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Literate Environment Analysis Jennifer ScottWalden UniversityProfessor Donna BialahEDUC -6707-6, The beginning Reader, Prek-3
As Tompkins (2010) states, “The goals of literacy instruction is to ensure that all students achieve their full potential” (pg.5).
Creating a literacy environment
Utilizing a balanced literacy approach, students are presented with the opportunity to be successful literacy learners.
Students interests and academic levels are assessed to determine appropriate literacy learning activities and texts.
Texts are selected by taking into consideration the literacy matrix and the diverse needs of students.
The interactive, critical and responsive perspectives within the Framework for Literacy Instruction is utilized to facilitate literacy learning.
Researched based practices are implemented to create an optimal literacy environment.
Gaining feedback from colleagues from my professional learning community and parents will ensure student literacy success.
As Tompkins (2010) suggests, teachers use assessments to support instruction and it is an ongoing part of both teaching and learning.
Getting to Know Literacy Learners
Analysis of research based practice
Utilizing non-cognitive and cognitive assessments within the classroom provides valuable insight into my students academic skills, interests, and cultural backgrounds. This valuable information is used to guide my instruction
and adjust my lessons activities to provide a optimal literacy learning environment.
These assessments allow me to differentiate my instruction to provide small guided level reading groups and literacy activities to facilitate student literacy learning.
Non-cognitive and cognitive assessments utilized
Cognitive Assessments Running Records Spelling inventory Word recognition list Reading inventoryNon-cognitive Assessments Elementary Reading Attitude Survey (Johns, J. L. &
Lenski, S. D., 1994) Parent/Teacher Survey Informal interview
As Afflerbach (2007) mentions, we need high quality assessments that focus on the process and products of student reading. Assessment should allow teachers to better understand their students and adjust instruction for student learning.
Getting to know literacy learners
Research to support non-cognitive and cognitive
assessments
Selecting TextAs Douglas Hartman suggests, teachers need to select text based on the needs of students and strike a balance between narrative and informational text. (Laureate Education, Inc., 2010).
Selecting Text Using a Literacy Matrix
Utilizing a literacy matrix , as mentioned by Dr. Douglas Hartman can allow an educator to select text for narrative and informational reading while defining the linguistic and semiotic attributes of a story (Laureate Education, Inc., 2010).
Selecting Text Analysis of selecting text
Analyzing and select text according to the literacy matrix tool
Choosing text that ensure a balance in literacy instruction: narrative, informative and digital.
Using non-cognitive and cognitive assessments to match students reading levels and interests to text.
Text factors are considered when selecting text.
Selecting TextResearch to support selecting text
As Tompkins (2010) mentions, teacher select books that students can read at their instructional level to support students reading and their use of reading strategies.
In the article, “Reading adventures online: Five ways to introduce the new literacies of the Internet through children’s literature,” it suggests that online text provide opportunities for students to build their understanding of story structures and introduce new ways to develop online navigation skills (International Reading Association, 2006).
As Marzano (2010) mentions, the best teachers find texts that make their subject interesting with big ideas and clear performance goals.
Literacy Lesson: Interactive perspective
As suggested by Dr. Janice Almasi, the interactive perspective is teaching
students to be strategic processors and thinkers (Laureate Education, Inc., 2010).
Literacy Lesson: Interactive Perspective
Framework for Literacy InstructionInteractive perspectiveReading and writing accurately, fluently, and with comprehension.Being strategic and metacognitive readers and writers.LearnersUse a variety of informal and formal assessments to determine areas of strength and need in literacy development.TextDetermine texts of the appropriate types and levels of difficulty to meet literacy goals and objectives for students.Instructional PracticesUse instructional methods that address the cognitive and affective needs of students and the demands of the particular text.Promote students’ independent use of reading strategies and skills.
Literacy Lesson: Interactive Perspective, Lesson Foundations
Lesson Foundations
Pre-assessment (including cognitive and noncognitive measures): The cognitive
assessments utilized- running records, word recognition and spelling inventory. The
non-cognitive assessments utilized - Elementary Reading Attitude Survey, parent
survey and teacher observation.
Curricular Focus, Theme, or Subject Area: The curricular focus is related to the
science common core standards. The theme is animal’s needs and environment.
