Creating a Literate EnvironmentJami Tipton

By PresenterMedia.com

Introduction

Literacy is the ability to use reading and writing for a variety of tasks both in and out of school (Tompkins, 2010). Literacy learning begins before a student ever enters school. It is important that as educators we understand how their background and culture influences their literacy development. We must expand on what they know and what their interests are so that we provide meaningful learning experiences. Understanding how students learn to read and write will help teachers to plan effectively. “We should connect our expectations to students’ passions and interests as learners” (Richardson, 2012, p. 23).

•Getting to Know Your Literacy LearnersWe need to get to know literacy learners both cognitively and noncognitively. When getting to know our students we will use assessments to find their reading levels and learn about their interests. Cognitive Development* Assessment – Running RecordsRunning Records are done by listening to students’ oral read and used to determine their ability to solve reading problems (Tompkins, 2010, p. 24). Noncognitive Development* Assessment – Elementary Reading Attitude Survey (ERAS)The ERAS allows teachers to check students’ attitude about literacy learning. This assessment is used to determine both academic and recreational attitude towards reading (McKeena & Kear, 1990).

Getting to Know Your Literacy LearnersContinued

Getting to know your students is one of the keys to creating successful literacy learners. In order to create a literate environment we must start by getting to know our students and building on their prior knowledge (Laureate Education, 2011a). When we build on students’ prior knowledge and interests we are able to change their whole outlook on literacy learning. In order to get to know our students we should do activities with our students, such as “All About Me…” projects. Doing these things allows us to provide level appropriate texts about topics that are of interest to them. Another way to get to know our students is to observe the kinds of texts that they read and get to know what topics they are interested in through class discussions. When students develop a love for learning they will seek answers in texts.

When selecting texts for students I take the time to figure out where they are on the literacy matrix. Dr. Douglas Hartman taught about the literacy matrix and its four quadrants - linguistic, informational, semiotic, and narrative (Laureate Education, 2011b). It is also imperative that we look at the difficulty level of the text as well. In selecting texts for our students it is important that we provide topics that are of interest to them and are appropriately leveled. We must provide all types of texts so that students stay motivated to read. It is important that we give students a choice in what they read and write. In order to create a life long love of reading we can promote student success by organizing classroom texts in a way that they can easily find what they are looking for, such as organizing the books by topic and labeling each basket. When selecting texts for students I found that providing texts of various topics and reading levels is a must in keeping all students learning the same things but decreasing their frustration. As educators our goal should be to engage students in learning experiences that will cause them to develop a lifelong love for learning (Castek, Bevans-Mangelson, & Goldstone, 2006). This helps us to choose texts that will be of interest to them.

Selecting Texts

Selecting Texts Continued

In creating a literate environment we, as teachers need to be enthusiastic about the text because our students will become excited as well. Choosing new texts each year to fit our student’s needs and interests will keep us motivated and keep the students engaged. When selecting texts for the group of students that I worked with I chose an informational, narrative, and online text. Since the students that I was working with were at different reading levels I made sure that they were all getting the same information at a level they could read and understand. The topic of the texts were also of interest to the students.

Interactive Perspective * The goal of this perspective is to teach students to become fluent and strategic readers and writers.

Lesson Activities: Choral Reading/Flipbook* Before reading the book we did a picture walk and talked about what they already knew about the topic. We also talked about personal experiences that they have had concerning the topic. Since the students in the group were all at different reading levels I chose an informational text that we could use for choral reading. Students did an echo reading activity before the choral reading of the book. During each reading students were asked questions in order to be sure that they comprehended the text. After the choral reading and discussion students created a flipbook containing three facts from the text.

Literacy Lesson: Interactive Perspective

Interactive Perspective ContinuedThe interactive perspective is more than just teaching students how to read it isalso about teaching them to become strategic thinkers (Laureate Education, 2011c). Echo and choral reading can help students stay focused and build fluency. In writing and implementing a lesson plan focusing on this perspective I was able to see the changes that I need to make in my literacy instruction. This research-based practice helped me to realize that it is necessary to slow down and teach students to savor what they are reading. In order to provide a literate environment for students I must provide engaging lessons that meet their academic needs and their interests. My goal for all students is that they are ableto read and comprehend all types of texts. I feel that this research-based practicehelped me to create a literate environment by showing me the different ways to teach all genres of texts. It is important that students understand what they are doing and why it is important (Afflerbach, Pearson, & Paris, 2008).

