This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
1. LITERATE ENVIRONMENT ANALYSIS PRESENTATION By Brooke Fuller
READ-6706: Literacy Development PreK-3 Walden University
Instructor: Dr. Linda Holcomb
2. GETTING TO KNOW EMERGENT AND BEGINNING LITERACY LEARNERS Its
not what we are teaching. Its who we are teaching (Laureate
Education, 2014a).
3. I. GETTING TO KNOW EMERGENT AND BEGINNING LITERACY
LEARNERSTeachers should learn and understand their students in
order to create an effective and positive literacy environment. By
using assessment tools, teachers are able to understand and learn
their students. To learn and understand students, teachers give a
variety of cognitive and noncognitive assessments.
4. I. GETTING TO KNOW EMERGENT AND BEGINNING LITERACY LEARNERS
Noncognitive Assessments Cognitive Assessments Interest Surveys
Observations Interviews Running Records Developmental Reading
Assessments Reading Inventories Successful student readers are
motivated, have a positive attitude, possess a good self-concept,
and are capable of making accurate attributions for their
performances. (Afflerbach, 2012, p.173).
5. I. GETTING TO KNOW EMERGENT AND BEGINNING LITERACY LEARNERS
Observation oral reading Independent writing Documentation Student
learning bios Word knowledge assessments Oral reading assessments
Interpretation Functional Developmental Evaluation and Planning
Value interpretation Organize lessons Small group Assessment
Process (Laureate Education, 2014b)
6. I. GETTING TO KNOW EMERGENT AND BEGINNING LITERACY LEARNERS
The research practice helped me to understand how essential it is
for teachers to get to know their students not only personally, but
academically. I am also eager to learn about students literacy
biographies. This will help me as a teacher to find interests and
motivations to read. I have also learned about different tools to
help me gather information on how to motivate students to read or
interests them.
7. SELECTING TEXTS Text today comes in many forms. From printed
books to digital media. All have a place in the literacy classroom.
(Laureate Education, 2014c).
8. II. SELECTING TEXTS Literacy Matrix used to analyze and
select data (Laureate Education, 2014c). Linguistic Narrative
Informational Semiotic Text that tells a story but has no pictures.
The text gives information but only uses words. The text that tells
a story using pictures. The text gives information by
pictures.
9. II. SELECTING TEXTS I have learned how to appropriately
select texts to engage and meet the needs of all students. I
understand how there are many different aspects teachers should
look at before selecting texts for their students. These include
readability, the length of the text, the size of the text, and the
text structure (Laureate Education, Inc., 2014c).
10. EMERGENT LITERACY LEARNER LESSON Most children are excited
by the world around them. They enjoy knowing specific facts about
their favorite topics (Camp, 2000, p.407).
11. III. EMERGENT LITERACY LEARNER LESSON In order to develop
literacy effectively, we must: Read aloud in small groups Provide
fiction and non-fiction books Extend childrens vocabulary Engage in
extended discourse with children Provide a print-rich environment
(Laureate Education, 2014d)
12. III. EMERGENT LITERACY LEARNER LESSON I learned the
importance of choosing twin text (fiction and non-fiction). Having
both kinds of texts available will allow students to enjoy the
topic more. In my lesson, I saw the benefits of doing this lesson
one-on-one. I was able to engage in conversation, meet the students
needs, and focus on the childs interests.
13. BEGINNING LITERACY LEARNER LESSON Today, many teachers are
working harder than ever to differentiate literacy instruction in
their classrooms (Reutzel & Cooter, 2016, p.46).
14. IV. BEGINNING LITERACY LEARNER LESSON 3 core instructional
practices for writing Students write about a text that they have
read Enhances comprehension Teach the writing process and skills to
create text Increase the amount of time that students are given to
write Allows students to be more thoughtful (National Writing
Project, 2010)
15. IV. BEGINNING LITERACY LEARNER LESSON The writing portion
of the lesson stood out to me the most because it was where the
small group struggled the most. Reading the 3 core instructional
practices made me think about the lesson that I taught. Many times
I allow my students to write based on a topic that I give, but I
found that I need to work on connecting the text with the writing.
It will increase comprehension and writing skills at the same
time.
16. V. REFLECTION The most important concept that I learned for
instructional strategies with emergent and beginning learners is
that emergent needs more teacher instruction and modeling whereas
beginning readers can do more tasks independently. However, I
learned that there are a variety of ways to differentiate using the
same theme or topic. I love that I can use the same book, but
differentiate the content that I use with the book.
17. V. REFLECTION In emergent literacy, students benefit from
more listening and speaking instruction. This is because they are
not reading to read and write yet. Those skills have not been
mastered. On the other hand, beginning readers benefit from reading
and writing instruction. These students have the foundation of
literacy skills and can take on the task of reading and
writing.
18. V. REFLECTION In my literacy environment, I want you to
see: Technology being used Differentiation A belief that every
child can learn A print-rich environment
19. V. REFLECTION I would like to use my digital story to tell
about how important literacy is in the classroom and in everyday
life. I want other educators to be aware of the different stages in
literacy and how they can effectively teach students in literacy. I
want to help other teachers understand literacy and how they can
make it appealing in their classroom.
20. REFERENCES Afflerbach, P. (2012). Understanding and using
reading assessments: K12 (2nd ed.). Newark, DE: International
Reading Association. Camp, D. (2000). It takes two: Teaching with
twin texts of fact and fiction. Reading Teacher, 53(5), 400408.
Laureate Education (Producer). (2014a). Getting to know your
students [Video file]. Baltimore, MD: author. Laureate Education
(Producer). (2014b). Assessing word knowledge [Video file].
Baltimore, MD: author. Laureate Education (Producer). (2014c).
Analyzing and selecting text [Video file]. Baltimore, MD:
author.
21. REFERENCES Laureate Education (Producer). (2014d).
Developing language and literacy [Video file]. Baltimore, MD:
author. National Writing Project. (2010, April 14). New report
finds that writing can be powerful driver for improving reading
skills. Retrieved from
http://www.nwp.org/cs/public/print/resource/3126 Reutzel, D. R.,
& Cooter, R. B. (2016). Strategies for reading assessment and
instruction: Helping every child succeed (5th ed.). Boston, MA:
Pearson.