opportunity Response Perspective allows children the opportunity to respond and make connections to the textto respond and make connections to the text Students can respond to characters feelingStudents can respond to characters feeling Use reading logsUse reading logs Relate the story to their real lifeRelate the story to their real life


Worked with a small group of three students to complete a Worked with a small group of three students to complete a story map by identifying narrative elements and make story map by identifying narrative elements and make personal connections to the textpersonal connections to the text

The texts used are Realistic Fiction:The texts used are Realistic Fiction: Ruby the CopycatRuby the Copycat by Peggy Rathmann by Peggy Rathmann The GardenerThe Gardener by Sarah Stewart by Sarah Stewart

Performed an interactive read aloud and modeled how Performed an interactive read aloud and modeled how to complete a story mapto complete a story map

Students completed a story map with a partnerStudents completed a story map with a partner Then went to four stations to respond to prompts in Then went to four stations to respond to prompts in

their reading logs (mood, character, setting, author)their reading logs (mood, character, setting, author) Reader response is a written or verbal response that Reader response is a written or verbal response that

encourages students to explore thoughts and feelings to encourages students to explore thoughts and feelings to develop their own meaning about a textdevelop their own meaning about a text (Durand, Howell, (Durand, Howell, Schumacher, & Sutton, 2008). Schumacher, & Sutton, 2008).


Using reading logs allows the students to Using reading logs allows the students to clarify misunderstanding, explore ideas, and clarify misunderstanding, explore ideas, and deepen their comprehension storydeepen their comprehension story (Tompkins, 2010).(Tompkins, 2010).

Writing is a key process that can promote Writing is a key process that can promote reading developmentreading development (Laureate Education, Inc., 2011g)(Laureate Education, Inc., 2011g)

At the end of the lesson there was a grand At the end of the lesson there was a grand conversationconversation- Students shared their written responses Students shared their written responses - Grand conversations are discussions about a Grand conversations are discussions about a

story that allows students to explore the big story that allows students to explore the big ideas and reflect on their feelingsideas and reflect on their feelings (Tompkins, 2010). (Tompkins, 2010).

Literacy Lesson: Critical Literacy Lesson: Critical and Response Perspectivesand Response Perspectives

““By encouraging and allowing students to By encouraging and allowing students to discuss and develop their own discuss and develop their own

interpretations of text, they learn to interpretations of text, they learn to appreciate the power of literature and how appreciate the power of literature and how messages contained in books relate to their messages contained in books relate to their daily lives”daily lives” (Durand, Howell, Schumacher, & Sutton, 2008, p. 28).(Durand, Howell, Schumacher, & Sutton, 2008, p. 28).

Students were able to make connections to the Students were able to make connections to the text and write about how they felt about the text and write about how they felt about the bookbook

View the text from different perspectivesView the text from different perspectives Critical and response perspective will ultimately Critical and response perspective will ultimately

prepare students to respond and view different prepare students to respond and view different perspectives to situations in their life perspectives to situations in their life

ConclusionConclusion Creating a Literate EnvironmentCreating a Literate Environment

Getting to Know Literacy LearnersGetting to Know Literacy Learners Using cognitive and noncognitive assessmentsUsing cognitive and noncognitive assessments

Selecting TextsSelecting Texts Engage studentsEngage students Interesting booksInteresting books Variety of books (online, informational, narrative)Variety of books (online, informational, narrative)

Literacy lesson: Interactive PerspectiveLiteracy lesson: Interactive Perspective Strategic processors and thinkersStrategic processors and thinkers Become metacognitiveBecome metacognitive

Literacy lesson: Critical and Response PerspectivesLiteracy lesson: Critical and Response Perspectives Examine, evaluate, and judge textsExamine, evaluate, and judge texts Respond and make connections from their Respond and make connections from their

experiences to textsexperiences to texts

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Retrieved from Retrieved from http://sylvan.live.ecollege.com/ec/crsefault.learn?CourseID=57http://sylvan.live.ecollege.com/ec/crsefault.learn?CourseID=5700120&Survey=1&47=7729097&ClientNodeID=984650&cour00120&Survey=1&47=7729097&ClientNodeID=984650&coursenav=1&bhcp=1senav=1&bhcp=1

Thank you for your participationThank you for your participation Are there any questions or comments?Are there any questions or comments?