Literate environment analysis

LITERATE ENVIRONMENT

ANALYSIS PRESENTATION

Research-Based Practices

Literate Environment Analysis

This presentation will take you through weeks two through six of my applications.

For this presentation, I will go through each weeks application explaining what I had to do for the application, some important information from that application, and also my research-based practice. I then will provide an analysis of how the practice helped me to create a literate environment and I will cite at least one learning resource from this course that supports this practice.

Week Two Application. Getting to Know Literacy Learners.


The research-based practices that helped me to create a literate environment and get to know my literacy learners needs was done by using assessment activities. These assessment activities included:

1. A non-cognitive activity. This assessment activity was the Adolescent Motivation to Read Profile and Survey.

2. A cognitive development assessment. This assessment is the AR tests because by using the AR testing.


First Assessment Activity.

o The first assessment activity I liked was a non-cognitive activity. This assessment activity was the Adolescent Motivation to Read Profile and Survey. The reason I liked this activity to perform my assessment is because “the reading survey, a group-administered instrument, consists of 20 items using a four-point scale assessing self-concept as a reader (10 items) and value of reading (10 items). The conversational interview is individually administered with 14scripted items that are open-ended to encourage free response and assess narrative reading, informational reading, and general reading” (education.txstate.edu). The MRP reading survey asks personal questions to the student about things like their desire to read, their worries about reading, what they understand when reading, and what they think of reading overall.

o This research-based practice helped me to create a literate environment because through this type of assessment, I can sit with the children and talk to them to find out what they think. I can do this by asking them their likes, dislikes, and opinions. From here I can create a literate environment that meets their needs and is that is full of materials they like. This will cause them to have more interest in literacy because the environment is created from their information.


The Second Assessment Activity.

o The second assessment activity I liked was for student’s cognitive development. This assessment is the AR tests because by using the AR testing, I was able to see if the students do actually understand the text of what they have read. This is because with AR testing, the students are tested on not just these aspects, but also it “assess students’ reading with four types of quizzes: Reading Practice, Vocabulary Practice, Literacy Skills, and Textbook Quizzes” (Renaissance Learning, 2011).

o This research-based practice helped me to create a literate environment that meets the needs of every learner in my classroom. By assessing the students literacy skills, I can make sure to have the appropriate reading materials for every different reading levels the children in the classroom are on. By having the students’ do vocabulary practice and reading practice, I can how well each student understands the words, their meanings, and if they know how to properly read the words. From this, I can then do many things like group children that are higher readers with children how are lower readers, work in small groups with the different level readers, and also work one on one with different level readers.

http://www.renlearn.com/default.aspx

Week Three Application. Selecting Texts.

In week threes application, I was to think about how the various considerations for analyzing text presented in the “Evaluating Text” video program—as well as information about text structures, genres, and online resources presented this week—will guide me in selecting appropriate and engaging texts for my students and will help you to feel confident in supplementing any literacy program or basal series with which you may be working. Then I was to use the tools and resources provided to select a group of texts around a particular topic or unit and based on the literacy needs and characteristics of the students I worked with last week. I also had to include at least one narrative text, one informational text, and one online text (Walden University, 2011) .


About Zoo-Phonics.

Zoo-phonics is a “Multisensory Language Arts Program that is a kinesthetic, multi-modal approach to learning all aspects of language arts, including vocabulary development and articulation, based on phonics and phonemic awareness. The principle of Zoo-phonics maximizes understanding, memory, utilization and transference to all areas of the reading, spelling and writing process in a playful and concrete manner” (www. zoo-phonics.com).


Why I chose zoo-phonics.

o The first reason I chose zoo-phonics for my unit is because when selecting texts, my zoo-phonics unit allowed to find texts that not only related to the unit, but were also appropriate texts for the literacy needs of my students. By including appropriate texts for my unit, I was able to help strengthen my students’ language and vocabulary skills while helping to maybe create life long readers because they are being read stories that pertain to the lesson.

o I second reason I chose to use zoo-phonics for my unit because through zoo-phonics, my students learned an introduction of letter identification and letter sounds. My students were also able to demonstrate listening comprehension through following oral instructions

o The third reason I chose to use zoo-phonics for my unit is because there are many illustrations of zoo-phonics that are established through music and songs and language activities. By using music and songs, it makes learning fun and exciting because students’ love to sing and dance.



