literate environment analysis presentation

Literate Environment Analysis Literate Environment Analysis PresentationPresentationJackie PorterJackie Porter

Walden UniversityWalden University

Dr. Martha MooreDr. Martha MooreEDUC-6706G-8 The Beginning EDUC-6706G-8 The Beginning

Reader, PreK-3 Reader, PreK-3 April 17, 2011April 17, 2011

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

p. 111).p. 111).

Getting to Know Literacy LearnersGetting to Know Literacy Learners Selecting TextsSelecting Texts Literacy Lesson: Interactive Literacy Lesson: Interactive

PerspectivePerspective Literacy Lesson: Critical and Literacy Lesson: Critical and

Response PerspectivesResponse Perspectives

Creating a Literate Creating a Literate EnvironmentEnvironment

I. Getting to Know Literacy I. Getting to Know Literacy LearnersLearners

““The better you know your students, the better you The better you know your students, the better you can connect them with texts that will impact them in can connect them with texts that will impact them in profound ways” (Laureate Education, Inc., 2010c). profound ways” (Laureate Education, Inc., 2010c).

Cognitive assessmentsCognitive assessments (i.e. reading inventories) (i.e. reading inventories) identify students’ independent, instructional, and identify students’ independent, instructional, and frustration reading abilities (Afflerbach, 2007). frustration reading abilities (Afflerbach, 2007).

Once assessed, students can be given individualized Once assessed, students can be given individualized instruction based on weaknesses revealed in instruction based on weaknesses revealed in assessments.assessments.

Cognitive Assessment used with selected small Cognitive Assessment used with selected small group:group: Developmental Reading Assessment 2 (DRA2) (Beaver, Developmental Reading Assessment 2 (DRA2) (Beaver,

2006).2006).


Noncognitive assessmentsNoncognitive assessments (i.e. reading interest (i.e. reading interest inventories, interest inventories, etc.) support inventories, interest inventories, etc.) support teachers and students in creating goals for reading. teachers and students in creating goals for reading.

Students who have similar interests can be Students who have similar interests can be grouped together to read and discuss particular grouped together to read and discuss particular text. text.

Teachers can design activities using certain topics Teachers can design activities using certain topics that are of interest to students.that are of interest to students.

Noncognitive Assessments used with selected small Noncognitive Assessments used with selected small group:group: Interest InventoryInterest Inventory Reading Interest InventoryReading Interest Inventory


Utilizing these assessments enabled Utilizing these assessments enabled knowledge of students on different levels.knowledge of students on different levels.

Enlightened on students’ interests, Enlightened on students’ interests, strengths and weaknesses.strengths and weaknesses.

Especially helpful, when not the regular Especially helpful, when not the regular classroom teacherclassroom teacher

II. Selecting TextsII. Selecting Texts

Choose theme, topic or unit to benefit and Choose theme, topic or unit to benefit and interest all studentsinterest all students i.e. i.e. Chose topic of Chose topic of animalsanimals for my small group for my small group

instruction because all students showed some interest instruction because all students showed some interest in animalsin animals

Gains their interest and attentionGains their interest and attention Informational, narrative, online, etc.Informational, narrative, online, etc.

Texts available in numerous styles Texts available in numerous styles i.e. printed i.e. printed books, audio and digital media books, audio and digital media All have a place in a literacy based classroom All have a place in a literacy based classroom

(Laureate Education, Inc., 2010a).(Laureate Education, Inc., 2010a). Responsibility of teachers to widen students’ Responsibility of teachers to widen students’

thinking and include wide variety of textsthinking and include wide variety of texts


Use continuum to choose various texts Use continuum to choose various texts NarrativeNarrative fictional and nonfictional stories/read fictional and nonfictional stories/read

aloudsalouds InformationalInformational nonfiction texts with it’s own features nonfiction texts with it’s own features

and formatand format SemioticSemiotic text communicates messages without/less text communicates messages without/less

words words LinguisticLinguistic word oriented (Laureate Education, Inc., word oriented (Laureate Education, Inc.,

2010a)2010a)

narratinarrativeve

informational

linguistic

semiotic


Choose different types of texts to make it Choose different types of texts to make it more interesting and get students used to the more interesting and get students used to the variety availablevariety available

Equally as important to promote and present Equally as important to promote and present informational textinformational text in the classroom in the classroom Most difficult type of text for both students and Most difficult type of text for both students and

teachersteachers

Educators need to present informational texts Educators need to present informational texts early on in school to students so they can early on in school to students so they can understand how text structure works understand how text structure works (Laureate Education, Inc., 2010d). (Laureate Education, Inc., 2010d).


