Literate Literate Environment Environment

Analysis Analysis PresentationPresentationJoyce RohdeJoyce Rohde

Walden UniversityWalden UniversityDr. LoveDr. Love

The Beginning Reader, PreK-3 EDUC-The Beginning Reader, PreK-3 EDUC-6706R-96706R-9

June 17, 2011June 17, 2011

Getting to Know Literacy Getting to Know Literacy LearnersLearners

Gather data to gain insight of non Gather data to gain insight of non cognitive aspects of students’ literacy cognitive aspects of students’ literacy development. development.

*It is important to find out about the whole child *It is important to find out about the whole child because identity is the core of non cognitive aspects of because identity is the core of non cognitive aspects of literacy (Laureate Education, Inc., 2010a).literacy (Laureate Education, Inc., 2010a).

Gather data to gain insight of cognitive Gather data to gain insight of cognitive aspects of students’ literacy development.aspects of students’ literacy development.

*It is important to plan lessons and organize students *It is important to plan lessons and organize students according to developmental stages so a student is being according to developmental stages so a student is being taught at the appropriate level (Laureate Education, taught at the appropriate level (Laureate Education, Inc., 2010b).Inc., 2010b).

Analysis

Gathering non cognitive data on the literacy development of my three students helped me create a literate environment by allowing me to get to know each student.

Learning that my students’ were animal lovers, liked to grow plants, and enjoyed outdoor activities helped me choose texts that engaged them in learning. It also helped to “bridge the old to the new” Laureate Education, Inc., 2010c).

AnalysisAnalysis Gathering cognitive information was key in helping me Gathering cognitive information was key in helping me

determine that all three students were on the same determine that all three students were on the same reading level.reading level.

It allowed me to have a better understanding of their It allowed me to have a better understanding of their phonemic awareness, phonics, vocabulary, fluency, phonemic awareness, phonics, vocabulary, fluency, comprehension, and writing.comprehension, and writing.

Having a better understanding of their level of literacy Having a better understanding of their level of literacy development in the “Five Pillars” of literacy instruction development in the “Five Pillars” of literacy instruction helped guide my instruction to suit the needs of each helped guide my instruction to suit the needs of each student.student.

References:References:Laureate Education, Inc., (Executive Producer). (2010c). [Webcast]. Laureate Education, Inc., (Executive Producer). (2010c). [Webcast]. Changes in literacy Changes in literacy

educationeducation.. Baltimore, MD: Author.Baltimore, MD: Author.Laureate Education, Inc., (Education Producer). (2010b). [Webcast]. Laureate Education, Inc., (Education Producer). (2010b). [Webcast]. Getting to know Getting to know

your students.your students. Baltimore, MD: Author.Baltimore, MD: Author.Laureate Education, Inc., (Executive Producer). (2010a). [Webcast]. Literacy Laureate Education, Inc., (Executive Producer). (2010a). [Webcast]. Literacy

autobiographies. [Webcast]. autobiographies. [Webcast]. Learning experiencesLearning experiences. Baltimore, MD: Author.. Baltimore, MD: Author.

Selecting TextsSelecting Texts

Choose texts that will be Choose texts that will be appropriate, engaging, and best appropriate, engaging, and best suited to students’ needs.suited to students’ needs.

Literacy Matrix (Laureate Literacy Matrix (Laureate Education, Inc., 2010a).Education, Inc., 2010a).

Online TextsOnline Texts

Analysis for Selecting Analysis for Selecting TextText

Informational texts in the classroom can increase Informational texts in the classroom can increase opportunities for home-school connections to literacy opportunities for home-school connections to literacy (Castek, Bevans-Mangelson, & Goldstone, 2006).(Castek, Bevans-Mangelson, & Goldstone, 2006).

The informational text chosen for my students related The informational text chosen for my students related to their interests and provided background to their interests and provided background information, which helps develop higher order information, which helps develop higher order thinking skills and comprehensionthinking skills and comprehension

(Laureate Education, Inc., 2010b).(Laureate Education, Inc., 2010b). What is a Plant, by Louise and Richard Spilsbury, was What is a Plant, by Louise and Richard Spilsbury, was

chosen to address science standards. The goal was to chosen to address science standards. The goal was to use cognitive strategies to activate prior knowledge, use cognitive strategies to activate prior knowledge, predict, question, create mental images and transfer predict, question, create mental images and transfer them to other settings independently (Stahl, 2004).them to other settings independently (Stahl, 2004).

