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Literate Environment Analysis

Walden University-The Beginning Reader EDUC-6706G-1
by

Jaye Reid

on 24 February 2013

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Transcript of Literate Environment Analysis

February 24, 2013 Literate Environment Analysis
By Jaye Reid Getting To Know My Literacy Learners Helping Students Succeed When analyzing the abilities and interests of my
students, I look at cognitive and non-cognitive aspects
of their literacy development. This means that I spend time assessing their fluency, spelling, and writing. I also learn about my readers. What are their interests? Do they like to read for fun? What is their favorite book? All of this information helps me create a literacy environment that supports all readers. It is an ongoing process throughout the year and something I am always aware of. Students benefit from being exposed to a variety of text. They often relate to fictional characters and learn important life lessons from those stories. Students develop new interests when they dive into informational books. Some students enjoy reading magazine articles or exploring topics on the internet. All of these sources of literacy must be a part of the literate environment that makes up a classroom. Selecting Texts Dr. Almasi states that "The ultimate goal of the Interactive Perspective is to teach children how to be literate learners who can navigate the textual world independently" (Laureate Education Inc., 2010a). This may involve teaching students how to activate their prior knowledge by making predictions or visualizing. While students are reading they should be self-regulating and be reflective about the text. Students should ask questions if they do not understand the text and share their ideas about what they are reading. Interactive Perspective In literacy instruction, the critical perspective is all about getting the students to dig a little deeper into the text. I want them to think about why the text was written, who wrote it, and is it valid. Thinking critically gives students the opportunity to understand multiple perspectives. They might analyze a story by looking at different characters or ask questions about why an author created certain characters. Critical Perspective Every day my classroom provides evidence of a successful literacy environment. Students are active participants in their learning. They are discovering new strategies to improve their reading abilities. I use a combination of the interactive, critical, and response perspectives to support their literacy development. How Do I Create A Literate Environment? A successful literate environment is a classroom where students feel excited about reading and writing. They have access to many different types of reading materials throughout different areas of the curriculum. In order to create this atmosphere, I must know my students well. I constantly observe their progress to make sure they have the tools to become life-long readers and writers. Cognitive Assessment DIBELS (Dynamic Indicators of Basic Early Literacy Skills) Testing (Kaminski & Good, 1996)
Word Recognition Grade Placement
Leveled Spelling Assessment
Discovery Education Benchmark Reading Assessment
Reading Inventories References Good, R & Kaminski, R. (1996). Dynamic Indicators of Basic Early Literacy Skills (DIBELS), University of Oregon.

Laureate Education, Inc. (Executive Producer). (2010a). [DVD]. Analyzing and Selecting Texts. Baltimore: Author.

Laureate Education, Inc. (Executive Producer). (2010a). [DVD]. Interactive Perspective: Strategic Processing. Baltimore: Author.

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

Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston: Allyn &
Bacon. Non-Cognitive Assessment Literacy Matrix One resource that I use to select appropriate text is called the Literacy Matrix. When I pick a text I look to see which quadrant it fits into. I want to make sure that I have a balanced program that utilizes each area of this matrix. Linguistic
(Word Oriented) Informational Narrative Semiotic
(Communicates Through Pictures and Icons) Online Literacy Resources http://en.childrenslibrary.org
Students can use this site to read books from all over the world. There are many different languages offered as well.

http://www.storylineonline.net/
This website has a variety of literacy activities including the option to listen to books read by celebrities.

http://www.dke-encyc.com/
Free access to online encyclopedias. This is a great age appropriate website for students who enjoy researching different topics. Laureate Education, Inc. (Executive Producer). (2010a). [DVD]. Analyzing and Selecting Texts. Baltimore: Author. what Does the Interactive Perspective Look Like in a Classroom? Read aloud in small groups
Shared reading
Guided reading
Modeling reading strategies
Guided writing
Word study-creating a word map Response Perspective When students have an opportunity to truly respond to a text, they may be changed by that text. Students can be involved in activities or discussions that transform their thinking. There are topics that ignite a passion in young learners. For example, my students had the opportunity to learn about slavery and map out a route to escape to freedom. They had to use resources that we had read in class to create this response to the text. Many students had never heard of slavery and their thinking was transformed by the literature we read. (Tompkins, 2010) Literacy Activities to Promote Critical Thinking Hot Seat-role playing activity where student takes on the persona of a character

Open-Mind Portrait-students analyze the characters thought process at certain parts of a story

Questioning the Author-students think about what the author is trying to tell them, what the author is talking about, why the author is giving them the information (Tompkins, 2010) Students Can Respond to a Text By: Journal Writing -Character Journal, Double-Entry Journal

Learning Logs-students record information they are learning, summarize ideas, or reflect on what they read

Grand Conversations-discussions about stories where students react to what they have read

Sketch-to-Stretch-students draw pictures of what the story means to them

Tea Party-students read excerpts from a story or vocabulary card and walk around room sharing this information with their classmates (Tompkins, 2010) WORD MAP EXAMPLE Elementary Reading Attitude Survey (ERAS) (McKenna & Kear, 1990)
Observe reading behaviors
What is student's background knowledge?
Students bring in objects from home to share with classmates to get to know them.
Based on student's interests Here is a page from the ERAS:
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