The research-based practice helped me to create a literate environment because:

o I learned the importance of the continuum and how it is made up of different areas. These areas include linguistic to semiotic and narrative to informational and within the appropriate level of difficulty. When looking at the texts I chose to read to my student’s, I have seen where each texts falls on the continuum and what level of difficulty they are for my students. The continuum is what really helped me to select appropriate text for my age group.

o I learned the importance texts brings to cognitive and noncognitve development. The children’s cognitive development is helped and influenced by the texts I chose because by reading to them, they are learning and gaining building blocks of speech and are also learning how to “sustain attention” (The Creative Curriculum pp. 32) while being read to. The way that the texts I chose help with the children’s noncognitive development is because the children in my class are showing an awareness of picture and print, developing expressive and receptive language by hearing and discriminating the sounds” (The Creative Curriculum pp. 32) of the letters, “comprehending and interpreting meaning from books and other texts, demonstrating knowledge of the alphabet, using emerging reading skills to make meaning from print” (The Creative Curriculum, pp. 32). I have learned that this is from the children “showing an awareness of picture and print, developing expressive and receptive language by hearing and discriminating the sounds” (The Creative Curriculum pp. 32) of the letters when hearing this story.

Week Five Application:Literacy Lesson: Interactive Perspective

For this weeks application, I was to plan a lesson using a lesson plan template to address the specific literacy needs of the students in the areas of word recognition and comprehension and that provides opportunities for students to think about their strategy use and become self-regulated in their use of strategies. Based on the data I gathered for these students in Week 2, I was to develop my plan as follows:

Identify literacy learning objectives for these students related to word recognition and comprehension. (You may plan different activities for different students.)

Use the textual grouping I created in the Application for Week 3, or create a different group of texts depending on the topics/themes in my adopted literacy series or content area curriculum.

Select instructional practices that I will use with the particular students and texts to meet literacy objectives in the area of word recognition and comprehension and to provide opportunities for students to be strategic and metacognitive. Consider how I will shift the responsibility to students to be strategic and metacognitive and to independently use strategies.

Plan how I will collect data during the lesson through observation, student work, or by using other assessment methods.

Submit my lesson plan and a reflection on my implementation. Address the following in my reflection:

Explain how I promoted students’ strategic processing and metacognition. Evaluate the effectiveness of the lesson based on specific data I collected during this lesson. Explain what the data suggests about next steps for one or more students in the group and what I might do differently next time.



Pre-assessment (including cognitive and noncognitive measures):

Non-cognitive activity. This assessment activity was the Motivation to Read Profile and Survey. “The

MRP consists of two basic instruments: The Reading Survey and the Conversational Interview. The Reading Survey is a Likert-type, self-report, group-administered instrument, and the Conversational Interview is designed to be administered on an individual basis. The survey assesses two specific dimensions of reading motivation, self-concept as a reader and value of reading, while the interview provides information about the individual nature of students' reading motivation, such as what books and stories are most interesting, favorite authors, and where and how children locate reading materials that interest them most. Because the MRP combines information from a group-administered survey instrument with an individual interview, it is a useful tool for exploring more fully the personal dimensions of students' reading motivation” (http://curry.virginia.edu).

Cognitive-A reading accuracy assessment. This is when “ a child is asked to read a passage of text clearly, without making any mistakes. The mistakes that the child does make are analyzed to find clues about the child’s decoding strategies (not comprehension strategies). Very often, an assessment combines these two different assessments into one assessment — the child reads a passage out loud while the teacher makes note of errors the child makes (sometimes called a "running record”), and then the child is asked some comprehension questions about the passage”( sedl.org).

http://curry.virginia.edu/


My Lesson

For my lesson plans, I had to divide it into three different plans because my three students, students A,B, and C, are all in different grades and have different standards. I did do a winter theme for all three lessons because it is winter and I have many ideas about lessons that are age appropriate about winter.

What I did for my lessons was come up with ways to implement my state standards as well as standards from the frame work of literacy instruction sheet. For each age group I created ways like having my first grader make a book on snowmen by using flashcards for the fill in the blank words, but for my second grader, I took the book one step further and have her making the book without the flashcards to write out the words. For my fifth grader, I had to completely change the book into a news article that he had to research on the internet in a small group. All of my lessons do have activities that cover spelling, word, and letter recognition and comprehension and allow time for assessments.


Literate Environment Assessments of my students really helped me to create a literate environment for

many reasons. Trough my assessments, I was able to come up with ideas on how my lesson plans can help implement the interactive and response perspectives.