State/District Standards: English Language Arts Standards RI.K. 10 Actively engage
in group reading activities with purpose and understanding, RI. K. 1. With
prompting and support, ask and answer questions about key details in a text. RI. K.
4. With prompting and support, ask and answer questions about unknown words in
a text.
Learning Objectives: Students will use pre-reading strategies to identify and list
prior knowledge about night animals. They will identify and recall high frequency
words within the text. Students will read with purpose and monitor comprehension
by responding to questions. Then, students will write multiple sentences about
animals within the text.
Adaptations for ELLs, Students with Special Needs, and/or Struggling Readers:
Vocabulary picture cards will be used to clarify unfamiliar vocabulary within text.
Perspective(s) addressed in this lesson (Interactive, Critical, and/or Response):
Interactive, Critical and Response
Texts: Non-fiction text Night Animals by Terry Patterson from www.readingk-2.com
Other Materials/Technology/Equipment/Resources: Vocabulary cards, chart paper,
pens, response journals
Grouping structures (one-on-one, small group, whole class): Small group guided
reading instruction.
Lesson SequenceLesson Sequence
Learning Activities Assessment Opportunities
Introduction/Anticipatory Set
Teacher and students will brainstorm and list prior
knowledge about animals on a graphic organizer called a
circle map in black ink. Then, the teacher will frontload
targeted vocabulary (active, shines, dark, night, day)
with picture cards and high frequency words (some,
these, when, most, them, find) that are found in text to
assist in fluency and comprehension. Next, through a
picture walk students will make predictions about the
story and highlight key concepts. The teacher will read
the title and discuss cover illustrations and the language
patterns within the story. Prediction questions will be
asked: What do you think animals do at night? What are
the different places they might live? Finally, the
students will review reading strategies by referencing
previously taught strategies listed on a poster entitled
What good readers do.
The teacher will be able to access prior
knowledge of animals through teacher
observation. This information will be
beneficial to determine if students have
an understanding of text content and
high frequency words. Anecdotal notes
will be taken as teacher observes
students within the learning activities.
Building/Applying knowledge and skills
Building/Applying Knowledge and Skills
For the first read of the text through a small group
guided reading experience students will read the text
simultaneously using one to one correspondence. The
teacher will pause and ask inference questions about
the text: What makes night animals special? What do
these animals do during the day? Where do night
animals live? While they are reading, students will
monitor their reading for understanding of text. They
will clarify and identify difficulties with text by
restating, re-reading and reading on to check for
understanding. Teacher will provide support to
students with monitoring strategies and decoding
through prompt/praise support as needed.
The teacher will assess
student’s fluency, word attack
and use of reading strategies
as students read the text.
Through anecdotal records,
the teacher can re-teach and
adjust the following lessons to
meet the needs of students
within the group.
Synthesis/ClosureSynthesis/Closure
After reading the story, the students will discuss and
connect prior knowledge to new knowledge. The
teacher will ask students to retell the animals that
were in the story, where they live and how they live.
The new information learned about night animals will
be written on the circle map with a blue pen to
denote the new knowledge gained through reading
the text. Clarification will be made regarding
monitoring text and student’s understanding of
difficult vocabulary within the text. Students will
review the text and highlight with a yellow crayon
the high frequency words and targeted vocabulary.
Teacher will assess students
understanding of text and use
of reading strategies through
teacher observation and
anecdotal notes. If needed,
teacher will assess student’s
reading level and make
adjustments if needed for
future lessons.
Extension/Enrichment/Transfer of Generalization of knowledge
Extension/Enrichment/Transfer of Generalization of Knowledge:
Students will extend their knowledge gained through reading the text
about animals in their response journals. Students will write multiple
sentences about one animal that was within the text and draw a
picture. The responses can be shared in the small group during
independent reading time in the author’s chair.
Literacy Lesson: Interactive Perspective
Analysis Implementation of the components of the reading process
fostered the literacy development of students: Phonemic awareness, word identification, fluency, vocabulary, comprehension.
Five stages of the reading process is considered for literacy instruction: activating prior knowledge, reading, responding, exploring and applying.
Five types of reading are utilized for quality literacy instruction: independent reading, buddy reading, guided reading, shared reading and reading aloud to students.
