1. 1. LITERATE ENVIRONMENT ANALYSIS PRESENTATION By Brooke Fuller READ-6706: Literacy Development PreK-3 Walden University Instructor: Dr. Linda Holcomb
2. 2. GETTING TO KNOW EMERGENT AND BEGINNING LITERACY LEARNERS Its not what we are teaching. Its who we are teaching (Laureate Education, 2014a).
3. 3. I. GETTING TO KNOW EMERGENT AND BEGINNING LITERACY LEARNERSTeachers should learn and understand their students in order to create an effective and positive literacy environment. By using assessment tools, teachers are able to understand and learn their students. To learn and understand students, teachers give a variety of cognitive and noncognitive assessments.
4. 4. I. GETTING TO KNOW EMERGENT AND BEGINNING LITERACY LEARNERS Noncognitive Assessments Cognitive Assessments Interest Surveys Observations Interviews Running Records Developmental Reading Assessments Reading Inventories Successful student readers are motivated, have a positive attitude, possess a good self-concept, and are capable of making accurate attributions for their performances. (Afflerbach, 2012, p.173).
5. 5. I. GETTING TO KNOW EMERGENT AND BEGINNING LITERACY LEARNERS Observation oral reading Independent writing Documentation Student learning bios Word knowledge assessments Oral reading assessments Interpretation Functional Developmental Evaluation and Planning Value interpretation Organize lessons Small group Assessment Process (Laureate Education, 2014b)
6. 6. I. GETTING TO KNOW EMERGENT AND BEGINNING LITERACY LEARNERS The research practice helped me to understand how essential it is for teachers to get to know their students not only personally, but academically. I am also eager to learn about students literacy biographies. This will help me as a teacher to find interests and motivations to read. I have also learned about different tools to help me gather information on how to motivate students to read or interests them.
7. 7. SELECTING TEXTS Text today comes in many forms. From printed books to digital media. All have a place in the literacy classroom. (Laureate Education, 2014c).
8. 8. II. SELECTING TEXTS Literacy Matrix used to analyze and select data (Laureate Education, 2014c). Linguistic Narrative Informational Semiotic Text that tells a story but has no pictures. The text gives information but only uses words. The text that tells a story using pictures. The text gives information by pictures.
9. 9. II. SELECTING TEXTS I have learned how to appropriately select texts to engage and meet the needs of all students. I understand how there are many different aspects teachers should look at before selecting texts for their students. These include readability, the length of the text, the size of the text, and the text structure (Laureate Education, Inc., 2014c).
10. 10. EMERGENT LITERACY LEARNER LESSON Most children are excited by the world around them. They enjoy knowing specific facts about their favorite topics (Camp, 2000, p.407).
11. 11. III. EMERGENT LITERACY LEARNER LESSON In order to develop literacy effectively, we must: Read aloud in small groups Provide fiction and non-fiction books Extend childrens vocabulary Engage in extended discourse with children Provide a print-rich environment (Laureate Education, 2014d)
12. 12. III. EMERGENT LITERACY LEARNER LESSON I learned the importance of choosing twin text (fiction and non-fiction). Having both kinds of texts available will allow students to enjoy the topic more. In my lesson, I saw the benefits of doing this lesson one-on-one. I was able to engage in conversation, meet the students needs, and focus on the childs interests.
13. 13. BEGINNING LITERACY LEARNER LESSON Today, many teachers are working harder than ever to differentiate literacy instruction in their classrooms (Reutzel & Cooter, 2016, p.46).
14. 14. IV. BEGINNING LITERACY LEARNER LESSON 3 core instructional practices for writing Students write about a text that they have read Enhances comprehension Teach the writing process and skills to create text Increase the amount of time that students are given to write Allows students to be more thoughtful (National Writing Project, 2010)
15. 15. IV. BEGINNING LITERACY LEARNER LESSON The writing portion of the lesson stood out to me the most because it was where the small group struggled the most. Reading the 3 core instructional practices made me think about the lesson that I taught. Many times I allow my students to write based on a topic that I give, but I found that I need to work on connecting the text with the writing. It will increase comprehension and writing skills at the same time.
16. 16. V. REFLECTION The most important concept that I learned for instructional strategies with emergent and beginning learners is that emergent needs more teacher instruction and modeling whereas beginning readers can do more tasks independently. However, I learned that there are a variety of ways to differentiate using the same theme or topic. I love that I can use the same book, but differentiate the content that I use with the book.
17. 17. V. REFLECTION In emergent literacy, students benefit from more listening and speaking instruction. This is because they are not reading to read and write yet. Those skills have not been mastered. On the other hand, beginning readers benefit from reading and writing instruction. These students have the foundation of literacy skills and can take on the task of reading and writing.
18. 18. V. REFLECTION In my literacy environment, I want you to see: Technology being used Differentiation A belief that every child can learn A print-rich environment
19. 19. V. REFLECTION I would like to use my digital story to tell about how important literacy is in the classroom and in everyday life. I want other educators to be aware of the different stages in literacy and how they can effectively teach students in literacy. I want to help other teachers understand literacy and how they can make it appealing in their classroom.
20. 20. REFERENCES Afflerbach, P. (2012). Understanding and using reading assessments: K12 (2nd ed.). Newark, DE: International Reading Association. Camp, D. (2000). It takes two: Teaching with twin texts of fact and fiction. Reading Teacher, 53(5), 400408. Laureate Education (Producer). (2014a). Getting to know your students [Video file]. Baltimore, MD: author. Laureate Education (Producer). (2014b). Assessing word knowledge [Video file]. Baltimore, MD: author. Laureate Education (Producer). (2014c). Analyzing and selecting text [Video file]. Baltimore, MD: author.
21. 21. REFERENCES Laureate Education (Producer). (2014d). Developing language and literacy [Video file]. Baltimore, MD: author. National Writing Project. (2010, April 14). New report finds that writing can be powerful driver for improving reading skills. Retrieved from http://www.nwp.org/cs/public/print/resource/3126 Reutzel, D. R., & Cooter, R. B. (2016). Strategies for reading assessment and instruction: Helping every child succeed (5th ed.). Boston, MA: Pearson.