1. Interactive Perspective- “Reading and writing accurately, fluently, and with comprehension. Being strategic and metacognitive readers and writers” (Walden University, 2011). This done through the “use a variety of informal and formal assessments to determine areas of strength and need in literacy development, determining texts of the appropriate types and levels of difficulty to meet literacy goals and objectives for students, and using instructional methods that address the cognitive and affective needs of students and the demands of the particular text. As well was promoting students’ independent use of reading strategies and skills” (Walden University, 2011).

2. Response Perspective-“Reading, reacting, and responding to text in a variety of meaningful ways” (Walden University, 2011). Through the MRP, I will find out about “students’ interests and identities” (Walden University, 2011) . I will also find out and “understand what matters to students and who they are as individuals” (Walden University, 2011).


Literate Environment

Through my research-based practice of assessments , I was able to come up with ideas and activities to help with reading, spelling, word, and letter comprehension, which I think are not only fun and educational, but are also age appropriate.

Through my research-based practice of assessments, I also found ways to change around some information and tie in other information to help ELLS and I also I found ideas to help children that are lower and higher level learners. By tweaking my lessons to help ELLS and lower as well as higher level learns, I have made sure my lesson fits the needs of all learners not matter where they fall.

Through my research-based practice I was able to create a literate environment because I was able to assess them and their needs. I then created a literate environment based on not only their needs, but the needs of the entire class so everyone gets their needs met. What I did for my lessons was come up with ways to implement my state standards as well as standards from the frame work of literacy instruction sheet. For each age group I created ways like having my first grader make a book on snowmen by using flashcards for the fill in the blank words, but for my second grader, I took the book one step further and have her making the book without the flashcards to write out the words. For my fifth grader, I had to completely change the book into a news article that he had to research on the internet in a small group. All of my lessons do have activities that cover spelling, word, and letter recognition and comprehension and allow time for assessments.

Application 6: Lesson Plan: Critical and Response Perspectives

For this weeks’ application, I was to select a text or texts from the textual grouping I created in Week 2 that provide opportunities for taking a critical stance (e.g., offer multiple perspectives, present controversial issues, bring into question the author’s intent, etc.) and that will allow students to respond to the text in a personal and meaningful way all based on the literacy needs and interests of these students. .I was also allowed to add one or more texts to the grouping or create a different group of texts depending on the topics/themes in my adopted literacy series or content area curriculum. I was to consider texts that would foster students’ respect for individual, cultural, religious, and racial differences.

For my lesson, I am suppose to:

1. Identify literacy learning objectives for these students related to critical thinking about a text and responding to text. (I may plan different activities for different students)

2. Select instructional practices (from this week’s Learning Resources or the "Compendium of Instructional Procedures" in your Tompkins course text) that I will use to promote your students’ critical reading of the text or texts and foster their own personal response. Include ideas for how I will promote students’ metacognition as they engage in critical literacy activities and respond to text.

3. Consider how I will monitor student progress and support students’ critical thinking about and responses to text.

4. Plan how I will collect data during the lesson through observation, student work, or by using other assessment methods.

Then I am suppose to submit a lesson plan (2–3 pages) and a reflection on your implementation (approximately 2 pages) that includes the following:

1. Based on the data I collected, evaluate the effectiveness of my lesson including the text I selected and my instructional practices. Describe practices that were particularly effective in helping students become more metacognitive (provide examples from my implementation). Explain what the data suggests about next steps for one or more students in the group and what I might do differently next time.

2. Share my thoughts about how including the critical and response perspectives in literacy instruction can prepare students to think critically about important issues in their lives, become productive and contributing members of society, and respect individual, cultural, religious, and racial differences.



Pre-assessment (including cognitive and noncognitive measures):

Non-cognitive activity. This assessment activity was the Motivation to Read Profile and Survey. “The MRP consists of two basic instruments: The Reading Survey and the Conversational Interview. The Reading Survey is a Likert-type, self-report, group-administered instrument, and the Conversational Interview is designed to be administered on an individual basis. The survey assesses two specific dimensions of reading motivation, self-concept as a reader and value of reading, while the interview provides information about the individual nature of students' reading motivation, such as what books and stories are most interesting, favorite authors, and where and how children locate reading materials that interest them most. Because the MRP combines information from a group-administered survey instrument with an individual interview, it is a useful tool for exploring more fully the personal dimensions of students' reading motivation” (http://curry.virginia.edu).

