Literate environment analysis presentation

Literate environment analysis presentation

• 1.
  Students must beable to navigate a print rich world in a more analytical manner than Literate Environment Analysis ever before. For this reason, Presentation we, as educators, have the Angela Flores responsibility to create a space The Beginning Reader PreK-3 EDUC- for students to engage in 6706G-6 reading, writing, and thinking April 5, 2012 activities that stimulate self- motivated, life long learning. Now I bring you… FOUR STEPS TO CREATING A LITERATE ENVIRONMENT
• 2.
  4 STEPS
• 3.
  1 GET TO KNOW YOUR LITERACY LEARNERS
• 4.
  reads text Using cognitive and non-cognitive assessment allows us to understand each child as a reader, writer, and thinker.
• 5.
  Step 1: CognitiveAssessments Use cognitive assessment to gather information about each student’s reading development among the five pillars: phonics, phonemic awareness, fluency, comprehension, and vocabulary. This allows me to “understand the strengths and needs of each student” (Afllerbach, 2007, p. 4) and then plan whole group, small group, or individualized instruction to meet those needs. Cognitive assessments I used for my students: (Tompkins, 2010) *Dibels Oral Reading Fluency Measures (Good & Kaminski, 2002) *Spelling inventory *Vocabulary inventory (Good and Kaminski, 2002) *Diagnostic Decoding Survey (Really Great Reading, 2008), *Phonological awarenes survey (Really Great Reading, 2008)
• 6.
  Step 2: Non-CognitivieAssessments Use non-cognitive assessment to understand each learner on a personal level: what motivates them to read; what they like to read; what interests they have in life; etc. This information gives you insights into the identity of the reader so that you can begin choosing text and forming instruction that stimulates literate experiences for each student and motivates them to read and write on their own.(Laureate Education Inc., 2010a) Non-Cognitive Assessments I used to get to know my learners: the information I gathered from these assessments helped me know how students and their family perceived themselves as readers and writers, and allowed me to choose motivating and engaging text and instruction * Reading interest survey (Afflerbach, 2007) * Reading attitude survey (Afflerbach, 2007 * Literacy inventory – to understand literacy development in the home
• 7.
  Selecting 2 There are manyfactors to consider when choosing a group of content and concept supportive texts that will motivate and engage students in the reading and writing process, and that will enhance language and literacy development for all students.
• 8.
  Teachers must takeinto account the impact that text factors such as genres, text structures, and text features have on the readability of a text and on the students’ comprehension of a text (Tompkins, 2010). Then, teachers must also bear in mind elements such as text length, size of the print, visual support, sentence length, the variety of irregular and regular vocabulary words, and motivational/interest levels for students when choosing the range of books to offer them (Laureate Education, 2010b)
• 9.
  Hartman (Laureate EducationInc., 202b) suggests using a literacy matrix to evaluate and select a range of texts to enhance learning. Linguistic Informational Narrative Semiotic Laureate Education Inc., 2010b Selecting a wide range of text according to genre, readibility, and interest will enhance learning and ensure that students are motivated and excited to read, write, and think.
• 10.
  My Texts Tara (1stGrade Emergent Reader) John (2nd Grade Beginning Reader) needed narrative and needed narrative and informational informational text that support text that develop listening listening comprehension, language comprehension, imagery, and may and phonological awareness even spark further wonderings. development in visual and auditory Some books had varied sentence ways. These books were either length and vocabulary and support used as read alouds or as the readers interests and literacy independent reading choices: needs. The Tiny Seed, Carle (1987); Fawn in the Grass, Ryder (2001); A Seed is Sleepy, Hutts Aston Winter Whale, Ryder (1994); (2007); Jaguar in the Rain Forest, Ryder Parts of a Plant, Blevins (2003); (1996); One Child, One Seed: A South Look Who Lives in the Desert! African Counting Book, Cave Bouncing and Pouncing, (2003); Hiding and Gliding, Sleeping Jack’s Garden, Cole (1997) and Creeping, Bessesen (2004)
• 11.
  Plant Explorer (www.naturegrid.org.uk/plang/index.html) includes pages that are interactive, text that is short and contains script that is simple and large, and text features such as headings, pictures, and captions (www.k12science.org/curriculum/bucketpr oj). Students discover and research a pond habitat near them and share their research with other students. The text is informational and is written so that ONLINE students in any range can interact with it on some level . TEXTS
• 12.
  3 Interactive OF READING (Laureate Education, Inc.,2010).
• 13.
