Literate Environment Literate Environment AnalysisAnalysis

Literate Environment Literate Environment AnalysisAnalysisBy: Jennifer DolanBy: Jennifer DolanWalden UniversityWalden University

EDUC-6706R-2 The Beginning Reader, PreK-3 EDUC-6706R-2 The Beginning Reader, PreK-3 Instructor: Dr. Cindee Easton Instructor: Dr. Cindee Easton

Getting to know the literacy learner

• The foundation of all instruction and learning is centered upon the student’s development of literacy skills. Establishing a curriculum that is effective in building the students reading, writing, and speaking skills is crucial. Early intervention will begin to form a strong foundation of literacy skills. Refining of the students acquired skills will continually occur during each English Language Arts class and other core classes as well. Before developing a literacy curriculum, it is necessary for a teacher to formulate an accurate assessment of the students previously acquired skills along with the student’s background information through cognitive and non-cognitive assessments (Laureate Education Inc., 2009b).

Getting to know the literacy learner cont.

• The formal assessment that is a cognitive and non-cognitive assessment that I implement is the Developmental Reading Assessment Second Edition (DRA 2).

• The DRA 2 “determines each student’s independent (or instructional) level with an evaluation of three components of reading: reading engagement, oral reading fluency and comprehension” (Pearsons, 2011).

• This comprehensive assessment allows the teacher to gather non-cognitive information based upon the students reading experiences, self goals, plans to establish the student’s goals, and the student’s ability to identify and implement previously learned reading skills.

• The DRA 2 “quickly determines student’s instructional needs with the completed Continuum. Based on those needs, teachers create a plan documenting what each student needs to learn next with the Focus for Instruction. Once the assessment is complete, teachers can used this information to differentiate instruction and create instructional groups” (Pearsons, 2011).

Analysis of Getting to know the Literate Learner• Utilizing assessment provides a teacher will a collective

and cohesive assessment of the student’s literacy skills.

• Non-cognitive assessments present teachers with the literacy background, along with the student’s interest, motivation, and goals.

• The cognitive assessment shows the teacher how to tailor the curriculum to meet the needs of the students within the classroom (Afflerbach, 2007).

• Providing students with a positive literacy environment at an early time will promote literacy development and engagement (Laurete Education Inc., 2009a).

References:• Afflerbach, P. (2007). Understanding and using reading assessment.

Newark, DE: International Reading Association.

• Laureate Education, Inc. (Executive Producer). (2009a). Video Program #6. Literacy autobiography. The Beginning Reader, PreK-3. Baltimore, MD; Author.

• Laureate Education, Inc. (Executive Producer). (2009b). Video Program #7.Getting to know your students. The Beginning Reader, PreK-3. Baltimore, MD; Author.

• Pearson Education Inc. (2012). Developmental Reading Assessment Second Edition. Retrieved from http://www.pearsonschool.com/index.cfm?locator=PSZvZ9&PMDBSUBCATEGORYID=34544&PMDBSITEID=4721&PMDBSUBSOLUTIONID=&PMDBSOLUTIONID=34541&PMDBSUBJECTAREAID=&PMDBCATEGORYID=34543&PMDbProgramID=23662

Selecting Text• When developing a curriculum that is supportive of state

standards, it is important for the teacher to also consider the students interest and motivation.

• Utilizing cognitive and non-cognitive assessments will provide the teacher with the necessary data to construct a literacy program that is supportive of all students.

• Selecting text is an important element in a literacy program that is well developed.

• Literacy is incorporated all aspects of education and life.• Literature can be seen in print such as printed books,

magazines, newspapers, and digital media such as email and online journals (Laureate Education Inc., 2009a).

• Students must be given the opportunity to interact with all types of literature through teacher facilitated instruction.

Selecting Text Cont.The Literacy Matrix Dr. Hartman

(2010a)• The literacy matrix that was

established by Dr. Hartman is used as a continuum to categorize text (Laureate Education Inc., 2009a).

• Developing a curriculum that is incorporates all dimensions of the literacy matrix will provide students with the opportunity to engage in several modes of literacy.

• This two dimensional continuum contains a vertical line which consists of text categorized as linguistic and semiotic.

• Linguistic texts are texts with several words while semiotic texts are texts with pictures or icons (Laureate Education Inc., 2009a).