Cognitive-A reading accuracy assessment. This is when “ a child is asked to read a passage of text clearly, without making any mistakes. The mistakes that the child does make are analyzed to find clues about the child’s decoding strategies (not comprehension strategies). Very often, an assessment combines these two different assessments into one assessment — the child reads a passage out loud while the teacher makes note of errors the child makes (sometimes called a "running record"), and then the child is asked some comprehension questions about the passage”( sedl.org).

http://curry.virginia.edu/


My Lesson

For my lesson plans, I had to divide it into three different plans because my three students, students A,B, and C, are all in different grades and have different standards. I did do an around the world theme for all three lessons because through this lesson, it “will foster students’ respect for individual, cultural, religious, and racial differences” (Walden, 2012). This is done by reading different books and talking about different information about other countries in the world and how they are like ours and how they are different. In my past paper, app5, I did have help from my from my co-workers who read all the information. My first co-worker, Darlinda, helped me with the original first and second grade idea of the book. From here for these lesson plans, I expanded on the book idea and changed it for these lesson plan ideas. My co-worker Julie, she gave me the Dolch sight words and helped explain them to we and how to use them in a lesson. From here, I continued using these in my current lesson plans because of their importance. I went to them for some help because I do not create lessons for the grades and really needed some ideas on how to create lessons for these students.

What I did for my lessons was come up with ways to implement my state standards as well as standards from the frame work of literacy instruction sheet. For each age group I created ways like having my first grader make a book on different countries by using flashcards for the fill in the blank words, but for my second grader, I took the book one step further and have her making the book without the flashcards to write out the words. For my fifth grader, I had to completely change the book into a research project that he had to research on the internet in a small group. All of my lessons do have activities that cover spelling, word, and letter recognition and comprehension and allow time for assessments.



My research-based practice was assessments. The assessments of my students really helped me to create a literate environment for many reasons. Trough my assessments, I was able to come up with ideas on how my lesson plans can help implement the interactive and response perspectives.

1. Critical Perspective- “Judging, evaluating, and thinking critically about text” (Walden University, 2011). By reading a book about the world and where different children come from, the children are judging and evaluating the text about the different countries and their people. The children will think critically about the text when they are asked to describe where each child comes from, what languages the children in the countries speak, and even what they eat.

2. Response Perspective-“Reading, reacting, and responding to text in a variety of meaningful ways” (Walden University, 2011). Through the MRP, I will find out about “students’ interests and identities” (Walden University, 2011). I will also find out and “understand what matters to students and who they are as individuals” (Walden University, 2011).



By doing my research-based practice of assessments of my students, I was able to come up with ideas and activities to help with reading, spelling, word, and letter comprehension, which I think are not only fun and educational, but are also age appropriate.

I found by adding the compendium of instructional procedures really helped my lessons. This is because I was able to plan out what to do for them and how to implement them. I was also able to come up with ideas on how to implement the students learning words form their grade appropriate Dolch lists.

By doing assessments, I was come up with ideas for students A,B, and C that were helpful for not only them, but also the entire class on teaching them what I wanted them to learn. I also did a lot of research on my own for these lessons. I had to break each student up into three separate lessons because each is not only in a different grade, but also on a different level of learning.

Also by doing assessments, I was able to come up with three individual lesson plans for each student and their class. By doing the lesson for the class as well as for the individual students, the students would not be singled out and would gain skills by working with the class. I also would have more time to asses them because they would be working in the class with other students and while the students worked quietly, if students A,B, or C needed one on one attention, I would be able to give it to them.



Through my research-based practice of assessments, I also found ways to change around some information and tie in other information to help ELLS and I also I found ideas to help children that are lower and higher level learners. By tweaking my lessons to help ELLS and lower as well as higher level learns, I have made sure my lesson fits the needs of all learners not matter where they fall.

Through my research-based practice I was able to create a literate environment because I was able to assess them and their needs. I then created a literate environment based on not only their needs, but the needs of the entire class so everyone gets their needs met. What I did for my lessons was come up with ways to implement my state standards as well as standards from the frame work of literacy instruction sheet. For each age group I created ways like having my first grader make a book on snowmen by using flashcards for the fill in the blank words, but for my second grader, I took the book one step further and have her making the book without the flashcards to write out the words. For my fifth grader, I had to completely change the book into a news article that he had to research on the internet in a small group. All of my lessons do have activities that cover spelling, word, and letter recognition and comprehension and allow time for assessments.

Literate Environment Analysis Presentation


Literate environment analysis

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