Texts chosen for selected group of Texts chosen for selected group of students:students: The True Story of the Three Little PigsThe True Story of the Three Little Pigs by Jon by Jon

Scieszka - narrativeScieszka - narrative What is a Mammal?What is a Mammal? by Robert Snedden - by Robert Snedden -

informationalinformational StellalunaStellaluna by Janell Cannon - narrative and online by Janell Cannon - narrative and online

- read by Pamela Reed (- read by Pamela Reed (http://http://www.storylineonline.netwww.storylineonline.net) )

Around the World on Eighty Legs: Animal PoemsAround the World on Eighty Legs: Animal Poems by Amy Gibson – book of poems but also by Amy Gibson – book of poems but also informational textinformational text


Continuum helps guide teachers into Continuum helps guide teachers into choosing various types of books for choosing various types of books for students.students.

Lets them see the “landscapes” of texts Lets them see the “landscapes” of texts that are being used with students that are being used with students (Laureate Education, Inc., 2010a)(Laureate Education, Inc., 2010a)

Allows teachers to view if certain texts Allows teachers to view if certain texts are not being utilized enough or at all in are not being utilized enough or at all in the classroomthe classroom

III. Literacy Lesson: III. Literacy Lesson: Interactive PerspectiveInteractive Perspective

Interactive perspective teaches students how Interactive perspective teaches students how to read and be strategic processors and to read and be strategic processors and thinkers (Laureate Education, Inc., 2010e).thinkers (Laureate Education, Inc., 2010e).

Goal is to promote students’ strategic Goal is to promote students’ strategic processing and metacognitionprocessing and metacognition MetacognitionMetacognition thinking about thinking thinking about thinking

(Blakey and Spence, 2011)(Blakey and Spence, 2011) Studies have shown that by engaging the students Studies have shown that by engaging the students

in thinking strategies, independent use will in thinking strategies, independent use will develop gradually (Blakey and Spence, 2011).develop gradually (Blakey and Spence, 2011).


Strategic processing contains five pieces: Strategic processing contains five pieces: PhonicsPhonics Phonemic awarenessPhonemic awareness FluencyFluency ComprehensionComprehension VocabularyVocabulary

Strategic processing is threaded through Strategic processing is threaded through all five pieces (Laureate Education, Inc., all five pieces (Laureate Education, Inc., 2010f).2010f).


Worked with a group of three students for literacy Worked with a group of three students for literacy instruction to concentrate on word recognition and instruction to concentrate on word recognition and comprehension strategiescomprehension strategies

The text used for this lesson is The text used for this lesson is What is a Mammal?.What is a Mammal?. Informational text about various types of mammals (Snedden, Informational text about various types of mammals (Snedden,

1993)1993) Due to book’s length, only focused on five sections Due to book’s length, only focused on five sections

An anticipation guide was created and used as part of the An anticipation guide was created and used as part of the comprehension strategy to activate prior knowledge. comprehension strategy to activate prior knowledge. Anticipation guideAnticipation guide used to activate prior knowledge before used to activate prior knowledge before

reading content-area textreading content-area text A list of statements about the topic are prepared by teacher for A list of statements about the topic are prepared by teacher for

students to think aboutstudents to think about They decide if they agree or disagree with statements before They decide if they agree or disagree with statements before

readingreading After reading selected text, students go back to guide reconsider After reading selected text, students go back to guide reconsider

statements.statements. Usually students change some of their opinions and realize they have Usually students change some of their opinions and realize they have

refined their understanding of the subject through the activity refined their understanding of the subject through the activity (Tompkins, 2010).(Tompkins, 2010).


Eight vocabulary (bolded) words from text Eight vocabulary (bolded) words from text were selected before the lesson started as a were selected before the lesson started as a part of word recognition (Tompkins, 2010). part of word recognition (Tompkins, 2010).

Together we read and discussed the five Together we read and discussed the five sections of the text were read and discussedsections of the text were read and discussed

End of lessonEnd of lesson went back to the went back to the anticipation guide to fill the remaining part anticipation guide to fill the remaining part out and compare the before and after out and compare the before and after reading answersreading answers


By using the course resources and learning By using the course resources and learning about interactive perspective, a literate about interactive perspective, a literate environment was createdenvironment was created

Students were thinking strategically and Students were thinking strategically and using comprehension strategies throughout using comprehension strategies throughout lessonlesson

Also learned more about informational textsAlso learned more about informational texts Gave me more insight on the students for Gave me more insight on the students for

future lessons and on the lesson for future lessons and on the lesson for refinementrefinement

IV. Literacy Lesson: Critical IV. Literacy Lesson: Critical and Response Perspectivesand Response Perspectives

““When [teachers] provide opportunities for students to When [teachers] provide opportunities for students to think critically about texts and then respond to what they think critically about texts and then respond to what they

read based on their own thoughts and feelings, [they] read based on their own thoughts and feelings, [they] open new and meaningful connections to ideas [the open new and meaningful connections to ideas [the students] find in the world around them” (Walden students] find in the world around them” (Walden

University, 2011, para.1). University, 2011, para.1).

