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Literate Environment Analysis- BestA

Completed to fulfill requirements of course project for EDUC 6706 G-5, The Beginning Reader Pre K-3
by

Alina Best

on 12 November 2013

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Transcript of Literate Environment Analysis- BestA

In research:
Getting to Know Literacy Learners
In my classroom:
In research:
Selecting Texts
Interactive Perspective
In the classroom:
Best practices for cultivating a love of reading and writing, both inside and outside the classroom.
LITERACY IN BLOOM
Critical & Response Perspectives
In my classroom:
Implications for my classroom:

Afflerbach, P. (2012). Understanding and using reading assessment K–12 (2nd ed.). Newark, DE: International Reading Association.

Camp, D. (2000). It takes two: Teaching with twin texts of fact and fiction. The Reading Teacher, 53(5), 400--408.

Duke, N. K. (2004). The Case for Informational Text. Educational Leadership, 61(6), 40.

Edmunds, K. M., & Bauserman, K. L. (2006). What teachers can learn about reading motivation through conversations with children. The Reading Teacher 59(5), 414–424.

Laureate Education, Inc. (2012a). Analyzing and selecting texts. The beginning reader, PreK-3. Baltimore, MD: author.

Laureate Education, Inc. (2012b). Getting to know literacy learners. The beginning reader, PreK-3. Baltimore, MD: author.

Laureate Education, Inc. (2012c). Strategic processing. The beginning reader, PreK-3. Baltimore, MD: author.

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

NCS Pearson, Inc. (2011). AIMSweb benchmark assessment. San Antonio, TX: Author.

Pearson Education, Inc. (2006). Developmental reading assessment: Grades K-3. Upper Saddle River, N.J: Author.

Stahl, K. A. D. (2004). Proof, practice, and promise: Comprehension strategy instruction in the primary grades. The Reading Teacher, 57(7), 598–608.

Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston: Allyn & Bacon.
READERS
THINKERS
CITIZENS
non-cognitive profiles:
support text selection and engagement- taking into account student personality, interests and motivation
Literacy Matrix
(Laureate Education, Inc., 2012)
A
Literate
Environment
for:

In research:
Research has demonstrated that certain practices, tools and strategies are most effective in laying the foundation for early literacy learning.
This presentation chronicles the critical steps I have taken to evaluate my own program for successes and opportunities for growth, and to make adaptations so it is strong, balanced, and based in research.
Current practices confirmed by research:
-DRA administration (Pearson Education, Inc., 2006): fall, winter and spring.
- Fall, winter and spring AIMSweb benchmark testing in reading, comprehension and basic literacy skills (NCS Pearson, Inc., 2011).
- Testing informs instruction, interventions and grouping.
- Text selection and topics influenced by student interests.
Opportunities for growth:
- I can be more intentional about providing opportunities for students to share reading interests and motivations, as well as providing activities and materials based on these.
- I can take more time to let students guide the selection and arrangement of available books (Tompkins, 2010), and allow more time to share their experience, enthusiasm and prior knowledge of subjects and topics (Laureate Education, Inc., 2012b).
To offer a balanced group of texts, teachers need to consider texts by different traits. Is the book mostly words or mostly pictures? Is the text mostly narrative or informative? How does the difficulty of text affect how you will teach with it, or how students will access it?
Hartman presents a model for analyzing texts:
Step 1:
cognitive assessments:
support planning and instruction through objective, systematic evaluation of targeted skills.
Options include Developmental Reading Assessment (DRA), DIBELS, running records, or other reading inventories and benchmark testing (Afflerbach, 2012). Teachers may use conferences, checklists, rubrics and portfolios to monitor progress (Tompkins, 2010).
Options include surveys, self-assessments, activities to learn more about students (Afflerbach, 2012), and formal evaluations like Elementary Reading Attitude Survey (McKenna & Kear, 1990). Teachers may simply discuss preferences and interests with students (Edmunds & Bauserman, 2006).
Assessing students' skills and strategies provides a foundation for success and independence (Afflerbach, 2012).
Motivation and attitude affects students' interest and participation in reading instruction (Tompkins, 2010).
A balanced group of texts will include selections from each quadrant of the matrix, and will also consider readability and text difficulty. Within each quadrant, texts should meet needs of readers at varied skill levels (Laureate Education, Inc., 2012)
Successes based on research:
- Classroom library with selections at a range of levels.
- Supplemental reading choices based on skill and interest.
- Strong selection of both fiction and non-fiction texts, with paired texts to bridge genres (Camp, 2000).
- Text selection and topics influenced by student interests.
Areas for improvement:
- Develop a better balance between narrative and informative text in read-alouds (Duke, 2004).
- Plan ahead to gather texts from different areas of the literacy matrix on themes studied in class.
- Not only provide books across subjects, but ensure texts represent a range of reading levels to make content more accessible and interesting to all readers.
References
Critical perspective:
Students develop the ability to analyze, compare and evaluate information. Students learn to view stories and concepts from differing viewpoints. Students consider the impact of culture, ethnicity, language, and varied experience of an author or subject on a text.
Response perspective:
Students make meaningful connections to a text. Students share thoughts, feelings, opinions and reflections inspired by a piece of writing.
What does it remind you of?
How does it make you feel?
What action could you take?
What do you agree or disagree with?
This perspective focuses on skills and strategies for fluency, accuracy and comprehension. Teachers use multiple research-based methods and tools to introduce, model, and reinforce the development and strategic use of these reading skills and strategies (Tompkins, 2010).
Practices include:
Guided reading- small group leveled instruction.
Shared reading- modeling and reinforcing strategies while students and teachers read the same text.
Word study- teaching patterns and sight words (Tompkins, 2010).
Strategy instruction- support comprehension by teaching about text structures and strategies like predicting, summarizing, and questioning (Stahl, 2004).
Responses can be: writing based on prompts, dramatic play, response journals, discussions- anything to encourage students to share their thoughts and experiences and connect reading to social and cultural situations in the real world (Tyson, 1999).
Already in place:
Dedicated literacy block with explicit instruction, guided practice and independent exploration of word skills, phonics, phonemic awareness, text structures and comprehension strategies.
New ideas:
Hot seat- book sharing in Q&A style with a book 'expert' (Tompkins, 2010).
Metacognition- teaching students to think about their thinking, so they can choose effective strategies (Laureate Education, Inc., 2012c).
Double entry journals (Tompkins, 2010)- allow students to show thinking and strategies, as well as track progress toward learning goals.
Books with social topics can be used to help students understand, resolve or appreciate a conflict, misunderstanding or new perspective when taught intentionally (Tyson 1999).
I learned that explicitly teaching students to use critical thinking questions can help them think about texts in new ways, question information, and take action based on reading and discussions (Molden, 2007).
I plan to make reflecting and questioning a more intentional part of literacy instruction in my classroom.
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