Literate Environment Analysis Presentation

Literate Environment Analysis Presentation

Kathryn BretzWalden University

Dr. Davenna WilliamsEDUC 6706

February 19, 2012

O Cognitive AssessmentO S.T.A.R. Assessment O Determines students’ reading

strategies, skills, and development.

O Provides students’ percentile ranking, grade equivalent score, oral reading fluency, scaled score, independent reading level, and zone of proximal development.

O Data is used to drive instruction, tailor reading lessons to suit students’ needs and academic levels, and to select appropriate materials.

Standardized Testing for the

Assessment of

Reading(Renaissance Learning, 2012)

Getting to Know Literacy Learners

O Noncognitive AssessmentO Me Stew activityO Uncover students’ attitudes,

interests and motivations regarding reading.

O Helps teachers effectively select reading materials and implement reading situations that might have a constructive impact on future student achievement (Afflerbach, 2007).

OMe Stew (Laureate Education, 2011a).

OInterests:O Creative ArtsO Action SportsO Femininity

Getting to Know Literacy Learners

Selecting Texts

O Text SelectionO Making thoughtful and meaningful

decisions when choosing reading material for learners.

O Closely considering texts and the purpose for those texts can be a comprehensive practice for classroom teachers (Friese, Alvermann, Parkes, & Rezak, 2008).

O Selected texts should cover various quadrants of the literacy matrix (Laureate Education, 2009).

Narrative Semiotic

Linguistic Informational

Hartman’s (2009) literacy matrix

Selecting Texts

Texts Chosen for Literacy Lesson:o Click, Clack, Moo: Cows that Type, by Doreen

Cronin(Narrative, Linguistic, Semiotic)

o Rock-a-Bye Cows, by Sam Curtis(Informational, Linguistic)

o Oh, Crumps, by Lee Bock(Narrative, Linguistic, Semiotic)

Interactive Perspective

Teaching students how to read (Laureate Education, Inc., 2011b).

Training students to become metacognitive thinkers and strategic processors.

Reading and the strategies that students use to read is a “deliberate, conscious, metacognitive act” (Afflerbach, Pearson, and Paris, 2008, p. 368).

P O N D pondMaking Words (Tompkins

2010)

Critical and Response Perspectives

O Critical PerspectiveO Allowing time for students to

activate their critical thinking skills helps them analyze texts (Laureate Education, Inc., 2011b).

O My students are able to analyze aspects of a text: author’s purpose, background, ethnicity and more.

O Response PerspectiveO Helping students make personal

connections to texts strengthens their comprehension and has an impact on their being (Laureate Education, Inc., 2011b).

O My students can better understand how character feel based on their own experiences.

Grand Conversations / Quickwriting / Response Journals

(Tompkins 2010)

In Conclusion…Literacy educators must become far more involved and deliberate in the lesson planning process. By

making time to know and appreciate their learners, selecting texts that strengthen lessons and engage

the students, and implementing lessons that address all three learning perspectives, these educators create a literate environment. This environment

supports students with instruction that will improve their foundational reading skills and reading

experiences that hold meaning.

“When children see reading as valuable, when they do it regularly and successfully and for reasons that are

authentic, it becomes part of their lives” (Strickland & Walker, 2004, p. 415).

Feedback from Colleagues and Family Members of StudentsO What insights did you gain about literacy

instruction from viewing this presentation?O How might the information presented

change in your literacy practices and/or your literacy interactions with students?

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

O How might you support me in my work with students or your children?

O What questions do you have?

References

Afflerbach, P. (2007). Understanding and using reading assessment, K–12. Newark, DE: International Reading Association.

Afflerbach, P., Pearson, P. D., & Paris, S. G. (2008). Clarifying differences between reading skills and reading strategies. Reading Teacher, 61(5), 364–373.

Friese, E. E., Alvermann, D. E., Parkes, A., & Rezak, A. T. (2008). Selecting texts for English Language Arts classrooms: When assessment is not enough. English Teaching: Practice & Critique , 74-99.

Laureate Education, Inc. (Executive Producer). (2009). Analyzing and selecting text [Webcast].The beginning reader, PreK–3. Baltimore, MD: Author.

Laureate Education, Inc. (Executive Producer). (2011a). Getting to know your students [Webcast]. In The beginning reader, PreK–3. Baltimore, MD: Author.

Laureate Education, Inc. (Executive Producer). (2011b). Perspectives on literacy learning. [Webcast]. The beginning reader PreK-3. Baltimore, MD: Author.

Renaissance Learning. (2012). STAR Enterprise. Retrieved January 12, 2012, from STAR Reading Enterprise : http://www.renlearn.com/sr/default.aspx

Strickland, K., & Walker, A. (2004). "Re-Valuing" Reading: Assessing Attitude and Providing Appropriate Reading Support. Reading and Writing Quarterly , 401-418.

Tompkins, G.E. (2010). Literacy for the 21st Century. Laureate Education. Pearson Education Inc. Published by Allyn & Bacon. Boston MA.