Including Including critical and response perspectivescritical and response perspectives in in literacy instruction, students’ interests to important literacy instruction, students’ interests to important issues and ideas can be promoted (Walden University, issues and ideas can be promoted (Walden University, 2011). 2011).

May give students self-esteem, incentive, character, and May give students self-esteem, incentive, character, and civic responsibility in long run (Walden University, 2011)civic responsibility in long run (Walden University, 2011)


““Being able to look at the text and examine it from Being able to look at the text and examine it from multiple perspectives enables one to think critically multiple perspectives enables one to think critically about it, to be able to evaluate that text and also be about it, to be able to evaluate that text and also be

able to make judgments about the validity or veracity of able to make judgments about the validity or veracity of that text (believability)” that text (believability)”

(Laureate Education, Inc., 2010b).(Laureate Education, Inc., 2010b).

Critical PerspectiveCritical Perspective Teaches students how to critically examine, judge and Teaches students how to critically examine, judge and

evaluate textevaluate text Who created the textWho created the text What perspective might the author haveWhat perspective might the author have Was the author male or femaleWas the author male or female What was the role of race, ethnicity or social statusWhat was the role of race, ethnicity or social status

When looking at texts from different perspectives, When looking at texts from different perspectives, students might interpret them in subtly different ways students might interpret them in subtly different ways (Laureate Education, Inc., 2010e).(Laureate Education, Inc., 2010e).


Response PerspectiveResponse Perspective Allows students opportunity to experience and Allows students opportunity to experience and

respondrespond Reader’s lived experiences are of primary Reader’s lived experiences are of primary

importanceimportance Methods for responding:Methods for responding:

JournalingJournaling Dramatic responseDramatic response Artistic responseArtistic response Multi-sensory experiencesMulti-sensory experiences Quiet timeQuiet time

When students are able to respond to reading, it When students are able to respond to reading, it helps them better understand what was read helps them better understand what was read (Laureate Education, Inc., 2010e).(Laureate Education, Inc., 2010e).


Worked with same group of three students for Worked with same group of three students for literacy instruction to concentrate on critical literacy instruction to concentrate on critical thinking and responding to a text. thinking and responding to a text.

The texts used for this lesson are: The texts used for this lesson are: The Three Little PigsThe Three Little Pigs (original fairytale) (original fairytale) The True Story of the Three Little PigsThe True Story of the Three Little Pigs by Jon Scieszka by Jon Scieszka

Both are narrative texts that have same basic Both are narrative texts that have same basic storyline storyline

Each written from a different character’s Each written from a different character’s perspectiveperspective

The instructional practice used is similar to The instructional practice used is similar to storyboard (Tompkins, 2010)storyboard (Tompkins, 2010) Main events comparison worksheet was createdMain events comparison worksheet was created

Required students to sequence events and write Required students to sequence events and write perspectives of each event from both stories perspectives of each event from both stories


Together Together The Three Little Pigs The Three Little Pigs was recalled and was recalled and discussed,discussed, and then and then The True Story of the Three The True Story of the Three Little Pigs Little Pigs was read aloud. was read aloud.

After story, students completed comparison sheetAfter story, students completed comparison sheet Then they responded in writing to a given question Then they responded in writing to a given question

about the validity of the stories.about the validity of the stories. ““Whose story do you believe most, the pigs’ or the wolf’s? Whose story do you believe most, the pigs’ or the wolf’s?

Explain why, using examples from the book(s).” Explain why, using examples from the book(s).” Students had to copy question onto their paper and write an Students had to copy question onto their paper and write an

answer to the question in at least three or four sentences. answer to the question in at least three or four sentences. Students were able to share their opinion and back it up Students were able to share their opinion and back it up

with facts from the story. with facts from the story. They had to express believability (Laureate Education, Inc., They had to express believability (Laureate Education, Inc.,

2010b).2010b). To close the lesson, the students shared their To close the lesson, the students shared their

responses with group.responses with group.


Including the critical and response perspectives in Including the critical and response perspectives in literacy instruction can prepare students to think literacy instruction can prepare students to think about important issues that do and will occur in their about important issues that do and will occur in their lives. lives.

When problems occur, they learn to see and hear When problems occur, they learn to see and hear both sides and perspectives of a situation. both sides and perspectives of a situation.

Presenting instruction on various characters’ Presenting instruction on various characters’ perspectives demonstrated to students how every perspectives demonstrated to students how every person, real or fiction, has their own story person, real or fiction, has their own story

Will also help them be productive and contributing Will also help them be productive and contributing members of society members of society Learning to speak their mind Learning to speak their mind

Includes their feelings, opinions and thoughts on various texts Includes their feelings, opinions and thoughts on various texts and subjects and subjects

This will transform in future for the students to stand up for This will transform in future for the students to stand up for what and who they believewhat and who they believe


Shows students not everyone has same Shows students not everyone has same viewpoint or perspectiveviewpoint or perspective Therefore, students need to respect others and Therefore, students need to respect others and

their own personal beliefs.their own personal beliefs.