  Teachers work toteach students to be strategic in the way they decode words and choose strategies to comprehend text, and to help them become metacognitive thinkers as they read. We want them to be “self-regulated readers that can navigate through text on their own without prompting from the teacher” (Laureate Education Inc., 2010c). Visualization, inference, cause/effect Comprehension Sequencing, predicting, main idea Vocabulary Effective Instructional Practices for the Reading skills Interactive Perspective Fluency and Reader’s Theatre, repeated reading • Read Aloud strategies • Modeled - Think Aloud Phonics Word families, making words • Whole Group/Small group/one-on-one Blending, segmenting, Phonemic Awareness rhyming (Tompkins, 2010)
• 14.
  4 CRITICAL AND PERSPECTIVE OF
• 16.
  PURPOSE Strategies Teach students to think • Open Mind critically, view Portraits text from • QAR multiple • Hot Seat perspectives, • Book Talks examine and (Tompkins, analyze who 2010) wrote the text and why, and to judge the validity and believability of text (Laureate Education Inc., 2010d)
• 17.
  PURPOSE Strategies Provide students with literacy experiences that affect them on a • Response personal/emotional Journal level (Laureate • Double-entry Education Inc., 2010f). journal • Learning logs We want students to (Tompkins, 2010) interact with text in a way that changes • Artistic leaves an impression Response for the rest of their • Multisensory lives (Probst, 1987) experiences Create a safe • Dramatic environment that is Response conducive to risk (Laureate taking and responding Education to text (Laureate Inc., 2010e) Education Inc., 2010f)
• 18.
  FEEDBACK FROM 5
• 19.
  Please respond tothe following questions on your response card: • 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?
• 20.
  References • Afflerbach, P. (2007). Understanding and using reading assessment, K–12. Newark, DE: International Reading Association. • Bessesen, B. (2004). Look who lives in the desert! Bouncing and pouncing, hiding and gliding, sleeping and creeping. Arizona: Arizona Highways Books • Blevins, W. (2003). Parts of a plant. Mankato, MN: Coughlan Publishing. • Castek, J., Bevans-Mangelson, J., & Goldstone, B. (2006). Reading adventures online: Five ways to introduce the new literacies of the Internet through children’s literature. Reading Teacher, 59(7), 714– 728. • Carle, E. (1987). The tiny seed. New York, NY: Simon & Schuster Children’s Publishing Division. • Cave, K. (2003). One child, one seed: a south African counting book. New York, NY: Henry Holt & Company. • Cole, H. (1997) Jack’s garden. New York, NY: Greenwillow Books. • Good, R. H., & Kaminski, R. A. (2002). Dynamic Indicators of Basic Early Literacy Skills (6th ed.). Eugene, OR: Institute for the Development of Educational Achievement. • Hutts Aston, D. (2007). A seed is sleepy. San Fransisco, CA: Chronicle Books
• 21.
  References • Honig, B. (2008). Assessing Reading Multiple Measures (2nd ed.). Novato, CA: Academic Therapy Publications, Incorporated • Laureate Education, Inc. (Executive Producer). (2010a). Getting to know your students. [Webcast]. The Beginning Reader, PreK-3, Baltimore: Author • Laureate Education, Inc. (Executive Producer). (2010b). Analyzing and selecting texts. [Webcast]. The Beginning Reader, PreK- 3, Baltimore: Author • Laureate Education, Inc. (Executive Producer). (2010c). Interactive perspectives: Strategic processing [Webcast]. The Beginning Reader, PreK-3, Baltimore: Author • Laureate Education, Inc. (Executive Producer). (2010d). Critical perspective [Webcast]. The Beginning Reader, PreK-3, Baltimore: Author • Laureate Education, Inc. (Executive Producer). (2010e)Perspective on literacy learning [Webcast]. The Beginning Reader, PreK-3, Baltimore: Author • Laureate Education, Inc. (Executive Producer). (2010f)Response perspective [Webcast]. The Beginning Reader, PreK-3, Baltimore: Author
• 22.
  References • Laureate Education, Inc. (2010). [Course Document]. Frameworks for Literacy Instruction. The beginning reader, PreK-3. Baltimore, Md.: Author • Probst, R. E. (1987). Transactional theory in the teaching of literature. Resources in Education, 
22(12). • Really Great Reading (2008). Decoding Surveys. Retrieved from http://www.reallygreatreading.com • Ryder, J. (1994). Winter Whale. New York, NY: Harper Collins • Ryder, J. (1996). Jaguar in the rain forest. New York, NY: Harper Collins • Ryder, J. (2001). Fawn in the grass. New York, NY: Harper Collins • Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston: Allyn & Bacon.