• Narrative texts tell a story or a sequence of events while an “informational text is a type of nonfiction that conveys information about the natural or social world” (Scholastic, 2012).

Analysis of text selection

• Developing a unit that is supportive of all learning types and styles is critical for literacy success for the students.

• Informational text are used to; provide success later in the students schooling career, prepares student for real-life reading, appealing to the students preference, answers questions and interests and builds knowledge and vocabulary (Scholastic, 2012).

• Narrative texts are useful in providing the students with a sequence of events in a story nature which is engaging for students to read.

• Using texts that are linguistic provide students with the opportunity to build vocabulary skills.

• Semiotic text allow students to formulate their own interpretation of the picture or icon to develop the students own story.

• Utilizing a literacy unit that is supportive of student’s needs and incorporate interests will motivate students to gain the necessary skills to become successful literate students while also including the content knowledge.

• Developing these skills at an early age will promote a more literate students and the likelihood that the child will continue to read on or above grade level (Laureate Education Inc., 2009a).

References:• Laureate Education Inc. (Executive Producer). (2009). Video Program

#11. Analyzing and selecting text. The Beginning Reader, PreK-3. Baltimore, MD: Author. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID =6489352&Survey=1&47=9213833&ClientNodeID=984650&coursenav= 1&bhcp=1

• Laureate Education Inc. (Executive Producer). (2009b). Video Program #12. Informational Text in the Early Years. The Beginning Reader, PreK-3. Baltimore, MD: Author. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn? CourseID =6489352&Survey=1&47=9213833&ClientNodeID=984650& coursenav=1&bhcp=1

• Scholastic (2012). 6 Reasons to Use Informational Text in Primary Grades. Retrieved from http://www.scholastic.com/teachers/article/6-reasons-use-informational-text- primary-grades.

Interactive Perspective Lesson Plan

The life cycle of a butterfly• The interactive perspective provides students with the

opportunity to learn and refine reading and writing skills.• Reading comprehension is the skill that this lesson really

focuses on. • Encouraging students to apply their previously learned

cognitive strategies such as “activating prior knowledge, predicting, organization, questioning, summarizing, and creating a mental image,” (Stahl, 2004, pg.1) provide students with the ability to recall important facts and information the students had previously learned about cycles and butterflies.

• Providing students with the strategies to improve their previously learned skills will promote independent thinking and reflection (Laureate Education, Inc., 2009).

Analysis of the interactive perspective

Activities used to support the interactive perspective:• Visuals

• K-W-L Chart• Word Wall with visuals

• Probing questionsThe lesson began by activating the student’s prior knowledge on

butterflies. Next, the as a class we completed a K-W-L chart which helped guide the lesson. During the reading, we discussed the new vocabulary that the students were encountering for the first time such as pupa, chrysalis, larva, and metamorphosis. I also had these written on cards for the students along with a picture of each word to provide a visual for Michelle and the other struggling readers in the classroom. As we read through the book the students were interacting with the text by placing the pictures, words, and stages in order on the board. This was a good way to provide a visual of the word paired with a picture to facilitate a mental image for the student whenever the word is used.

Texted Used

References:• Laureate Education, Inc. (Executive

Producer). (2009).Video Program #14. Strategic Processing. The Beginning Reader, PreK–3. Baltimore, MD: Author

• Stahl, K. A. D. (2004). Proof, practice, and promise: Comprehension strategy instruction in the primary grades. Reading Teacher, 57(7), 598–608.

Lesson Plan: Critical and Response Perspective

• Developing a cohesive lesson that includes the implementation of the interactive, response and critical perspectives to engage students with different text allows for a well balanced literacy program.

• Providing students with the opportunity to interact with the text by building schema , think critically about the text by judging and evaluating the material (Laureate Education Inc., 2009a), and responding emotionally to the given text will allow students to develop a connection that the text that is meaningful (Laureate Education Inc., 2009b).

• Incorporating the interactive, response and critical perspectives also provides the students to become connected with the text.

• Once a student becomes connected, the students “self-esteem, motivation, character, civic responsibility, and the students respect for individual, cultural, religious, and racial differences” can be influenced (Laureate Education Inc., 2012).

• Encouraging students to think beyond what is directly in the text, allows students to build a more in depth connection.

Lesson Plan Continued• The lesson that I constructed on The Water

Cycle, provides the students with differentiated instruction, leveled text, texts utilized based upon student interest.

