Post on 12-May-2015
Literate Environment Analysis Literate Environment Analysis PresentationPresentationJackie PorterJackie Porter
Walden UniversityWalden University
Dr. Martha MooreDr. Martha MooreEDUC-6706G-8 The Beginning EDUC-6706G-8 The Beginning
Reader, PreK-3 Reader, PreK-3 April 17, 2011April 17, 2011
““Literacy is a process that begins in infancy and continues Literacy is a process that begins in infancy and continues into adulthood, if not throughout life” (Tompkins, 2010, into adulthood, if not throughout life” (Tompkins, 2010,
p. 111).p. 111).
Getting to Know Literacy LearnersGetting to Know Literacy Learners Selecting TextsSelecting Texts Literacy Lesson: Interactive Literacy Lesson: Interactive
PerspectivePerspective Literacy Lesson: Critical and Literacy Lesson: Critical and
Response PerspectivesResponse Perspectives
Creating a Literate Creating a Literate EnvironmentEnvironment
I. Getting to Know Literacy I. Getting to Know Literacy LearnersLearners
““The better you know your students, the better you The better you know your students, the better you can connect them with texts that will impact them in can connect them with texts that will impact them in profound ways” (Laureate Education, Inc., 2010c). profound ways” (Laureate Education, Inc., 2010c).
Cognitive assessmentsCognitive assessments (i.e. reading inventories) (i.e. reading inventories) identify students’ independent, instructional, and identify students’ independent, instructional, and frustration reading abilities (Afflerbach, 2007). frustration reading abilities (Afflerbach, 2007).
Once assessed, students can be given individualized Once assessed, students can be given individualized instruction based on weaknesses revealed in instruction based on weaknesses revealed in assessments.assessments.
Cognitive Assessment used with selected small Cognitive Assessment used with selected small group:group: Developmental Reading Assessment 2 (DRA2) (Beaver, Developmental Reading Assessment 2 (DRA2) (Beaver,
2006).2006).
I. Getting to Know Literacy I. Getting to Know Literacy LearnersLearners
Noncognitive assessmentsNoncognitive assessments (i.e. reading interest (i.e. reading interest inventories, interest inventories, etc.) support inventories, interest inventories, etc.) support teachers and students in creating goals for reading. teachers and students in creating goals for reading.
Students who have similar interests can be Students who have similar interests can be grouped together to read and discuss particular grouped together to read and discuss particular text. text.
Teachers can design activities using certain topics Teachers can design activities using certain topics that are of interest to students.that are of interest to students.
Noncognitive Assessments used with selected small Noncognitive Assessments used with selected small group:group: Interest InventoryInterest Inventory Reading Interest InventoryReading Interest Inventory
I. Getting to Know Literacy I. Getting to Know Literacy LearnersLearners
Utilizing these assessments enabled Utilizing these assessments enabled knowledge of students on different levels.knowledge of students on different levels.
Enlightened on students’ interests, Enlightened on students’ interests, strengths and weaknesses.strengths and weaknesses.
Especially helpful, when not the regular Especially helpful, when not the regular classroom teacherclassroom teacher
II. Selecting TextsII. Selecting Texts
Choose theme, topic or unit to benefit and Choose theme, topic or unit to benefit and interest all studentsinterest all students i.e. i.e. Chose topic of Chose topic of animalsanimals for my small group for my small group
instruction because all students showed some interest instruction because all students showed some interest in animalsin animals
Gains their interest and attentionGains their interest and attention Informational, narrative, online, etc.Informational, narrative, online, etc.
