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Transcript of App7 hendricksons
Shona Hendrickson
Walden University
EDUC 6706: The Beginning Reader, PreK-3
Instructor: Dr. Martha Moore
Creating a Literate Environment
What is a Literate Environment?
● A place where one develops skills to communicate
authentically through speaking, listening, reading,
and writing (Cooper, 2000).
● A place rich in language and print (Cooper, 2000).
● A place accessible to all students regardless of
their
learning abilities, home language, or learning styles
(Ruckdeschel, 2011).
Three Essential Parts of a Literate Environment
1. Getting to Know Literacy Learners
2. Selecting Texts
3. Literacy Instruction
-Interactive Perspective
-Critical Perspective
-Response Perspective
Getting to Know Literacy Learners
Literacy remains paramount in learning, not only
for language development, but also as the foundation of all
academic disciplines including science and mathematics
(Huffaker, 2005). Literacy is a process that begins in
infancy and continues into adulthood, if not throughout life
(Tompkins, 2010).
In order to create a literate environment, as
teachers we need to first get to know out students. We
need to get to know their cognitive and non-cognitive
abilities (Laureate Education Inc., 2010b). This information
about our students is important as it will contribute to their
success in reading (Afflerbach, 2007).
To provide an effective classroom environment that caters to
the cognitive needs of students, it is important that assessment be
done to see what reading levels they are at. Assessment should be
done to test their vocabulary skills, reading fluency, comprehension
skills, decoding skills, etc.
Examples of Cognitive Assessments
Running Records
Comprehension Questions Activity
‘Words I Know’ Test
Teachers must get to know their students better in order to
have their best interests at heart (Laureate Education Inc., 2010d).
Teachers need to find out about students’ interests, family
background, experiences and what motivates them. The better you
know your students, the better you can connect them with texts
that impact them in profound ways (Laureate Education, Inc.,
2010b).
Examples of Non-Cognitive Assessments
Journals
Composition Exercises
Selecting Texts Texts are presented in many different forms today (Laureate Education
Inc., 2010). All of which has a place in the literacy classroom whether
it is in the form of printed books or digital media. However, when
selecting texts for students, it is important to think about text
difficulty, readability, length, structure, size of print and visual support
(Laureate Inc., 2010). This is very useful in creating a literate
environment
I now realized from Dr. Almasi that texts selected should fall on the
continuum of linguistic to semiotic and narrative to informational
(Laureate Education Inc., 2010). Selecting texts through this Literacy
Matrix, will allow me as a teacher to consider a variety of literacy
experiences that would be best suitable to students’ needs and
interests.
Literacy Matrix:
The literacy matrix is a 2 digital construct for analyzing and
selecting texts (Laureate Education, Inc., 2010). Texts selected should fall
on the continuum of linguistic to semiotic and narrative to informational.
A text with no illustrations at all tells a story that is linguistic and
narrative (Laureate Education, Inc., 2010).
A text that is made up of only pictures is semiotic and narrative
(Laureate Education, Inc., 2010).
Even though both of these are narrative texts, the way the
narrative is communicated differs.
Linguistic Hard
Narrative Text Information Text
Semiotic
Easy (Laureate Education Inc., 2010f)
Things to think about when selecting text
Length of text Size of print Number of sentences Text structure
Perspectives in Literacy Learning
Literacy Lesson: Interactive Perspective
Interactive perspective is a strategy/style of
teaching geared towards getting students to construct
their own meaning from any experience. It does not
mean leaving students to make whatever sense they can
from any experience, but, needs the interaction of
teachers to interact and challenge student thinking
exposing them to new ideas (Hammonds, 2011). In
reading the interactive perspective focuses on students
being strategic and metacognitive readers and writers;
meaning students can read and write accurately, fluently,
and with comprehension.
Through this practice, I learned that the
goal of the interactive perspective is to help
students become strategic readers and writers
(Laureate Education Inc., 2010i). This can be done
through the use of strategies such as read aloud,
shared reading, word walls, word sorts and K-W-L
charts.
