Literate Environment Analysis

Literate Environment AnalysisBy Rachel Stahl

Walden UniversityEDUC 6706-The Beginning Reader

Instructor- Gina Pink

By Rachel StahlWalden University

EDUC 6706-The Beginning ReaderInstructor- Gina Pink

What is a Literate Environment?

What is a Literate Environment?

Literacy is a process that begins in infancy and continues into adulthood, if not throughout life. (Tompkins, 2010).

A print and language rich environment (Tompkins, 2010).

Children develop skills to communicate through speaking, listening, reading, and writing (Tompkins, 2010).

Literacy is a process that begins in infancy and continues into adulthood, if not throughout life. (Tompkins, 2010).

A print and language rich environment (Tompkins, 2010).

Children develop skills to communicate through speaking, listening, reading, and writing (Tompkins, 2010).

Getting to Know Literacy Learners

Getting to Know Literacy Learners

Non-Cognitive Assessments: Teacher observations, Student Interviews, Interest Surveys (Laureate Education, 2010b).

Cognitive Assessments: DRA, DIBELS, Running Records (Laureate Education, 2010b).

Non-Cognitive Assessments: Teacher observations, Student Interviews, Interest Surveys (Laureate Education, 2010b).

Cognitive Assessments: DRA, DIBELS, Running Records (Laureate Education, 2010b).

Selecting TextsSelecting TextsElements to consider: difficulty, readability, text length, text structure, size of print, visual support, content density (Laureate, 2010a)

Elements to consider: difficulty, readability, text length, text structure, size of print, visual support, content density (Laureate, 2010a)

LinguisticLinguistic

SemioticSemiotic

NarrativeNarrative InformationalInformational

Literacy Matrix-Helps teachers notice text patterns in their classroom.-Helps teachers achieve a literature balance.-Helps teachers fit texts to met their goals.(Laureate Education, 2010a)

Interactive Literacy Perspective

Interactive Literacy Perspective

Teaches students how to read and to be strategic processors and thinkers (Laureate Education, 2010c).

Examples: Guided Reading, Read Alouds, Think Alouds, Alphabet Books, Rhyming Books, Word Families, Word Sorts, Word Hunts, Sight Word Games (Laureate Education, 2010c).

Teaches students how to read and to be strategic processors and thinkers (Laureate Education, 2010c).

Examples: Guided Reading, Read Alouds, Think Alouds, Alphabet Books, Rhyming Books, Word Families, Word Sorts, Word Hunts, Sight Word Games (Laureate Education, 2010c).

Literacy Lesson: Interactive Perspective

Literacy Lesson: Interactive Perspective

• Objectives:I wanted my students to practice reading at their instructional level and be able to retell the story with scaffolding from me. I also wanted them to be able to answer comprehension questions about the story after reading on their own (Laureate Education, 2010d).

• Procedure:I used the guided reading technique from Laureate Education. This technique uses many of the 5 pillars of literacy instruction. There is vocabulary, reading on own, predicting, comprehending, and writing. The teacher can also conduct a running record while students are reading on their own (Laureate Education, 2010d).

• Outcome:All four students are now very good at reading for understanding. While they were reading on their own, I realized that they need to learn word attack skills through scaffolding and think alouds.

• Objectives:I wanted my students to practice reading at their instructional level and be able to retell the story with scaffolding from me. I also wanted them to be able to answer comprehension questions about the story after reading on their own (Laureate Education, 2010d).

• Procedure:I used the guided reading technique from Laureate Education. This technique uses many of the 5 pillars of literacy instruction. There is vocabulary, reading on own, predicting, comprehending, and writing. The teacher can also conduct a running record while students are reading on their own (Laureate Education, 2010d).

• Outcome:All four students are now very good at reading for understanding. While they were reading on their own, I realized that they need to learn word attack skills through scaffolding and think alouds.

Critical and Response Literacy Perspective

Critical and Response Literacy Perspective

• Critical Perspective:Examining a text through critical thinking (Laureate Education, 2010c).

• Response Perspective:Experiencing and responding to a text. Examples: Journaling, Dramatic Response, Artistic Response, Multisensory Experiences. (Laureate Education, 2010c).

• Critical Perspective:Examining a text through critical thinking (Laureate Education, 2010c).

• Response Perspective:Experiencing and responding to a text. Examples: Journaling, Dramatic Response, Artistic Response, Multisensory Experiences. (Laureate Education, 2010c).

Literacy Lesson:Critical and Response Perspective

Literacy Lesson:Critical and Response Perspective

• Objectives:I wanted my students to build upon what they had learned in the previous snowmen lesson to critically examine a fiction text in a small group setting. After reading they would have time to respond to the text through an artistic response.

• Procedure:I read the story to the students so that they could focus on listening instead of trying to figure words out. While reading we could critically examine why it is not possible for snowmen to do what the book was suggesting. At the end of the story, students would right about what a snowmen actually does at night.

• Outcome:All four students did a great job critically examining the text. They need a lot more practice critically examining texts. I will incorporate close reading lessons to help them become more familiar.

• Objectives:I wanted my students to build upon what they had learned in the previous snowmen lesson to critically examine a fiction text in a small group setting. After reading they would have time to respond to the text through an artistic response.

• Procedure:I read the story to the students so that they could focus on listening instead of trying to figure words out. While reading we could critically examine why it is not possible for snowmen to do what the book was suggesting. At the end of the story, students would right about what a snowmen actually does at night.

• Outcome:All four students did a great job critically examining the text. They need a lot more practice critically examining texts. I will incorporate close reading lessons to help them become more familiar.

FeedbackFeedback• What insights did you gain about literacy and literacy instruction

from viewing this presentation?

• How might the information presented change your literacy practices and your literacy interactions with students?

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

• What questions do you have for me?

• What insights did you gain about literacy and literacy instruction from viewing this presentation?

• How might the information presented change your literacy practices and your literacy interactions with students?

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

• What questions do you have for me?

ReferencesReferences• Laureate Education, Inc. (Executive Producer). (2010a). Analyzing and

selecting text. Baltimore: Author

• Laureate Education, Inc. (Executive Producer). (2010b). Getting to know your students. Baltimore: Author

• Laureate Education, Inc. (Executive Producer). (2010c). Perspective on Literacy Learning. Baltimore: Author

• Laureate Education, Inc. (Executive Producer). (2010c). Guided Reading. Baltimore: Author

• Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach. Boston: Allyn & Bacon. (5th ed.)

• Laureate Education, Inc. (Executive Producer). (2010a). Analyzing and selecting text. Baltimore: Author

• Laureate Education, Inc. (Executive Producer). (2010b). Getting to know your students. Baltimore: Author

• Laureate Education, Inc. (Executive Producer). (2010c). Perspective on Literacy Learning. Baltimore: Author

• Laureate Education, Inc. (Executive Producer). (2010c). Guided Reading. Baltimore: Author

• Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach. Boston: Allyn & Bacon. (5th ed.)