Literate Environment Presentation

Literate Environment Presentation

Tim NehringEducation 6706 - The

Beginning Reader, PreK

Professor McCully

Tim NehringEducation 6706 - The

Beginning Reader, PreK

Professor McCully

Presentation ComponentsPresentation Components

Getting to Know Literacy Learners Selecting Texts Literacy Lesson: Interactive Perspective Literacy Lesson: Critical and Response

Perspectives Questions for the Audience References

Getting to Know Literacy Learners Selecting Texts Literacy Lesson: Interactive Perspective Literacy Lesson: Critical and Response

Perspectives Questions for the Audience References

Getting to Know Literacy LearnersGetting to Know Literacy Learners

Introduce and explain assessments Cognitive - Independent Reading Level

Assessments (americanreadingcompany.org) Noncognitive - Attitude Reading Survey

(McKenna & Kear, 1990) Share results and findings from data According to Dr. Helman’s guidelines, Lacy is at a

beginning level in her literacy development (Laureate Education, Inc., 2010a).

Introduce and explain assessments Cognitive - Independent Reading Level

Assessments (americanreadingcompany.org) Noncognitive - Attitude Reading Survey

(McKenna & Kear, 1990) Share results and findings from data According to Dr. Helman’s guidelines, Lacy is at a

beginning level in her literacy development (Laureate Education, Inc., 2010a).

Selecting TextsSelecting Texts

Literacy Matrix - helps analyze texts so they are useful to students and helps strike a balance for using different texts (Laureate Education, Inc., 2010b).

Literacy Matrix - helps analyze texts so they are useful to students and helps strike a balance for using different texts (Laureate Education, Inc., 2010b).

Selecting TextsSelecting Texts Students exposed to a variety of texts at an early age show

rapid development in obtaining literacy skills (Tompkins, 2010) Introduce text features

Whole Group Read Aloud - Praying Mantises, by Helen Frost (2001).

Independent Reading - Beetles by Cheryl Coughlan (1999)

Enumeration Graphic Organizer (Tompkins, 2010) Share Lacy’s Main Topic and Three Facts from her

graphic organizer Students have buckets of books to choose from for the

100 Book Challenge that include a variety of topics and both informational and narrative (www.americanreadingcompany.com)

Students exposed to a variety of texts at an early age show rapid development in obtaining literacy skills (Tompkins, 2010)

Introduce text features Whole Group Read Aloud - Praying Mantises, by

Helen Frost (2001). Independent Reading - Beetles by Cheryl Coughlan

(1999) Enumeration Graphic Organizer (Tompkins, 2010) Share Lacy’s Main Topic and Three Facts from her

graphic organizer Students have buckets of books to choose from for the

100 Book Challenge that include a variety of topics and both informational and narrative (www.americanreadingcompany.com)

Literacy Lesson: Interactive PerspectiveLiteracy Lesson: Interactive Perspective

Goals Teach students how to read by being

strategic processors and thinkers (Laureate Education, Inc., 2010c).

Create literate learners that can read and navigate through texts independently (Laureate Education, Inc, 2010d).

Goals Teach students how to read by being

strategic processors and thinkers (Laureate Education, Inc., 2010c).

Create literate learners that can read and navigate through texts independently (Laureate Education, Inc, 2010d).

Literacy Lesson: Interactive Perspective Part One

Literacy Lesson: Interactive Perspective Part One

First-Grade Reading and Science Lesson Prereading - Whole group KWL chart about

bugs Teacher reads the narrative text The

Grouchy Ladybug (Carle, 1996). Teacher than reads the informational text

Ladybugs (Coughlan, 1999).

First-Grade Reading and Science Lesson Prereading - Whole group KWL chart about

bugs Teacher reads the narrative text The

Grouchy Ladybug (Carle, 1996). Teacher than reads the informational text

Ladybugs (Coughlan, 1999).

Interactive Perspective Lesson Part TwoInteractive Perspective Lesson Part Two

During Reading Compare and Contrast the differences between

narrative and informational texts as a whole group using a Venn diagram

Small group guided reading instruction (Tompkins, 2010).

Use multiple copies of Crickets (Coughlan, 1999). Traffic Light Reading (Marcell, 2007).

Using sticky-notes to label books ( !, ?, (: )

During Reading Compare and Contrast the differences between

narrative and informational texts as a whole group using a Venn diagram

Small group guided reading instruction (Tompkins, 2010).

Use multiple copies of Crickets (Coughlan, 1999). Traffic Light Reading (Marcell, 2007).

Using sticky-notes to label books ( !, ?, (: )

Interactive Perspective Lesson Part ThreeInteractive Perspective Lesson Part Three

After Reading Students fill out an enumeration graphic organizer

Identify a bug they read about List main topic with three supporting details Orally discuss similarities and differences

between bugs Enrichment - Students write a narrative text about a

type of bug they learned about

After Reading Students fill out an enumeration graphic organizer

Identify a bug they read about List main topic with three supporting details Orally discuss similarities and differences

between bugs Enrichment - Students write a narrative text about a

type of bug they learned about

Literacy Lesson: Critical and Response Perspective

Literacy Lesson: Critical and Response Perspective

Goals Students learn to critically evaluate

text they encounter (Laureate Education, Inc., 2010e).

Read, respond, and react to texts in a variety of meaningful ways (Framework for Literacy Instruction, 2013).

Goals Students learn to critically evaluate

text they encounter (Laureate Education, Inc., 2010e).

Read, respond, and react to texts in a variety of meaningful ways (Framework for Literacy Instruction, 2013).