The lesson I created for the interactive perspective
focused on comprehension of informational text. In this lesson,
students read a book about Gardens. The K-W-L chart was used
to get students to interact with the text. Students had to
identify what they knew about gardens, what they wanted to
know and at the end what they learned from the text about
gardens. This lesson was effective as it got students to open
up and share their experiences. Students were also able to
make connections with the text because it was within their
experience which is an important aspect of the interactive
perspective.
Literacy Lesson: Critical and Response Perspectives
The critical and response perspectives are two
important components of literacy instructions that should
be used by teachers.
The critical perspective teaches students how to
critically examine text; while teaching students to think
about who wrote the text and how the author feels about
the topic they are writing about (Laureate Education Inc.,
2011).
The response perspective on the
other hand gives students the opportunity
to experience and respond to text
(Laureate Education, Inc., 2011).
However across each perspective, the
teacher must be cognizant of planning for
the learners, the texts, and the
instructional practices (Hoffman, 2011).
Teaching a lesson using the critical and response perspective
has given me ideas of how I could create a literate environment. In
order to get students to develop the skills of thinking critically and
responding to text, text would be selected on topics such as
ethnicity, race, gender, or social status. This would give students
the opportunity to put themselves in the shoes of the author based
on text content.
When students examine texts critically, they would begin to
think more deeply about them; and that is vitally important
(Laureate Education, Inc., 2010a). According to Dr. Almasi, looking
at text and examining it from different perspectives can allow
students to look at the believability of what they read (Laureate
Education, Inc., 2010c).
Activities to reinforce the critical and response perspectives:
- Open-mind portraits
- Question-Answer-Relationships (QAR)
- Questioning the Author
- Response Journals
References
* Afflerbach, P. (2007). Understanding and using reading assessment, K–12. Newark, DE: International Reading Association.
* Cooper, J. D. (2000). Literacy: Helping children construct literacy. Boston, MA: Houghton Mifflin Company.
* Framework for literacy development [Lecture notes]. (2011). Retrieved from http://sylvan.live.ecollege.com
* Hammonds, B. (2010). Interactive teaching approach. Retrieved from http://www.leading-learning.co.nz/quality-learning/interactive-teaching.html
* Hoffman, B. (2011). Framework for literacy instruction: 3 Perspectives. Retrieved from http://mylearningspringboard.com/framework- for-literacy-instruction-3-perspectives/
* Huffaker, D. (2005). The Educated Blogger: Using Weblogs to Promote Literacy in the Classroom. AACE Journal, 13(2), 91-98. Norfolk, VA: AACE. Retrieved from http://www.editlib.org/p/5680
* Laureate Education, Inc. (Executive Producer). (2011). Perspectives on Literacy Learning [Webcast]. The Beginning Reader, PreK-3. Baltimore, MD: Author.
* Laureate Education, Inc. (2010). Analyzing and selecting text. [Webcast]. The Beginning Reader, PreK-3. Baltimore, MD: Author.
* Laureate Education, Inc. (Producer). (2010a). Analysing and Selecting Text [Webcast]. The beginning reader, Prek-3. Baltimore, MD: Author.
* Laureate Education, Inc. (Executive Producer). (2010b). Changes in Literacy Education. [Webcast]. The beginning reader, PreK-3. Baltimore, MD: Author.
* Laureate Education, Inc. (Executive Producer). (2010c). Critical Perspective. [Webcast]. The beginning reader, PreK-3. Baltimore, MD: Author.
* Laureate Education Inc. (2010d). Getting to know your students. [Webcast]. The beginning reader, PreK-3 . Baltimore, MD: Author.
* Laureate Education Inc. (2010f). (Executive Producer) Analyzing and Selecting Text. [webcast]. The beginning reader, PreK-3. Baltimore: author
* Laureate Education, Inc. (Executive Producer). (2010i). Strategic Processing. [Webcast]. The beginning reader, PreK-3. Baltimore, MD: Author.
* Laureate Education, Inc. (2010). Assessing word knowledge. [Webcast]. The Beginning Reader, PreK-3. Baltimore, MD: Author.
* Laureate Education, Inc. (2010). Getting to know your students. [Webcast]. The Beginning Reader, PreK-3. Baltimore, MD: Author.
* Ruckdeschel, S. (2011). How to create a literate classroom. eHow Web. Retrieved May 8, 2011, from http://www.ehow.com
* Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston, MA: Allyn & Bacon.