Texts available in numerous styles Texts available in numerous styles i.e. printed i.e. printed books, audio and digital media books, audio and digital media All have a place in a literacy based classroom All have a place in a literacy based classroom
(Laureate Education, Inc., 2010a).(Laureate Education, Inc., 2010a). Responsibility of teachers to widen students’ Responsibility of teachers to widen students’
thinking and include wide variety of textsthinking and include wide variety of texts
II. Selecting TextsII. Selecting Texts
Use continuum to choose various texts Use continuum to choose various texts NarrativeNarrative fictional and nonfictional stories/read fictional and nonfictional stories/read
aloudsalouds InformationalInformational nonfiction texts with it’s own features nonfiction texts with it’s own features
and formatand format SemioticSemiotic text communicates messages without/less text communicates messages without/less
words words LinguisticLinguistic word oriented (Laureate Education, Inc., word oriented (Laureate Education, Inc.,
2010a)2010a)
narratinarrativeve
informational
linguistic
semiotic
II. Selecting TextsII. Selecting Texts
Choose different types of texts to make it Choose different types of texts to make it more interesting and get students used to the more interesting and get students used to the variety availablevariety available
Equally as important to promote and present Equally as important to promote and present informational textinformational text in the classroom in the classroom Most difficult type of text for both students and Most difficult type of text for both students and
teachersteachers
Educators need to present informational texts Educators need to present informational texts early on in school to students so they can early on in school to students so they can understand how text structure works understand how text structure works (Laureate Education, Inc., 2010d). (Laureate Education, Inc., 2010d).
II. Selecting TextsII. Selecting Texts
Texts chosen for selected group of Texts chosen for selected group of students:students: The True Story of the Three Little PigsThe True Story of the Three Little Pigs by Jon by Jon
Scieszka - narrativeScieszka - narrative What is a Mammal?What is a Mammal? by Robert Snedden - by Robert Snedden -
informationalinformational StellalunaStellaluna by Janell Cannon - narrative and online by Janell Cannon - narrative and online
- read by Pamela Reed (- read by Pamela Reed (http://http://www.storylineonline.netwww.storylineonline.net) )
Around the World on Eighty Legs: Animal PoemsAround the World on Eighty Legs: Animal Poems by Amy Gibson – book of poems but also by Amy Gibson – book of poems but also informational textinformational text
II. Selecting TextsII. Selecting Texts
Continuum helps guide teachers into Continuum helps guide teachers into choosing various types of books for choosing various types of books for students.students.
Lets them see the “landscapes” of texts Lets them see the “landscapes” of texts that are being used with students that are being used with students (Laureate Education, Inc., 2010a)(Laureate Education, Inc., 2010a)
Allows teachers to view if certain texts Allows teachers to view if certain texts are not being utilized enough or at all in are not being utilized enough or at all in the classroomthe classroom
III. Literacy Lesson: III. Literacy Lesson: Interactive PerspectiveInteractive Perspective
Interactive perspective teaches students how Interactive perspective teaches students how to read and be strategic processors and to read and be strategic processors and thinkers (Laureate Education, Inc., 2010e).thinkers (Laureate Education, Inc., 2010e).
Goal is to promote students’ strategic Goal is to promote students’ strategic processing and metacognitionprocessing and metacognition MetacognitionMetacognition thinking about thinking thinking about thinking
(Blakey and Spence, 2011)(Blakey and Spence, 2011) Studies have shown that by engaging the students Studies have shown that by engaging the students
in thinking strategies, independent use will in thinking strategies, independent use will develop gradually (Blakey and Spence, 2011).develop gradually (Blakey and Spence, 2011).
III. Literacy Lesson: III. Literacy Lesson: Interactive PerspectiveInteractive Perspective
Strategic processing contains five pieces: Strategic processing contains five pieces: PhonicsPhonics Phonemic awarenessPhonemic awareness FluencyFluency ComprehensionComprehension VocabularyVocabulary
Strategic processing is threaded through Strategic processing is threaded through all five pieces (Laureate Education, Inc., all five pieces (Laureate Education, Inc., 2010f).2010f).
III. Literacy Lesson: III. Literacy Lesson: Interactive PerspectiveInteractive Perspective
Worked with a group of three students for literacy Worked with a group of three students for literacy instruction to concentrate on word recognition and instruction to concentrate on word recognition and comprehension strategiescomprehension strategies
The text used for this lesson is The text used for this lesson is What is a Mammal?.What is a Mammal?. Informational text about various types of mammals (Snedden, Informational text about various types of mammals (Snedden,
1993)1993) Due to book’s length, only focused on five sections Due to book’s length, only focused on five sections
An anticipation guide was created and used as part of the An anticipation guide was created and used as part of the comprehension strategy to activate prior knowledge. comprehension strategy to activate prior knowledge. Anticipation guideAnticipation guide used to activate prior knowledge before used to activate prior knowledge before
reading content-area textreading content-area text A list of statements about the topic are prepared by teacher for A list of statements about the topic are prepared by teacher for
students to think aboutstudents to think about They decide if they agree or disagree with statements before They decide if they agree or disagree with statements before
readingreading After reading selected text, students go back to guide reconsider After reading selected text, students go back to guide reconsider
statements.statements. Usually students change some of their opinions and realize they have Usually students change some of their opinions and realize they have
refined their understanding of the subject through the activity refined their understanding of the subject through the activity (Tompkins, 2010).(Tompkins, 2010).