Literacy Lesson: Critical and Response Perspective Part One

Literacy Lesson: Critical and Response Perspective Part One

First-Grade Reading Fairy Tales Lesson Prereading

Whole group activity about what fairy tales are - characteristics, good vs. evil, plot

Example of diagnostic testing

First-Grade Reading Fairy Tales Lesson Prereading

Whole group activity about what fairy tales are - characteristics, good vs. evil, plot

Example of diagnostic testing

Literacy Lesson: Critical and Response Perspective Part Two

Literacy Lesson: Critical and Response Perspective Part Two

During Reading Why do characters turn out the way they do?

They will then listen to two stories about the same topic, The Three Little Pigs.

The Three Little Pigs (Kellogg, 2002) The True Story of the Three Little Pigs

(Szieszka, 1996). Think Aloud strategy (Tompkins, 2010)

while listening to the stories Small group work to read narrative fairy

tale texts

During Reading Why do characters turn out the way they do?

They will then listen to two stories about the same topic, The Three Little Pigs.

The Three Little Pigs (Kellogg, 2002) The True Story of the Three Little Pigs

(Szieszka, 1996). Think Aloud strategy (Tompkins, 2010)

while listening to the stories Small group work to read narrative fairy

tale texts

Literacy Lesson: Critical and Response Perspective Part Three

Literacy Lesson: Critical and Response Perspective Part Three

After Reading Small group activity

Retell narrative story from a different character’s perspective - use poster board or act out

Share with class the new take How could misjudging or

misinterpreting hurt others? Enrichment - Students write narrative text

about a new take on a classic fairy tale

After Reading Small group activity

Retell narrative story from a different character’s perspective - use poster board or act out

Share with class the new take How could misjudging or

misinterpreting hurt others? Enrichment - Students write narrative text

about a new take on a classic fairy tale

Questions for the AudienceQuestions for the Audience 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 literacy interactions with students?

In what ways can I support you in the literacy development of your students or your children?

What questions do you have?

Thank you for listening and for your 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 literacy interactions with students?

In what ways can I support you in the literacy development of your students or your children?

What questions do you have?

Thank you for listening and for your feedback!!!

ReferencesReferences100 Book Challenge. (2013). 100 Book Challenge. Retrieved August 4, 2013, from

www.americanreadingcompany.comCoughlan, C. (1999). Beetles. Mankato, MN: Pebble Books.Coughlan, C. (1999). Crickets. Mankato, MN: Pebble Books.Coughlan, C. (1999). Ladybugs. Mankato, MN: Pebble Books.Framework for Literacy Instruction Graphic Organizer. [DOC]. Retrieved August 8, 2013 from

https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute2Flauncher%3Ftype%3DCourse%26id%3D_3398017_1%26url%3D

Kellogg, S. (2002). The three little pigs. New York City, NY: Harpercollins. Frost, H. (2001). Praying mantises. Mankato, MN: Pebble Press.Laureate Education, Inc. (Producer) (2010a). The Beginning Reader [Video Webcast]. Retrieved

from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2652506_1%26url%3D

Laureate Education, Inc. (Producer) (2010b). Analyzing and Selecting Texts [Video Webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2652506_1%26url%3D

Laureate Education, Inc. (Producer) (2010c). Perspectives on Literacy Learning [Video Webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2652506_1%26url%3D

100 Book Challenge. (2013). 100 Book Challenge. Retrieved August 4, 2013, from www.americanreadingcompany.com

Coughlan, C. (1999). Beetles. Mankato, MN: Pebble Books.Coughlan, C. (1999). Crickets. Mankato, MN: Pebble Books.Coughlan, C. (1999). Ladybugs. Mankato, MN: Pebble Books.Framework for Literacy Instruction Graphic Organizer. [DOC]. Retrieved August 8, 2013 from

https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute2Flauncher%3Ftype%3DCourse%26id%3D_3398017_1%26url%3D

Kellogg, S. (2002). The three little pigs. New York City, NY: Harpercollins. Frost, H. (2001). Praying mantises. Mankato, MN: Pebble Press.Laureate Education, Inc. (Producer) (2010a). The Beginning Reader [Video Webcast]. Retrieved

from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2652506_1%26url%3D

Laureate Education, Inc. (Producer) (2010b). Analyzing and Selecting Texts [Video Webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2652506_1%26url%3D

Laureate Education, Inc. (Producer) (2010c). Perspectives on Literacy Learning [Video Webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2652506_1%26url%3D

ReferencesReferencesLaureate Education, Inc. (Producer) (2010d). Interactive Perspective: Strategic Processing

[Video Webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2652506_1%26url%3D

Laureate Education, Inc. (Producer) (2010e). Critical Perspective [Video Webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2652506_1%26url%3D

Marcell, B. (2007). Traffic Light Reading: Fostering the independent usage of comprehension strategies with informational text. Reading Teacher, 60(8), 778-781. doi:10.1598/RT.60.8.8

McKenna, M. C., & Kear, D. J. (1990). Measuring attitude toward reading: A new tool for teachers. Reading Teacher, 43(9), 626-39.

Scieska, J. (1996). The true story of the three little pigs. New York City, NY: Puffin.Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.).

Boston: Allyn & Bacon.

Laureate Education, Inc. (Producer) (2010d). Interactive Perspective: Strategic Processing [Video Webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2652506_1%26url%3D

Laureate Education, Inc. (Producer) (2010e). Critical Perspective [Video Webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2652506_1%26url%3D

Marcell, B. (2007). Traffic Light Reading: Fostering the independent usage of comprehension strategies with informational text. Reading Teacher, 60(8), 778-781. doi:10.1598/RT.60.8.8

McKenna, M. C., & Kear, D. J. (1990). Measuring attitude toward reading: A new tool for teachers. Reading Teacher, 43(9), 626-39.

Scieska, J. (1996). The true story of the three little pigs. New York City, NY: Puffin.Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.).

Boston: Allyn & Bacon.