Literate Environment Analysis Presentation

Literate Environment Analysis Presentation

The Very Hungry CaterpillarThe 3 Little Pigs

Vireta WilsonWalden University

EDUC 670R, The Beginning Reader, PreK-3Dr. Denise Love

GETTING TO KNOW LITERACY LEARNERS, P-3

Analysis

Assessments such as running records and ERAS provide immediate feedback.

1Immediate Feedback 2Running

Records 3Elementary

ReadingAttitude

Survey (ERAS)

Research

Week 2

1

Rese

arch

Dr. Peter Afflerbach in his book, “Understanding and Using Reading Assessment K-12,” stated, “assessment information can be gathered through the use of surveys, questionnaires, interviews, and observations and reported using report cards and narrative accounts of student development” (2007, p.168)..

2 Selecting Text

Students interest, educational needs, and appropriate reading level need to be considered.

Reading is for me!

Based on students interest

Provide different genres for reading-informational, narrative, linguistic, and semiotic

WEEK 3ANALYSIS

3 Research

Selecting Text

Research

Being able to use different text to support student’s individual needs with the outcome of meeting the learner’s objectives allows the student to “ get to the same place, but take different paths” (Culturally Responsive Differentiated Instructional Strategies, 2008)

Selecting text for readers is important and teachers need to be aware of not only the curriculum but students’ specific needs. Also, the books “should be interesting to students and at their reading level” (Tompkins, p. 337).

Learning Source

LEARNING SOURCE

In the article, “The Case for Informational Text,” by Nell K. Duke she provides strategies that “can help teachers improve K-3 students’ comprehension of informational text” (p.40).

LITERACY LESSON: INTERACTIVE PERSPECTIVE

Week 5

Interactive Perspective

• Independence as a reader is promoted• Find suitable text and level to meet the needs

of the students• Being able to read and write fluent • Comprehension is also a factor• Formal and Informal Assessments

Assessments

• Group Reports• Presentations• Oral Reports• Demonstrations• Quizzes• Teacher Observations• Exit Slips• Oral questioning• Journals• Surveys• Student self-assessment

Formative Summative

Final test/examsProjectsWork PortfoliosPerformance Test

ResearchAccording to Peter Afflerbach, P. David Pearson, and Scott G. Paris, in their article, “Clarifying differences between reading skills and reading strategies,” they stated “asking students to explain their thinking during or after reading provides such important insights for both teachers and students” (2008, p. 371).

AnalysisLiteracy Lesson: Critical and Response Perspectives

CRITICAL PERSPECTIVES

Making judgments, evaluating, and thinking critically.

“Going beyond, between, and beneath a text” (Molden, p. 50).

Taking on the role of the character and seeing things from his point of view.

The 3 Little pigs depicted homelessness in the story.

Selecting text for readers is important and teachers need to be aware of not only the curriculum but students’ specific needs. Also, the books “ should be interesting to students and at their reading level” 37).

Analysis

Responsive Perspective

Students can connect to the text on a personal level

Reader’s lived experiences

Of interest to the student

Responding to text in a meaningful way

According to Jean Anne Clyde in her article, “Stepping inside the story world: The subtext strategy- A tool for connecting and comprehending,” she stated “this simple-to-execute strategy has many benefits for readers: clear, personal connections to text; enhanced ability to make interferences; and sophisticated understanding of multiple perspectives” (2003, p.158.)

Research

Critical PerspectiveResponse Perspective Dr. Janice Almasi in the video, “Responsive Perspective,” stated that the reader and text collide and that it is best for us to know our students’ interest and the effects certain texts have made on them ( Laureate Education, 2010).

References

Afflerbach, P. (2007). Understanding and using reading assessments K-12. (2nd edition). Newark, DE: International Reading

Association.

Afflerbach, P, Pearson, P.D, & Paris, S.G. (2008). Clarifying differences between reading skills and reading strategies. The

Reading Teacher, 61(5), pp. 364-373.

Clyde, J. A. (2003). Stepping inside the story world: The subtext strategy – A tool for connecting and comprehending.

Culturally responsive differentiated instructional strategies. (2008, August). Metropolitan Center for Urban Education, pp. 1-9.

Duke, N.K. (2004, March). The case for informational text. Educational Leadership.

Laureate Education, Inc. (Producer). (2010). Responsive perspective (DVD). Baltimore, MD: Almasi, J.

Molden, K. (2007). Critical Literacy, The right answer for the reading classroom: Strategies to move beyond comprehension

for reading improvement. Reading Improvement, 44(1), pp. 50-56.

Tompkins, G. (2010). Literacy for the 21st century. (5th edition). Boston, MA: Pearson Custom Publishing.