Analysis for Selecting TextAnalysis for Selecting Text The narrative text was chosen to use as an The narrative text was chosen to use as an

online read aloud. Studies show using the online read aloud. Studies show using the Internet for teaching and learning provides Internet for teaching and learning provides students with opportunities to acquire skills students with opportunities to acquire skills and strategies they will need for contributing and strategies they will need for contributing to the workplaces of the 21to the workplaces of the 21stst century ( Castek, century ( Castek, Bevans-Mangelson, & Goldstone, 2006). Bevans-Mangelson, & Goldstone, 2006).

References:References:Castek, J., Bevans-Mangelson, J., & Goldstone, B. (2006). Reading adventures online: Five ways to Castek, J., Bevans-Mangelson, J., & Goldstone, B. (2006). Reading adventures online: Five ways to introduce the new literacies of the Internet through children’s literature. introduce the new literacies of the Internet through children’s literature. Reading TeacherReading Teacher, ,

59(7),59(7), 714-728. doi:10.1598/RT.59.7.12714-728. doi:10.1598/RT.59.7.12Laureate Education, Inc., (Executive Producer). 2010a). Education Today. [Webcast]. Laureate Education, Inc., (Executive Producer). 2010a). Education Today. [Webcast]. Analyzing Analyzing

andand selecting textsselecting texts. Baltimore, MD: Author.. Baltimore, MD: Author.Laureate Education, Inc., (Executive Producer). (2010b). [Webcast]. Laureate Education, Inc., (Executive Producer). (2010b). [Webcast]. Informational texts in the Informational texts in the

earlyearly yearsyears. Baltimore, MD: Author.. Baltimore, MD: Author.Stahl, K. A. D. (2004). Proof, practice, and promise: Comprehension strategy instruction in the Stahl, K. A. D. (2004). Proof, practice, and promise: Comprehension strategy instruction in the

primary grades.primary grades. Reading TeacherReading Teacher, 57(7), 598-608., 57(7), 598-608.

Literacy Lesson: Interactive Literacy Lesson: Interactive PerspectivePerspective

The ultimate goal of the interactive The ultimate goal of the interactive perspective is to teach children to be perspective is to teach children to be literate learners who can navigate literate learners who can navigate through a text independently (Laureate through a text independently (Laureate Education, Inc., 2010a)Education, Inc., 2010a)

Use schema as a strategy for Use schema as a strategy for comprehensioncomprehension

Use instructional strategies that address Use instructional strategies that address the needs of students and the demands of the needs of students and the demands of a text (Walden University, 2011).a text (Walden University, 2011).

Analysis for Literacy Analysis for Literacy Lesson: Interactive Lesson: Interactive

PerspectivePerspective Learning Objective: The students were Learning Objective: The students were

asked to illustrate and label the parts of asked to illustrate and label the parts of a plant.a plant.

Text: What is a Plant? Written by Louise Text: What is a Plant? Written by Louise and Richard Spilsbury.and Richard Spilsbury.

The shared reading lesson allows a The shared reading lesson allows a teacher to model fluency and the teacher to model fluency and the effective reading skills and strategies, effective reading skills and strategies, and models conventions of print such as and models conventions of print such as one-to-one matching, directionality, and one-to-one matching, directionality, and word boundaries.word boundaries.

Analysis for Literacy Analysis for Literacy Lesson: Interactive Lesson: Interactive

PerspectivePerspective These practices allowed me to focus on making These practices allowed me to focus on making

meaning from the text by making connections to their meaning from the text by making connections to their own lives. Using schema is a good strategy for own lives. Using schema is a good strategy for understanding text (Laureate Education, Inc., 2010b).understanding text (Laureate Education, Inc., 2010b).