III. Literacy Lesson: III. Literacy Lesson: Interactive PerspectiveInteractive Perspective
Eight vocabulary (bolded) words from text Eight vocabulary (bolded) words from text were selected before the lesson started as a were selected before the lesson started as a part of word recognition (Tompkins, 2010). part of word recognition (Tompkins, 2010).
Together we read and discussed the five Together we read and discussed the five sections of the text were read and discussedsections of the text were read and discussed
End of lessonEnd of lesson went back to the went back to the anticipation guide to fill the remaining part anticipation guide to fill the remaining part out and compare the before and after out and compare the before and after reading answersreading answers
III. Literacy Lesson: III. Literacy Lesson: Interactive PerspectiveInteractive Perspective
By using the course resources and learning By using the course resources and learning about interactive perspective, a literate about interactive perspective, a literate environment was createdenvironment was created
Students were thinking strategically and Students were thinking strategically and using comprehension strategies throughout using comprehension strategies throughout lessonlesson
Also learned more about informational textsAlso learned more about informational texts Gave me more insight on the students for Gave me more insight on the students for
future lessons and on the lesson for future lessons and on the lesson for refinementrefinement
IV. Literacy Lesson: Critical IV. Literacy Lesson: Critical and Response Perspectivesand Response Perspectives
““When [teachers] provide opportunities for students to When [teachers] provide opportunities for students to think critically about texts and then respond to what they think critically about texts and then respond to what they
read based on their own thoughts and feelings, [they] read based on their own thoughts and feelings, [they] open new and meaningful connections to ideas [the open new and meaningful connections to ideas [the students] find in the world around them” (Walden students] find in the world around them” (Walden
University, 2011, para.1). University, 2011, para.1).
Including Including critical and response perspectivescritical and response perspectives in in literacy instruction, students’ interests to important literacy instruction, students’ interests to important issues and ideas can be promoted (Walden University, issues and ideas can be promoted (Walden University, 2011). 2011).
May give students self-esteem, incentive, character, and May give students self-esteem, incentive, character, and civic responsibility in long run (Walden University, 2011)civic responsibility in long run (Walden University, 2011)
IV. Literacy Lesson: Critical IV. Literacy Lesson: Critical and Response Perspectivesand Response Perspectives
““Being able to look at the text and examine it from Being able to look at the text and examine it from multiple perspectives enables one to think critically multiple perspectives enables one to think critically about it, to be able to evaluate that text and also be about it, to be able to evaluate that text and also be
able to make judgments about the validity or veracity of able to make judgments about the validity or veracity of that text (believability)” that text (believability)”
(Laureate Education, Inc., 2010b).(Laureate Education, Inc., 2010b).
Critical PerspectiveCritical Perspective Teaches students how to critically examine, judge and Teaches students how to critically examine, judge and
evaluate textevaluate text Who created the textWho created the text What perspective might the author haveWhat perspective might the author have Was the author male or femaleWas the author male or female What was the role of race, ethnicity or social statusWhat was the role of race, ethnicity or social status
When looking at texts from different perspectives, When looking at texts from different perspectives, students might interpret them in subtly different ways students might interpret them in subtly different ways (Laureate Education, Inc., 2010e).(Laureate Education, Inc., 2010e).