Using both perspectives in the classroom Using both perspectives in the classroom demonstrates to students how things are demonstrates to students how things are in real life.in real life.

Teaches students to respond emotionally Teaches students to respond emotionally to various things and know that there are to various things and know that there are multiple sides to any story or problemmultiple sides to any story or problem

ConclusionConclusion

Establishing a Literate EnvironmentEstablishing a Literate Environment Getting to Know Literacy LearnersGetting to Know Literacy Learners

Cognitive and noncognitiveCognitive and noncognitive

Selecting TextSelecting Text Interest, variety, style, formInterest, variety, style, form

Literacy Lesson: Interactive PerspectiveLiteracy Lesson: Interactive Perspective Strategic processors and thinkers Strategic processors and thinkers metacognition metacognition

Literacy Lesson: Critical and Response Literacy Lesson: Critical and Response PerspectivesPerspectives Examine, judge and evaluate textExamine, judge and evaluate text Experience and respond to readingExperience and respond to reading

ReferencesReferences Afflerbach, P. (2007). Afflerbach, P. (2007). Understanding and using reading assessment, K–12Understanding and using reading assessment, K–12. .

Newark, DE: Newark, DE: International Reading Association.International Reading Association. Blakey, E. and Spence, S. (2011). Developing metacognition. Retrieved from Blakey, E. and Spence, S. (2011). Developing metacognition. Retrieved from

Education.com website: Education.com website: http://www.education.com/reference/article/Ref_Dev_Metacognition/ http://www.education.com/reference/article/Ref_Dev_Metacognition/

Laureate Education, Inc. (Executive Producer). (2010a). Analyzing and Laureate Education, Inc. (Executive Producer). (2010a). Analyzing and selecting text [Webcast]. selecting text [Webcast]. The Beginning Reader, PreK-3The Beginning Reader, PreK-3. Baltimore, . Baltimore,

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

[Webcast]. [Webcast]. The Beginning Reader, PreK-3The Beginning Reader, PreK-3. Baltimore, MD: Author.. Baltimore, MD: Author. Laureate Education, Inc. (Executive Producer). (2010c). Getting to know your Laureate Education, Inc. (Executive Producer). (2010c). Getting to know your

students [Webcast]. students [Webcast]. The Beginning Reader, PreK-3The Beginning Reader, PreK-3. Baltimore, MD: . Baltimore, MD: Author.Author.

Laureate Education, Inc. (Executive Producer). (2010d). Informational text in Laureate Education, Inc. (Executive Producer). (2010d). Informational text in the the early years [Webcast]. early years [Webcast]. The Beginning Reader, PreK-3The Beginning Reader, PreK-3. Baltimore, MD: . Baltimore, MD: Author.Author.

Laureate Education, Inc. (Executive Producer). (2010e). Perspectives on Laureate Education, Inc. (Executive Producer). (2010e). Perspectives on literacy literacy learning [Webcast]. learning [Webcast]. The Beginning Reader, PreK-3The Beginning Reader, PreK-3. Baltimore, . Baltimore, MD: Author.MD: Author.

Laureate Education, Inc. (Executive Producer). (2010f). Strategic processing Laureate Education, Inc. (Executive Producer). (2010f). Strategic processing [Webcast]. [Webcast]. The Beginning Reader, PreK-3The Beginning Reader, PreK-3. Baltimore, MD: Author.. Baltimore, MD: Author.

Snedden, R. (1993). Snedden, R. (1993). What is a mammal?.What is a mammal?. San Francisco: Sierra Club Books for San Francisco: Sierra Club Books for Children.Children.

ReferencesReferences Tompkins, G. E. (2010). Tompkins, G. E. (2010). Literacy for the 21st century: A balanced Literacy for the 21st century: A balanced

approachapproach (5th ed.). (5th ed.). Boston: Allyn & Bacon.Boston: Allyn & Bacon. Walden University. (2011). Week 6 Application. Retrieved from Walden University. (2011). Week 6 Application. Retrieved from

http://sylvan.live.ecollege.com/ec/crs/default.learn?http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4889516&SurvCourseID=4889516&Survey=1&47=7539623&ClientNodeID=984650&coursenav=1&bhcpey=1&47=7539623&ClientNodeID=984650&coursenav=1&bhcp=1=1

literate environment analysis presentation

Education

texts texts

knowledge of students

students independent

students interests

informational texts

texts literacy lesson

selected group of students

students strategic processing