Literate environment analysis presentation

Literate environment analysis presentation

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  Presentation by: Chrisoula Koutoulas Walden Universi ty EDUC 6706: The Beginning Reader, PreK-3 CREATING A LITERATE ENVIRONMENT
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   Getting toknow literacy learners  Assessing students’ cognitive and noncognitive abilities  Selecting engaging and appropriate texts to motivate students  Integrating the three literacy perspectives  Interactive  Critical  Response COMPONENTS OF A LITERATE ENVIRONMENT
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  GETTING TO KNOWLITERACY LEARNERS The process of creating a literate environment is not an easy task. It requires skillful use of data gathered from cognitive and noncognitive assessments about student per formance, their motivations and self -perception towards reading, their literacy needs and finally expectations of students, parents and teachers. The better you know your students, the better you can connect them with texts that will impact them in profound ways (Laureate Education Producer, n.d.b). Student data, gathered from these dif ferent types of assessments, can guide an educator in creating an individualized blueprint and selecting appropriate books that can essentially promote motivation and improve a student’s achievement in reading.
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  GETTING TO KNOWLITERACY LEARNERS Assessment is ongoing and provides immediate feedback to improve teaching and learning for al l students (Tompkins, 2010, p. 75) .  Cogni t ive Assessment : The Fountas & Pinnel l (2010) formal reading a s s e s sme n t p r o v i d e d i n f o rma t i o n a b o u t e a c h s t u d e n t ’ s p h o n emi c a w a r e n e s s ski l ls; blending and segment ing ski l ls; sight word recogni t ion; reading accuracy and f luency; comprehension ski l ls; any use of reading st rategies and inst ruct ional reading level .  Noncogni t ive Assessment : The Elementar y Reading At t i tude Sur vey (McKenna & Kear, 1990) provided informat ion that did not per tain to thei r reading per formance, but was equal ly as impor tant . I t is impor tant to assess factor s such as mot ivat ion and sel f-esteem because these are both possible outcomes of becoming a bet ter reader (Af f lerbach, 2012, p. 174) . This assessment gave me v a l u a b l e i n s i g h t i n t o my s t u d e n t s ’ s e l f-percept ions and at t i tudes regarding reading in order to view the chi ld as a whole. This informat ion assisted me in select ing books that would interest and mot ivate them.
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  SELECTING TEXTS Selectingengaging and appropriate texts for students is a crucial par t of instruction in the classroom yet, the process of matching them to the needs and interests of students can be quite chal lenging due to the overwhelming amount of resources there are. In tod ay ’ s l i terac y c l as s room, you wi l l fi nd many dif ferent forms of text from printed books to digital media (Laureate Education Producer, n.d.a) . Each has an impor tant p l a c e i n to d ay ’ s c l a s s ro om a nd c a n b e e qu a lly b e ne fic ial i f t h e right one is matched with the right student . Once the reading level, l iteracy needs and motivations are determined teachers can star t choosing appropriate texts for their l iteracy instruction with the assistance of the Literacy Matrix that is discussed by Dr. Douglas Har tman and Dr. Janice Almasi (Laureate Education Producer, n.d.a).
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  SELECTING TEXTS TheLi teracy Mat r ix al lows teachers to keep l i teracy goals in mind whi le thought ful ly analyzing and select ing text that are helpful and engaging to each student (Laureate Educat ion Producer, n.d.a) . The four quadrants, as Dr. Douglas Har tman descr ibed them, are nar rat ive, informat ional , l inguist ic and semiot ic (Laureate Educat ion Producer, n.d.a) . In addi t ion, Dr. Janice Almasi discussed a thi rd dimension, which is di f f icul ty. This thi rd dimension has var ious areas to consider, such as readabi l i ty, text length, text st ructure, size of pr int and visual suppor t (Laureate Educat ion Producer, n.d.a) .
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  SELECTING TEXTS Usingthe cogni tive and noncogni tive assessment resul ts as wel l as the Li teracy Matrix, I was able to choose appropriate and engaging texts for my students that were at the beginning stages of l i teracy development .  Narrat ive texts: Growing Vegetable Soup by Lois Ehler t (1990) What I See by Hol ly Kel ler (2003)  Informat ional texts: Beans by Gai l Saunders-Smi th (1998) A Garde n e r ’s Al ph abet by Mar y Azarian (2000)  Onl ine texts: It Is Spring by Cheryl Ryan (2014) Vegetables by Cheryl Ryan (2014)
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  LITERACY LEARNING PERSPECTIVES In order to have a balanced l i teracy program and create wel l - rounded readers that not only can read, but who choose to read, who are motivated to read and can think cri tical ly, educators must consider al l three l i teracy perspectives, interactive, cri tical and response. The framework for l i teracy instruction highl ights these three perspectives (Laureate Education Producer, n.d.c) .  Interact ive Perspective: Teaching students how to read and be strategic processors and thinkers.  Crit ical Perspective: Teaching students how to cri tical ly examine text and view texts from various perspectives.  Response Perspective: Teaching students how to connect through l ived experiences and respond to texts.