IV. Literacy Lesson: Critical IV. Literacy Lesson: Critical and Response Perspectivesand Response Perspectives
Response PerspectiveResponse Perspective Allows students opportunity to experience and Allows students opportunity to experience and
respondrespond Reader’s lived experiences are of primary Reader’s lived experiences are of primary
importanceimportance Methods for responding:Methods for responding:
JournalingJournaling Dramatic responseDramatic response Artistic responseArtistic response Multi-sensory experiencesMulti-sensory experiences Quiet timeQuiet time
When students are able to respond to reading, it When students are able to respond to reading, it helps them better understand what was read helps them better understand what was read (Laureate Education, Inc., 2010e).(Laureate Education, Inc., 2010e).
IV. Literacy Lesson: Critical IV. Literacy Lesson: Critical and Response Perspectivesand Response Perspectives
Worked with same group of three students for Worked with same group of three students for literacy instruction to concentrate on critical literacy instruction to concentrate on critical thinking and responding to a text. thinking and responding to a text.
The texts used for this lesson are: The texts used for this lesson are: The Three Little PigsThe Three Little Pigs (original fairytale) (original fairytale) The True Story of the Three Little PigsThe True Story of the Three Little Pigs by Jon Scieszka by Jon Scieszka
Both are narrative texts that have same basic Both are narrative texts that have same basic storyline storyline
Each written from a different character’s Each written from a different character’s perspectiveperspective
The instructional practice used is similar to The instructional practice used is similar to storyboard (Tompkins, 2010)storyboard (Tompkins, 2010) Main events comparison worksheet was createdMain events comparison worksheet was created
Required students to sequence events and write Required students to sequence events and write perspectives of each event from both stories perspectives of each event from both stories
IV. Literacy Lesson: Critical IV. Literacy Lesson: Critical and Response Perspectivesand Response Perspectives
Together Together The Three Little Pigs The Three Little Pigs was recalled and was recalled and discussed,discussed, and then and then The True Story of the Three The True Story of the Three Little Pigs Little Pigs was read aloud. was read aloud.
After story, students completed comparison sheetAfter story, students completed comparison sheet Then they responded in writing to a given question Then they responded in writing to a given question
about the validity of the stories.about the validity of the stories. ““Whose story do you believe most, the pigs’ or the wolf’s? Whose story do you believe most, the pigs’ or the wolf’s?
Explain why, using examples from the book(s).” Explain why, using examples from the book(s).” Students had to copy question onto their paper and write an Students had to copy question onto their paper and write an
answer to the question in at least three or four sentences. answer to the question in at least three or four sentences. Students were able to share their opinion and back it up Students were able to share their opinion and back it up
with facts from the story. with facts from the story. They had to express believability (Laureate Education, Inc., They had to express believability (Laureate Education, Inc.,
2010b).2010b). To close the lesson, the students shared their To close the lesson, the students shared their
responses with group.responses with group.
IV. Literacy Lesson: Critical IV. Literacy Lesson: Critical and Response Perspectivesand Response Perspectives
Including the critical and response perspectives in Including the critical and response perspectives in literacy instruction can prepare students to think literacy instruction can prepare students to think about important issues that do and will occur in their about important issues that do and will occur in their lives. lives.
When problems occur, they learn to see and hear When problems occur, they learn to see and hear both sides and perspectives of a situation. both sides and perspectives of a situation.
Presenting instruction on various characters’ Presenting instruction on various characters’ perspectives demonstrated to students how every perspectives demonstrated to students how every person, real or fiction, has their own story person, real or fiction, has their own story
Will also help them be productive and contributing Will also help them be productive and contributing members of society members of society Learning to speak their mind Learning to speak their mind
Includes their feelings, opinions and thoughts on various texts Includes their feelings, opinions and thoughts on various texts and subjects and subjects
This will transform in future for the students to stand up for This will transform in future for the students to stand up for what and who they believewhat and who they believe
IV. Literacy Lesson: Critical IV. Literacy Lesson: Critical and Response Perspectivesand Response Perspectives
Shows students not everyone has same Shows students not everyone has same viewpoint or perspectiveviewpoint or perspective Therefore, students need to respect others and Therefore, students need to respect others and
their own personal beliefs.their own personal beliefs.
Using both perspectives in the classroom Using both perspectives in the classroom demonstrates to students how things are demonstrates to students how things are in real life.in real life.