Literacy Lesson: Critical & ResponsePerspectives

When we teach students to critically examine texts we are teaching them to think more deeply about what is being read (Laureate Education, 2011d). Giving students time to respond to texts we are allowing them time to make personal and emotional connections with what is being read. Critical Perspective* Students should be taught to think about why a text was written, why each character was used, how the author felt, etc. Response Perspective* Students should be provided with enough time to respond to text and taught to make connections between the text and lived experiences.

Critical & Response PerspectivesContinued

Activities: Interactive Read-Aloud/Response Journal

The students student’s participated in an interactive read-aloud of anarrative text. Interactive read-alouds help to build on prior knowledge and build comprehension. Before the reading we discussedreasons the author may have written the book, how they were feeling when they wrote it, and why they used the characters they did. Duringthe reading we talked about new information that we were learning. After the reading we discussed how the book made us feel and how we would feel if we were a character in the book. Students then wrote a journal entry from a characters’ point of view in a type of response journal called a character journal.

Critical & Response Perspectives Continued

Giving students enough time to respond to text is important in literacy development. When implementing a lesson focusing on these perspectives there are many ways that we can keep students engaged andexcited about the text. Providing students with the opportunity to share their work is also important because it gives them a sense of pride and gets them excited about doing more. Displaying and publishing studentswork both in and out of the classroom boosts their confidence and helps them to do their best work each time. When creating a literateenvironment I will remember that not only is it about the text we choosebut it is about how we read it aloud to our students (Durand, Howell, Schumacher, & Sutton, 2008). Interactive read-alouds can help struggling readers to share in the excitement with the whole class (Tompkins, 2010). They also teach students to become involved in what is being read and can help them learn to make personal connections with the text.

Conclusion

There are many important factors to including a literateenvironment. We can ensure student success by getting to know them and finding out their interests so that we can create an effective literate environment that builds on their interests and prior knowledge. Besides getting toknow our students, their interests, and what motivates them we must provide activities and instruction that meetstheir reading needs. In creating a literate environment we will not only teach students to read we will also teach them to thinkcritically about texts and to take time to respond. It is important thatwe understand that as educators we can help students learn what they need to by using topics that are of interest to them (Richardson, 2012).

ReferencesAfflerbach, P., Pearson, P. D., & Paris, S. G. (2008). Clarifying differences between reading

skills and reading strategies. Reading Teacher, 61(5), 364-373. Retrieved from the Education Research Complete database.

Castek, J., Bevans-Mangelson, J. & Goldstone, B. (2006). Reading adventures online: Five ways to introduce the new literacies of the Internet through children’s literature. Reading Teacher, 59(7), 714-728. Retrieved from the Education Research Complete database.

Durand, C., Howell, R., Schumacher, L. A., & Sutton, J. (2008). Using interactive read-alouds and reader response to shape students’ concept of care. Illinois Reading Council Journal, 36(1), 22-29. Retrieved from the Education Research Complete database.

Laureate Education, Inc. (Executive Producer). (2011a). The Beginning Reader, PreK-3. Baltimore: Janice Almasi.

Laureate Education, Inc. (Executive Producer). (2011b). The Beginning Reader, PreK-3. Baltimore: Douglas Hartman.

Laureate Education, Inc. (Executive Producer). (2011c). The Beginning Reader, PreK-3. Baltimore: Janice Almasi.

Laureate Education, Inc. (Executive Producer). (2011d). The Beginning Reader, PreK-3. Baltimore: Janice Almasi.

McKeena, M. C. & Kear, D. J. (1990). Measuring attitude toward reading: A new tool for teachers. The Reading Teacher, 43(9), 626-639. Retrieved from the Education ResearchComplete database.

Richardson, W. (2012). Preparing students to learn without us. Educational Leadership, 69(5), 22-26. Retrieved from www.ascd.org

Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach. Boston, MA: Allyn & Bacon.