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The Beginning Reader Presentation

A presentation to demonstrate how to successfully teach students to read!
by

Sara Wells

on 15 January 2011

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Transcript of The Beginning Reader Presentation

STUDENT Student's Roots Text Selection U as a Teacher Tying it all Together Evaluating Text Critically Necessary Connections with Texts My Presentation
of
Creating a
Literate Environment The number ONE thing teachers need to successfully make a Literate Environment is a... Doing Strategies on Their Own Written by: Sara Wells To build a successful literate environment, teachers need to make sure all students feel respected and comfortable in the classroom. To make sure the classroom environment is safe and stimulating for all learners, the following steps need to be addressed. #1.
Student's "roots" #2. Student's Culture & Language(s) #3. Student's Background #4. Student's Developmental Reading Level Cut the roots of a tree,
it will not survive.
Cut the roots of student, they are sure to FAIL! Students come from all different backgrounds. Even if they all were from the same area, their experiences from home are diverse. Teachers need to know what their student origins are, their cultural backgrounds, the social and economic situation of their family, and what language(s) they speak. These are important to know, so teachers can understand and help students build on prior knowledge and differentiate for their students. Once I know where a student is from, I then need to find out about their background; which is their interests, motivations, beliefs, and attitudes. Each LETTER stands for an important factor needed to ensure a student is successful in a Literate Environment. Stages of Literacy Developmental:
1. Emergent Stage (birth through kindergarten) is where students are matching between letter names and sounds and between letters and words, their making connections between stories and words, pretend reading/writing, and starting to decode their readings.
2. Beginner Stage (late kindergarten through first or second grade) is where students are learning how to read, learning strategies to help with reading, and practicing; this stage is a lot of work.
3. Transitional or Fluent Stage (mid-second grade through third grade) is where students show great growth, they are working on short and long vowel sounds and word chunks, and starting to read complex chapter books.

NOTE: There are more stages, but this is focused on Prek-3rd grades
(Laureate Education, Inc., 2009j). Text selection should be based on student's needs and interests. One of the most important things to remember about selecting texts is making sure teachers are getting texts from all different areas. Some teachers use the "Literacy Matrix" to help them with making sure they are using a variety of literature (Laureate Education, 2009a). The Matrix is split into six different sections: hard & easy, informational & narrative, and linguistic (lots of word) & semiotic (text with pictures or motion pictures). Learning Resources for Student's Roots:
Developing Language and Literacy [DVD]
The Beginning Reader [DVD]
cULTURAL AND LINGUISTIC DIVERSITY [DVD] To help with keeping different texts exciting and interesting, teachers should also use a variety of literacy experiences and strategies! StUdenT Learning Resource for Text Selecting:
Analyzing & Selecting Texts [DVD] Teachers need to think of themselves as successful teachers, but be willing to make changes when needed. It is really important to keep in mind the 5 R's and a T (Laureate Education, Inc., 2008b)!
Respectful
Responsive
Responsible
Resourceful
Reasonable
Theory-driven Learning Resources for U as a Teacher:
Culturally Responsive Teaching [DVD] Interactive perspective is something that needs to be taught to students, so they can eventually do it on their own, ALSO know as METACOGNITION!! Here are some examples of reading and writing strategies: shared reading & writing, read aloud, guided reading, response journals, etc. (Tompkins, 2010). Learning Resources for Demonstrating the Interactive Perspective:
Interactive Perspective: Strategic Processing [DVD]
Interactive Perspective: Read Aloud [DVD]
Interactive Perspective: Shared Reading [DVD]
Interactive Perspective: Guided Reading [DVD]
"Compendium of Instructional Procedures" from book Literacy for the 21st Century: A Balanced Approach by Gail Tompkins (p.426-481)
Walden University "Framework for Literacy Instruction" Learning Resources for Evaluating Text Critically:
Critical Perspective [DVD]
perspectives on Literacy Learning [DVD] Critical Perspective is looking at a text from a variety of perspectives, like the author's point of view, character's point of view, or student’s own responses. Making necessary connections with texts is also known as the responsive perspective. Teachers should use this perspective to allow students to react and respond to a text in a variety of ways (Walden University, 2010). Learning Resources for Necessary Connections with Texts:
Perspectives on Literacy Learning [DVD]
Response Perspective [DVD]
Walden University "Framework for Literacy Instruction"
In order to make a successful Literate Environment, teachers need to know their student's roots, have a balanced literacy, teach them using the interactive perspective (metacognitive reading and writing), critical perspective (looking a texts from different perspectives), and response perspective (responding to a text in a variety of ways), and have fun with their students. REFERENCES:


Laureate Education, Inc. (Producer). (2008a). Cultural and Linguistic Diversity [DVD]. Enhancing learning through linguistic and cultural diversity. Baltimore, MD: Author.

Laureate Education, Inc. (Producer). (2008b). Culturally Responsive Teaching [DVD]. Enhancing learning through linguistic and cultural diversity. Baltimore, MD: Author.

Laureate Education, Inc. (Producer). (2009a). Analyzing and Selecting Texts [DVD]. Beginning reader, preK -3: Programs 1-13. Upper Saddle River, NJ: Pearson Education, Inc.

Laureate Education, Inc. (Producer). (2009b). Critical Perspective [DVD]. Beginning reader, preK -3: Programs 13-23. Upper Saddle River, NJ: Pearson Education, Inc.

Laureate Education, Inc. (Producer). (2009c). Interactive Perspective: Guided Reading [DVD]. Beginning reader, preK -3: Programs 13-23. Upper Saddle River, NJ: Pearson Education, Inc.

Laureate Education, Inc. (Producer). (2009d). Interactive Perspective: Read Aloud [DVD]. Beginning reader, preK -3: Programs 13-23. Upper Saddle River, NJ: Pearson Education, Inc.

Laureate Education, Inc. (Producer). (2009e). Interactive Perspective: Shared Reading [DVD]. Beginning reader, preK -3: Programs 13-23. Upper Saddle River, NJ: Pearson Education, Inc.

Laureate Education, Inc. (Producer). (2009f). Interactive Perspective: Strategic Processing [DVD]. Beginning reader, preK -3: Programs 13-23. Upper Saddle River, NJ: Pearson Education, Inc.

Laureate Education, Inc. (Producer). (2009g). Perspectives on Literacy Learning [DVD]. Beginning reader, preK -3: Programs 1-13. Upper Saddle River, NJ: Pearson Education, Inc.

Laureate Education, Inc. (Producer). (2009h). Response Perspective [DVD]. Beginning reader, preK -3: Programs 13-23. Upper Saddle River, NJ: Pearson Education, Inc.

Laureate Education, Inc. (Producer). (2009i). Developing Language and Literacy [DVD]. Beginning reader, preK -3: Programs 13-23. Upper Saddle River, NJ: Pearson Education, Inc.

Laureate Education, Inc. (Producer). (2009j). The Beginning Reader [DVD]. Beginning reader, preK -3: Programs 1-13. Upper Saddle River, NJ: Pearson Education, Inc.

Tompkins, G. (2010). Literacy for the 21st Century: A Balanced Approach. Boston: Allyn & Bacon.

Walden University. (2010). Framework for Li To successfully teach a student, teachers need to know the student's "roots." Dr. Garcia described a student's "roots" as their culture and past experiences; the "roots" are what students have gone through so far in their lives and this is where teachers need to begin with each student (Laureate Education, Inc., 2008a). THE END!!
I hope you enjoyed my presentation!! Teachers should use the critical perspective to help students learn to be problem solvers. When students look at different perspectives like authors and characters, it helps them to see both sides of a story, which will help them when dealing with situations when they are older. LITERACY MATRIX: Teachers should use the response perspective to help students to make connections with the text. This will help students become more interested in the books and are more likely to remember parts or lessons from a book.
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