- 1. LiterateEnvironment Analysis Tammy Williams June 19, 2011
Instructor:Donna Bialach EDUC 6706 The Beginning Reader PreK-3
2. What is Literacy?
- According to Tompkins (2010), literacy is the competence a
student acquires in both reading and writing.
3. Analysis of Getting to Know Literacy Learners, P-3
- This research based practice afforded me with the insight as to
why it is important for the teacher to get to know their students
and their interests.Also, it allows for the teacher to understand
the motivation or lack of motivation a student possesses toward
reading.This is possible through both formal and informal
assessments.
4.
- As the literacy educator, I must differentiate my literacy
lessons to ensure that all of the literacy needs of my students are
meet.
5.
- Through the research, I have expanded my teaching techniques to
enhance my ability to get to know the learners within my
classroom.
- Two assessments to use when getting to know the learners are
MRP (Motivation to Read Profile) and SRI (Scholastic Reading
Inventory).
- The MRP is a non-cognitive assessment that is divided into two
parts.The first part is a survey to assess the readers self concept
and value of reading.The second part is an interview that supplies
the teacher with the individual students reading motivation.
- The SRI is a cognitive assessment.It is an assessment that
measures a students reading comprehension.
6.
- It is the educators responsibility to ensure that the literacy
environment fosters a students growth in their literacy skills
(Laureate Education, Inc., 2010b).
Research for Getting to Know Literacy Learners, P-3 7. Analysis
of Selecting Texts LiteracyMatrix Linguistic Semiotic N A R R A T I
V E I N F O R M A T I O N A l
- Students must be exposed to varied texts including printed and
digital.These texts will be informational, narrative, linguistic,
or semiotic.After conducting the above assessments, I determined
what text or texts best supported the learning styles of my
students.I considered their literacy levels, their interests, and
their family backgrounds when selecting such texts.Also, the
readability level of the text was taken into consideration as
well.
8.
- According to research, students who are exposed to a variety of
texts at an early age tend to show growth at a quicker rate in
obtaining needed literacy skills (Tompkins, 2010).
Research for Selecting Texts 9. Literacy Lesson:Interactive
Perspective Use instructional methods that address the cognitive
and affective needs of students and the demands of the particular
text. Promote students independent use of reading strategies and
skills.Determine texts of the appropriate types and levels of
difficulty to meet literacygoals and objectives for students.Use a
variety of informal and formal assessments to determine areas of
strength and need in literacy development . Interactive Perspective
Reading and writing accurately, fluently, and with comprehension.
Being strategic and metacognitive readers and writers.
Instructional Practices Developmentally appropriate research-based
practices used with appropriate texts to facilitate affective and
cognitive aspects of literacy development in all learners Texts
Text structures, types, genres, and difficulty levels matched to
literacy learners and literacy goals and objectives Learners
Affective and cognitive aspects of literacy learning 10. Analysis
of Interactive Perspective Reading is to the mindwhat exercise is
to the body. Joseph Addison
- As I analyzed the interactive perspective, I come to realize
that this
- perspective deals mainly the teaching of the strategies to read
and
- write.As my students become more familiar with these
strategies,
- it will enhance their ability to better comprehend the text or
texts
- they are reading.My goal for my students is for them to
self-monitor their reading.Some strategies I used with the
interactive perspective are read alouds, stories read aloud on the
computer, interactive word splashes, word wall with new vocabulary,
visualizing thought processes and skills.
11. Research for Interactive Perspective
- According to Dr. Almasi, while we are teaching students to
read, it is also important to teach them to be strategic thinkers
and processors of the text (Laureate Education, Inc., 2010d).
- According to Barton and Sawyer (2003), guiding students to
reflect on the strategiesthat allowed them to get to the place they
are now; students will be more apt to independently replicate those
outcomes in their reading.
12. Literacy Lesson:Critical and Response Perspectives Provide
opportunities for students to read, react, and formulate a personal
response to text.Select texts that connect to students identities
and/or interests and that have the potential to evoke an emotional
or personal response.Find out about student interests and
identities. Understand what matters to students and who they are
asindividuals.Response Perspective Reading, reacting, and
responding to text in a variety of meaningful ways. Foster a
critical stance by teaching students how to judge, evaluate, and
think critically about texts. Select texts that provide
opportunities for students to judge, evaluate, and think
critically. Find out about ideas, issues, and problems that matter
to students.Understand the learner as a unique individual. Critical
Perspective Judging, evaluating, and thinking critically about
text.Instructional Practices Developmentally appropriate
research-based practices used with appropriate texts to facilitate
affective and cognitive aspects of literacy development in all
learners Texts Text structures, types, genres, and difficulty
levels matched to literacy learners and literacy goals and
objectives Learners Affective and cognitive aspects of literacy
learning 13. Analysis of Literacy Lesson:Critical and Response
Perspectives
- Students use the critical perspective when they evaluate and
critically judge the information contained within a text or
texts.
- During the response perspective, the students respond to the
text or texts they are reading.
14.
- Some activities I found to work with my students were
visualizing and predicting about the story.Then, the students would
go back to their predictions and confirm or revise them after
reading the story.
- After the completing the story, my students responded in their
literature journals as to how the water cycle affected their
lives.
Reading is a means of thinking with another persons mind;it
forces you to stretch your own.Charles Scribner, Jr. 15. Research
for Critical and Response Perspectives
- With students being exposed to both digital and printed
text(s), literacy educators must provide their students with the
ability to critically assess the text they encounter in both the
classroom, as well as in the real world (Laureate Education, Inc.,
2010c).
- According to Dr. Almasi, it is vital to integrate the response
perspective into our literacy lessons affording our students the
chance to connect to the text or texts they read (Laureate
Education, Inc., 2010e).
16. References
- Barton, J., & Sawyer, D. (2003). Our students are ready for
this: Comprehension instruction in
- the elementary school.The Reading Teacher ,54 (4),
334-347.).
- Laureate Education, Inc. (Executive Producer). (2010a).
Analyzing and selecting text. [Webcast].The beginning reader,
PreK-3.Baltimore: author.
- Laureate Education, Inc. (Executive Producer). (2010b). Changes
in Literacy Education. [Webcast].The beginning reader,
PreK-3.Baltimore: author.
- Laureate Education, Inc. (Executive Producer). (2010c).
Critical Perspective. [Webcast].The beginning reader,
preK-3.Baltimore, MD: Author.
- Laureate Education, Inc. (Executive Producer). (2010d).
Interactive Perspective: Strategic
- Processing. [Webcast].The beginning reader, PreK-3.Baltimore:
author.
- Laureate Education, Inc. (Executive Producer). (2010e).
Response Perspective. [WebCast].The
- beginning reader, preK-3 . Baltimore, MD: Author.
- Tompkins, G. E. (2010).Literacy for the 21st century: A
balanced approach(5th ed.). Boston:Allyn & Bacon.
17. "The more that you read, the more things you will know. The
more you learn, the more places you'll go." Dr. Seuss