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  INTERACTIVE PERSPECTIVE In the interact ive perspect ive teachers are mainly focusing on teaching students how to read by using reading st rategies and becoming st rategic thinkers (Laureate Educat ion Producer, n.d.c) . Beginning readers need to learn how to be st rategic and metacogni t ive in order to comprehend text bet ter, but this does not come natural ly to them, thus i t needs to be careful ly thought out and implemented through a plan. Teaching st rategies used to explore the theme of plant l i fe cycles in my l i teracy lesson using the interact ive perspect ive include:  Act ivat ing pr ior knowledge or schema  KWL Char t  Making predicat ions  Think aloud  Guided reading
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  CRITICAL AND RESPONSEPERSPECTIVES  The cr i t ical perspect ive is a way to teach students how to cr i t ical ly examine text and perhaps view var ious perspect ives of a stor y beyond what they just read or see (Laureate Educat ion Producer, n.d.c) .  The response perspect ive the r e a d e r ’ s l i v e d ex p e r i e n c e s a r e of pr imary impor tance and t ime to al low the oppor tuni ty to exper ience and respond should be given (Laureate Educat ion Producer, n.d.c) . Teaching st rategies used to explore the theme of plant l i fe cycles in my l i teracy lesson using the cr i t ical perspect ive include:  Making predict ions  Quest ioning the author  Analyzing characters Teaching st rategies used to explore the theme of plant l i fe cycles in my l i teracy lesson to implement the response perspect ive include:  Read aloud  Grand conversat ion  Response Journals
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  QUESTIONS TO CONSIDER  What insights did you gain about l iteracy and l iteracy instruction from viewing this presentation?  How might the information presented change your l iteracy practices and/or your l iteracy interactions with students?  In what ways can I suppor t you in the l iteracy development of your students or chi ldren? How might you suppor t me in my work with students or your chi ldren?  What questions do you have?
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  REFERENCES Af flerbach, P. (2012) . Under standing and using reading assessment K–12 (2nd ed. ) . Newark, DE: Internat ional Reading Associat ion . Azar ian, M. (2000) . A G a r d e n e r ’ s A l p h a b e t . Boston: Houghton Mi f f l in Ehler t , L. (1990) . Growing Vegetable Soup. Boston: Houghton Mi f f l in Harcour t Fountas, I .C. , & Pinnel l , G.S. (2010) . Fountas & Pinnel l benchmark as sessment s ys tem 1, Grades K-2, levels A-N. Por tsmouth, NH: Heinemann . Kel ler, H. (2003) . What I See. Or land: Green Light Reader s/Harcour t Laureate Educat ion (Producer ) . ( n.d.a) . Analyz ing and select ing text [Video f i le] . Ret r ieved f rom ht tps://class.waldenu.edu Laureate Educat ion (Producer ) . ( n.d.b) . Get t ing to know your s tudents. [Video f i le] . Ret r ieved f rom ht tps://class.waldenu.edu
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  REFERENCES Laureate Education (Producer ) . (n.d.c) .Per spect ives on l i teracy learning . [Video f i le] . Ret r ieved f rom ht tps://class.waldenu.edu McKenna, M. C. , & Kear , D. J . (1990) . Measur ing at t i tude toward reading: A new tool for teacher s. The Reading Teacher, 43(9) , 626-639. Ret r ieved f rom the Educat ion Research Complete database. Ryan, C. (2014) . I t Is Spr ing. Ret r ieved f rom ht tp://www. readinga-z .com/books/leveledbooks/book /?id=23 Ryan, C. (2014) . Vegetables . Ret r ieved f rom ht tp://www. readinga-z .com/books/leveled-books/book/?id=653 Saunder s-Smi th, G. (1998) . Beans. Mankato, Minnesota: Pebble Books Tompkins , G. E. (2010) . Li teracy for the 21st centur y: A balanced approach (5th ed. ) . Boston: Al lyn & Bacon.