Teaches students to respond emotionally Teaches students to respond emotionally to various things and know that there are to various things and know that there are multiple sides to any story or problemmultiple sides to any story or problem
ConclusionConclusion
Establishing a Literate EnvironmentEstablishing a Literate Environment Getting to Know Literacy LearnersGetting to Know Literacy Learners
Cognitive and noncognitiveCognitive and noncognitive
Selecting TextSelecting Text Interest, variety, style, formInterest, variety, style, form
Literacy Lesson: Interactive PerspectiveLiteracy Lesson: Interactive Perspective Strategic processors and thinkers Strategic processors and thinkers metacognition metacognition
Literacy Lesson: Critical and Response Literacy Lesson: Critical and Response PerspectivesPerspectives Examine, judge and evaluate textExamine, judge and evaluate text Experience and respond to readingExperience and respond to reading
ReferencesReferences Afflerbach, P. (2007). Afflerbach, P. (2007). Understanding and using reading assessment, K–12Understanding and using reading assessment, K–12. .
Newark, DE: Newark, DE: International Reading Association.International Reading Association. Blakey, E. and Spence, S. (2011). Developing metacognition. Retrieved from Blakey, E. and Spence, S. (2011). Developing metacognition. Retrieved from
Education.com website: Education.com website: http://www.education.com/reference/article/Ref_Dev_Metacognition/ http://www.education.com/reference/article/Ref_Dev_Metacognition/
Laureate Education, Inc. (Executive Producer). (2010a). Analyzing and Laureate Education, Inc. (Executive Producer). (2010a). Analyzing and selecting text [Webcast]. selecting text [Webcast]. The Beginning Reader, PreK-3The Beginning Reader, PreK-3. Baltimore, . Baltimore,
MD: Author.MD: Author. Laureate Education, Inc. (Executive Producer). (2010b). Critical perspective Laureate Education, Inc. (Executive Producer). (2010b). Critical perspective
[Webcast]. [Webcast]. The Beginning Reader, PreK-3The Beginning Reader, PreK-3. Baltimore, MD: Author.. Baltimore, MD: Author. Laureate Education, Inc. (Executive Producer). (2010c). Getting to know your Laureate Education, Inc. (Executive Producer). (2010c). Getting to know your
students [Webcast]. students [Webcast]. The Beginning Reader, PreK-3The Beginning Reader, PreK-3. Baltimore, MD: . Baltimore, MD: Author.Author.
Laureate Education, Inc. (Executive Producer). (2010d). Informational text in Laureate Education, Inc. (Executive Producer). (2010d). Informational text in the the early years [Webcast]. early years [Webcast]. The Beginning Reader, PreK-3The Beginning Reader, PreK-3. Baltimore, MD: . Baltimore, MD: Author.Author.
Laureate Education, Inc. (Executive Producer). (2010e). Perspectives on Laureate Education, Inc. (Executive Producer). (2010e). Perspectives on literacy literacy learning [Webcast]. learning [Webcast]. The Beginning Reader, PreK-3The Beginning Reader, PreK-3. Baltimore, . Baltimore, MD: Author.MD: Author.
Laureate Education, Inc. (Executive Producer). (2010f). Strategic processing Laureate Education, Inc. (Executive Producer). (2010f). Strategic processing [Webcast]. [Webcast]. The Beginning Reader, PreK-3The Beginning Reader, PreK-3. Baltimore, MD: Author.. Baltimore, MD: Author.
Snedden, R. (1993). Snedden, R. (1993). What is a mammal?.What is a mammal?. San Francisco: Sierra Club Books for San Francisco: Sierra Club Books for Children.Children.
ReferencesReferences Tompkins, G. E. (2010). Tompkins, G. E. (2010). Literacy for the 21st century: A balanced Literacy for the 21st century: A balanced
approachapproach (5th ed.). (5th ed.). Boston: Allyn & Bacon.Boston: Allyn & Bacon. Walden University. (2011). Week 6 Application. Retrieved from Walden University. (2011). Week 6 Application. Retrieved from
http://sylvan.live.ecollege.com/ec/crs/default.learn?http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4889516&SurvCourseID=4889516&Survey=1&47=7539623&ClientNodeID=984650&coursenav=1&bhcpey=1&47=7539623&ClientNodeID=984650&coursenav=1&bhcp=1=1