Literate Analysis Presentation

Tayler Deamer

Walden University

Professor Casey Stoll

EDUC 6706R The Beginning Reader, Pre K-3

Creating a Literate Environment

A literate environment is built on the process of understanding students as literacy learners, determining texts of the appropriate types and levels of difficulty, as well as adopting an interactive, critical and response perspective to instructional practices. In order for these to take place in our classrooms, it is important for the teacher to get to know their literacy learners. We will be able to take that knowledge and apply it in our teaching to select texts that will help our students to be lifelong readers.

Getting to Know Literacy Learners

If academic instruction is going to be effective it must be engaging for the student (Alvermann, 2002). I have learned the importance of this statement as I have learned more about getting to know my literacy learners. It is important to understand what matters to students and identify their interests and I was able to learn ways that would help me to better prepare meaningful and and effective lessons for my students. This research based practice has helped me to recognize the importance as a teacher in getting to know the students, their interests, and what motivates them. By getting to know my literacy learners I have been able to create more meaningful lessons that would engage students to be successful readers and writers.

References

Alvermann, D. E. (2002). Effective Literacy Instruction for Adolescents. University of Georgia. Retrieved from http://jlr.sagepub.com/content/34/2/189

Selecting Texts

Through the practice of selecting texts, I have learned ways that I can select appropriate and engaging texts for my students. I recognize the importance of selecting books that are appropriate for my students and understand that the books should be interesting and offer an appropriate level of challenge (Reading Recovery Council, 2001). I have learned how to look at a wide range of texts form linguistic to semiotic and from narrative to information and then determine how this will allow a teacher to consider a variety of literacy experiences that with best fit the students needs. The text I selected encouraged successful problem solving and offered an appropriate level of challenge for my group. I also took into consideration the properties of the text and if they were appropriate to read together as a class, partners, or individually (Laureate Education, n.d.).

References

Laureate Education (Producer). (n.d.). Analyzing and selecting text. [Video file]. Retrieved from https://class.waldenu.edu

Reading Recovery Council of North America (2001). Early Literacy Intervention. Retrieved from http://fdf.readingrecovery.org/selecting-texts

Selecting Texts Continued….The literacy matrix is useful for me to see the texts in a new perspective and how I am using them in my instruction. I am able to ensure that my goals are aligned with the text and also that I have a balanced classroom library (Laureate Education, n.d.). It allows me to connect with what I am teaching and helps me to think about my goals and ensure that they are ever present in my mind.

Linguistic

Semiotic

InformationalNarrative

Selected Texts

Texts used for mylesson on recycling.

References

Laureate Education (Producer). (n.d.). Analyzing and selecting text. [Video file]. Retrieved from https://class.waldenu.edu

Interactive Perspective

The goal of the interactive perspective is to help students become strategic readers and writers (Laureate Education, n.d.,a).

It focuses on instructional procedures that supports students literacy development in phonemic awareness, fluency, comprehension, and writing (Laureate Education, n.d.,b).

We To Read!!!!!!!

References

Laureate Education (Producer). (n.d.,a). Interactive perspective: Strategic processing. [Video file]. Retrieved from https://class.waldenu.edu

Laureate Education (Producer). (n.d.,b). Perspectives on literacy learning. [Video file]. Retrieved from https://class.waldenu.edu

Interactive Perspective Continued..

My lesson focused on comprehension and word recognition with a theme of recycling. We used the 3-2-1 method to help my students with the comprehension of the story. I allowed my students the opportunity to share their schema of what they knew about recycling and the value in doing that practice (Laureate Education, n.d.). We reviewed why it is important that we understand and comprehend what we are reading. The students already had a foundation to both of these strategies, which were taught by their homeroom teacher.

References

Laureate Education (Producer). (n.d.,a). Virtual field experience™: Strategic processing [Video file]. Retrieved from https://class.waldenu.edu

3-2-1 Strategy

Interactive Perspective Continued……

We took time to review and go over the process and I was able to assess their prior knowledge. To aid their comprehension, skillful readers ask themselves questions before, during, and after they read (Teacher Vision, 2014). Throughout the lesson we completed our 3-2-1 chart and the students were able to think critically and respond to the text. It was evident that they were engaged and had understood the strategy in comprehension skills by the quality of their answers on the 3-2-1 papers. As I planned the lesson it was important to keep in mind that I needed to provide my students with several opportunities to read, react, and formulate personal responses to texts (Laureate Education, n.d.). I was able to accomplish this when students worked in small groups and had pair share and were able to talk with their partners about what they discovered while reading. From the data I was able to see that the students were progressing with their comprehension and word recognition skills.

References

Laureate Education (Producer). (n.d.). Changes in literacy education. [Video file]. Retrieved from https://class.waldenu.edu

Teacher Vision. (2014). Questions before, after, and during reading. Pearson Education. Retrieved from https://www.teachervision.com/skill-builder/reading-comprehension/48617.html?page=1

Critical & Responsive Perspective Continued...

The critical and responsive perspectives teach students how to judge, evaluate, and think critically about texts, as well as how to read, react, and respond to texts (Laureate Education, n.d.).

Critical and Responsive Perspective Continued….

It is a goal in my classroom to provide my students the opportunity to react and respond to texts. Throughout my lesson students participated in quality discussion in small groups and with the whole class by generating and evaluating questions from a text and determine the questions that lead to the most thoughtful and engaging discussion. Students made connections through the responses and interpretations of their peers through literacy discussions and developed a critical awareness of themes and how those themes connect to themselves, other people, and the world.

Final Thoughts

In order for our students to become lifelong readers and writers, we must ensure that we are creating a literate environment that will support this learning. The goal of literacy instruction is to ensure that all students achieve their full literacy potential and that is a goal that I will strive to achieve every year with my students (Tompkins, 2010).

References

  Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston: Allyn & Bacon.

Feedback

What insights did you gain about literacy and literacy instruction from viewing this presentation?

How might the information presented change your literacy practices and/or your literacy interactions with students?

In what ways can I support you in the literacy development of your students or children? How might you support me in my work with students or your children?

What questions do you have?