The purpose was made clear during the introduction The purpose was made clear during the introduction of the lesson. The students brainstormed what they of the lesson. The students brainstormed what they knew about plants, went over vocabulary words, and knew about plants, went over vocabulary words, and made predictions about the jobs of plant parts. We made predictions about the jobs of plant parts. We stopped after reading each section describing each stopped after reading each section describing each plant part and the job it performs to discuss if plant part and the job it performs to discuss if predictions were correct. These instructional predictions were correct. These instructional practices address the needs of the students and the practices address the needs of the students and the demands of the text by helping build comprehension demands of the text by helping build comprehension of vocabulary words and how plants survive (Walden of vocabulary words and how plants survive (Walden University, 2011). University, 2011).

References:References:

Laureate Education, Inc., (Executive Producer). Laureate Education, Inc., (Executive Producer). (2010a). Interactive perspective: Strategic (2010a). Interactive perspective: Strategic processing. [Webcast]. Learning Experiences. processing. [Webcast]. Learning Experiences. Baltimore, MD: Author.Baltimore, MD: Author.

Laureate Education, Inc., (Executive Producer). Laureate Education, Inc., (Executive Producer). Virtual field experience: Strategic processing. Virtual field experience: Strategic processing. [Webcast]. Learning Experiences. Baltimore: [Webcast]. Learning Experiences. Baltimore: MD: Author.MD: Author.

Walden University. (2011). Framework for Walden University. (2011). Framework for literacy instruction. Retrieved from literacy instruction. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.lhttp://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5093728.earn?CourseID=5093728.

Critical and Response Critical and Response PerspectivePerspective

The Critical Perspective allows The Critical Perspective allows students to examine a text critically students to examine a text critically and think more deeply about what and think more deeply about what they are reading (Laureate they are reading (Laureate Education, Inc., 2010a). Education, Inc., 2010a).

The Response Perspective allows The Response Perspective allows students to make meaningful students to make meaningful connections to text (Laureate connections to text (Laureate Executive, Inc., 2010b).Executive, Inc., 2010b).

Analysis for Literacy Analysis for Literacy Lesson: Critical and Lesson: Critical and

Response Perspective Response Perspective The purpose of this lesson was to give the beginning The purpose of this lesson was to give the beginning

readers the opportunity to evaluate and think critically readers the opportunity to evaluate and think critically about the narrative text, about the narrative text, TopsTops and Bottomsand Bottoms, by Janet , by Janet Stevens.Stevens.

This practice helped me create a literate environment by This practice helped me create a literate environment by giving my students time to think about the giving my students time to think about the characteristics of plants and the characteristics of the characteristics of plants and the characteristics of the two characters in the book.two characters in the book.

The critical perspective gave the students the The critical perspective gave the students the opportunity to understand how the situation between the opportunity to understand how the situation between the characters was unjust.characters was unjust.

The response perspective gave the students a chance to The response perspective gave the students a chance to write a personal response to the story. It is important to write a personal response to the story. It is important to engage our students in reading and writing to discover engage our students in reading and writing to discover what they have to say because the more they write about what they have to say because the more they write about what they read, the more the will understand what they what they read, the more the will understand what they read (Laureate Education, Inc., 2010c). read (Laureate Education, Inc., 2010c).

References:References:Laureate Education, Inc., (Executive Producer). (2010a). Critical Laureate Education, Inc., (Executive Producer). (2010a). Critical perspective. [Webcast]. perspective. [Webcast]. LearningLearning experiencesexperiences. Baltimore, . Baltimore,

MD: MD: Author.Author.Laureate Education, Inc., (Executive Producer). (2010b). Laureate Education, Inc., (Executive Producer). (2010b).

ResponseResponse perspective. [Webcast]. perspective. [Webcast]. Learning experiencesLearning experiences. Baltimore, . Baltimore,

MD: MD: Author.Author.Laureate Education, Inc., (Executive Producer). (2010c). Laureate Education, Inc., (Executive Producer). (2010c). Responsive perspective: Reading –writing connection. Responsive perspective: Reading –writing connection. [Webcast]. [Webcast]. Learning experiencesLearning experiences. Baltimore, MD: . Baltimore, MD: Author.Author.Stevens, J. (1995). Tops and bottoms. San Diego, CA: Harcourt, Stevens, J. (1995). Tops and bottoms. San Diego, CA: Harcourt,

Inc.Inc.