Literate Environment Analysis PPT

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Literate Environment Analysis Presentation by Amy L. Walker EDU 6706G: The Beginning Reader Dr. Martha Moore Walden University

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EDU6709 Walden University Week7

Transcript of Literate Environment Analysis PPT

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Literate Environment Analysis

Presentation by Amy L. Walker

EDU 6706G: The Beginning ReaderDr. Martha MooreWalden University

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Overview

▪ Getting to Know Literacy Learners, P-3– Cognitive Assessment– Non-cognitive Assessment

▪ Selecting Text for My Literacy Learners– Literacy Matrix

▪ Literacy Lesson: Interactive Perspective

▪ Literacy Lesson: Critical & Response Perspective

▪ Feedback

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Getting to Know My Literacy Learners

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Cognitive Assessment

The cognitive literacy development activity I chose was text-dependent questioning (Tyner, 2014). I chose questioning because students were already having a discussion and opportunity presented itself.

Each student had chosen a passage from one of their favorite books. I then asked questions about the passage to check for comprehension. The questions were not yes or know questions. Students had to justify their answers with evidence from the text.

I then had the students to come up with their own questions for one another. Again, they had to justify their answers with information gained from the text.

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Non-Cognitive Assessment

▪ “Successful student readers are motivated, have a positive attitude, possess a good self-concept, and are capable of making accurate attributions for their performances” (Tompkins, 2010, p.173).

▪ To assess my group non-cognitive literacy development, I presented them with a reading survey to see where they are in competence, attitude, and difficulty. The survey was created based on the Reading Self-Concept Scale (Afflebach, 2012).

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Non-Cognitive Survey Sample Questions

Difficulty Subscale Do you make lots of mistakes in reading? Are the books you read in class too hard?

Competence Subscale Can you work out hard words by yourself

when you read? Are you good at remembering words?

Attitude Subscale Do you look forward to reading? Why or

why not? What kind of books do you like to read? How do you feel about the books read in

class?

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Selecting Text

Iceberg,

The Lost

Polar Bear

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Selecting Text for My Literacy Learners

▪ When selecting text, I not only focused on our reading goals and standards, but also the Literacy Matrix presented by Dr. Hartman (Laureate, 2011) and the interests of my learners.

Readabilit

y

Text Structure

Length

Text Difficulty

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My Analysis

By using a variety of texts, students are given more opportunity to explore perspectives and interests as well as understand the concepts being taught, sometimes on a more critical level.

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Interactive Perspective

▪ The interactive perspective denotes reading and writing accurately, fluently, and with comprehension while being strategic and metacognitive readers and writers (Laureate Education, 2014).

▪ The primary goal of the interactive perspective is to teach children how to be literate learners capable of independently navigating through the textual world (Laureate Education, 2010d).

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Tools for strengthening the interactive perspective include:

Discussion

Learning Logs

Word Walls

Interactive Reading Logs

K-W-L Charts

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Interactive PerspectiveThe Lesson Analysis

Analysis

This perspective resonated most in our reading of Ona, Cloud Rider by Stuart Baum and Clouds from weatherwizkids.com (Weather Wiz Kids, 2014). Our focus was book genres, namely fiction and nonfiction. I chose these stories because my students have recently learned about clouds and they can relate to and differentiate the content based on prior knowledge—schema. The activities in this lesson include:

Comparing and Contrasting Fiction and Nonfiction Book Genres Using a Venn Diagram

Class Discussion & Collaboration

Identifying the Impact of Illustrations

Identifying Author’s Purpose

Summarizing

Writing

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Interactive PerspectiveThe Lesson Analysis Cont…

Students were able to relate to the text.

Students were engaged throughout the story and lesson.

Students comprehended what they read.

Students were thinking strategically and utilizing comprehension skills while reading.

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Critical & Response Perspectives

▪ Critical Perspective▪ The critical perspective denotes judging, evaluating,

and thinking critically about text (Laureate, 2014).

▪ Response Perspective The response perspective denotes reading, reacting,

and responding to text in a variety of meaningful ways (Laureate, 2014).

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Critical & Response PerspectiveLesson Analysis

The critical and response perspectives resonated most in our reading of First Day Jitters by Julie Danneberg.

The goal of our lesson was to describe characters in a story and explain how their actions contributed to the sequence of events; however, this book provided other great learning opportunities as well with its surprise ending and perfect openings for making predictions.

From the critical perspective, students were analyzing the character and the moments leading up to the surprise ending. After we read the story, the students were evaluating their own thinking and questioning how the story unfolded in that way.

From the response perspective, students related to first day jitters. They shared their own feelings of anxiousness on the first day as well as their awareness of others’ feelings, especially those new to school.

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Critical & Response PerspectiveLesson Analysis Cont…

Both perspectives continued throughout the lesson in our writing. The writing activity provided learners with two options:

1. Create a comic strip depicting your first day of school experience.

2. Write a journal entry from Sarah’s or a student’s point-of-view about the first day of school.

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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?

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References

Afflerbach, P. (2012). Understanding and Using Reading Assessment K-12 (2nd ed.). Newark, DE: International Reading Association

Baum, S. (2014). Ona, Cloud Rider. Retrieved from http://www.stuartstories.com/stories/ona.html

Danneberg, J. (2000). First Day Jitters. Digital Format. Retrieved from http://www.tumblebooks.com/library/asp/book.asp?id=2594

Laureate Education. (2011). Analyzing and Selecting Text [Webcast]. The Beginning Reader PreK-3. Baltimore, MD: Author.

Laureate Education. (n.d.). Framework for Literacy Instruction. Retrieved from https://www.class.waldenu.edu

Tompkins, G. E. (2010). Literacy for the 21st Century: A Balanced Approach (5th ed). Boston: Allyn Bacon

Tyner, B. (2014) Reading Seminar & RTI Training. May 25, 2014. Sequoyah High School: Madisonville, Tennessee.

Walden University. (2014). Lesson Plan Template. Retrieved from https://www.waldenu.edu