• This lesson allows me to accurately assess students progress on goals and the students understanding of the water cycle.

The Water Cycle• Beginning the lesson by activating the students background knowledge,

provides me with the opportunity to assess how much previous knowledge the students have, the vocabulary already known and what questions the students to tailor the unit towards their interests and motivations.

• Incorporating a KWL chart, provides the students with a visual. Visual aides provide students with a reference and some place to look for information and guidance.

• Once the students schema has been assessed, utilizing the BrainPOP video provides students with the ability to engage with digital media that provides information on the water cycle along with visuals.

• Incorporating the digital text allows the student to become an active participant and it promote creative and critical thinking (Hillman, 2009).

• Digital media gives students the opportunity to auditorally learn the vocabulary being used in this unit along with the visual representation of the word and picture.

• Pairing new vocabulary with a picture and the correct pronunciation will build student vocabulary before reading informational texts.

• Building prior knowledge before having students engage in linguistic texts assists in the students comprehension and interest.

The Water Cycle Continued

• Incorporating centers into this particular lesson, gave me the opportunity to differentiate instruction by reading and writing abilities.

• Using “The Drop Goes Plop, by Sam Godwin captured Group A’s interests while providing the students with the opportunity to learn the basic concepts of the water cycle in simplistic terms while being supported by pictures.

• During small group instruction, group A was able to work on reading fluency and sequencing events in the story which provided her with the necessary skills to complete the writing center.

• Group B engaged in “The Magic School Bus Wet All Over” by Patricia Relf. Group B was motivated by this type of text because its adventurous. While reading in small group, Group B student’s were able to improve their expression while reading and identifying the difference between relevant and nonrelevant information. Group B was also asked why the author wrote the text. Utilizing small reading groups provides me with the opportunity to assess students progress on their goals.

The Water Cycle Continued

• Center 2, the science center allows students to make observations and predictions which addresses the science standards. It also provides students with the opportunity to apply their knowledge in written form building writing skills.

• Center 3, the writing center provides students with the opportunity to use a graphic organizer. Group A was given three main points along with supportive evidence and asked to group the information in the correct manner. Providing group A with the main points and supportive detail allowed the students to respond to the text in a manner in which was approripate for their writing abilities. Group B was given a blank graphic organizer and asked to provide main points and supportive texted based details. This activity provided me the opportunity to allow the student’s to engage in an independent task to apply their knowledge previously gained from background knowledge, the digital media, and the book read during small reading group.

Analysis of The Water Cycle Lesson

• Incoporating the critical and response theory into the students literacy program, allows students the opportunity to connect to the text. A students connectiveness to a text can influence the student emotionally and socially. Providing students with the tools to emotionally connect to the text, find relevant and nonrelevant information will assist students when reading newspaper acticles, magizines, and digital media. Teaching students to understand and accept differing opinions and what the authors purpose is for writing the text will allow students to be critical and responsive readers.

• Critically examining text and responding emotionally to a text will provide students with the opportunity to think what is beyond the text presented (Laureate Edducation Inc., 2009b). This will influence the students perspectives on varying levels of society issues such as race, ethnicity, gender, and cultural differences.

Reference:• Hillman, M. & Marshall, J. (2009). Evaluation of Digital Media for Emergent

Literacy. Retrieved from http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer /pdfviewer?sid=be7d5a9b-fb1c-40f6-ac1b136cd636b4d9%40sessionmgr15&vid=6&hid=19

• Laureate Education Inc. (Executive Producer). (2009a). Video Program #19. Critical perspective. The Beginning Reader, PreK-3. Baltimore, MD: Author. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6489352&Survey=1&47=9213833&ClientNodeID=984650&coursenav=1&bhcp=1

• Laureate Education Inc. (Executive Producer). (2009b). Video Program #22. Response Perspective. The Beginning Reader, PreK-3. Baltimore, MD: Author. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6489352&Survey=1&47=9254637&ClientNodeID=984650&coursenav=1&bhcp=1

• Laureate Education Inc. (2012). Literacy Learning: Critical and Response Perspectives Application. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn

?CourseID=6489352&Survey=1&47=8022213&ClientNodeID=984650&coursenav=1&bhcp=1

Questions:Feedback from Colleagues and Family

Members of Students• 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 your literacy interactions with students?

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