Students utilize their metacognitive skills to reflect and have control over their reading and understanding of text.
Literacy Lesson: Interactive Perspective
Research that supports the Interactive Perspective
As Tomkins (2010) mentions, both reading and writing are a process that begin during pre-reading as students activate their background knowledge and preview the text, and it continues as students read, respond, discover and apply their reading.
As Johns and Lenski state (2004),”Our goal as teachers is to instruct students, both directly and indirectly, about which strategies are appropriate for a reading task, how to use the strategy, and how to determine the effectiveness of the strategy”(pg. 299).
As Dr. Janice Almasi suggests, the ultimate goal of the interactive perspective is to teach students how to be literate learners who can navigate the textual world independently (Laureate Education, Inc., 2010).
Literacy Lesson: Critical and Response Perspectives
Dr. Janice Almasi suggests, students need to connect with text in life changing ways
and learning occurs when students are given opportunities to share their feelings and emotions about text they have read
(Laureate Education, Inc., 2010).
Literacy Lesson: Critical and Response PerspectivesFramework for Literacy Instruction
Critical PerspectiveJudging, evaluating, and thinking critically about textLearnersFind out about ideas, issues, and problems that matter to students.Understanding the learner as a unique individualTextsSelect texts that provide opportunities for students to judge, evaluate, and think critically.Instructional PracticesProvide opportunities fro students to read, react, and formulate a personal response to text.
Literacy Lesson: Critical and Response Perspectives Lesson Foundation
Lesson Foundations
Pre-assessment (including cognitive and noncognitive measures): The
cognitive assessments utilized- running records, word recognition and
expressive vocabulary test. The non-cognitive assessments utilized -
Elementary Reading Attitude Survey, parent survey and teacher observation.
Curricular Focus, Theme, or Subject Area: The curricular focus is related to
social studies. The theme of this lesson is about respecting people as
individuals and self-esteem.
State/District Standards: English Language Arts Standards RI.K. 10 Actively
engage in group reading activities with purpose and understanding, RI. K. 1.
With prompting and support, ask and answer questions about key details in a
text. W.K.1. Use a combination of drawing, dictating, and writing to compose
an opinion piece in which they tell a reader a topic or the name of the book they
are writing about and state an opinion or preference about the topic or book.
Learning Objectives: Students will activate their prior knowledge to
identify and list describing words about positive feelings about
themselves. They will recall key vocabulary and identify characters
actions within a text related to the theme of feelings and actions. Then,
students will choose a vocabulary word that describes something positive
about themselves as individuals and write multiple sentences and
illustrate.
Adaptations for ELLs, Students with Special Needs, and/or Struggling
Readers: Vocabulary picture cards will be used to clarify unfamiliar
vocabulary within text.
Perspective(s) addressed in this lesson (Interactive, Critical, and/or
Response): Critical and Response.
Texts: Narrative text called I’m Gonna Like me Letting off a little self-
esteem, by Jamie Lee Curtis & Laura Cornell. The text falls in the critical
and response perspective on the framework for literacy instruction.
Other Materials/Technology/Equipment/Resources: Vocabulary cards,
chart paper, pens, response journals
Grouping structures (one-on-one, small group, whole class): Small group
interactive reading instruction.
Lesson SequenceLearning Activities Assessment Opportunities
Introduction/Anticipatory Set
Teacher and students will brainstorm and
list prior knowledge about positive words
to describe themselves (I am…) on a
graphic organizer called a circle map in
black ink. Then, the teacher will frontload
targeted vocabulary (brave, sharing,
strong, friend, safe) with picture cards
that are found in text to assist in
comprehension. Next, students will make
predictions about the story as the teacher
reads the title and discuss the cover
illustrations of the story. Prediction
questions will be asked: What makes the
characters on the cover different? What
are some things that are the same about
the characters? What do you think they
are going to like about themselves?
The teacher will be able to
access prior knowledge
about vocabulary related
to caring and self-esteem
through teacher
observation. This
information will be
beneficial to determine if
students have an
understanding of text
content and the stories
message.
Building/Applying Knowledge and Skills
Building/Applying Knowledge and Skills
Through the interactive procedure the teacher will
read aloud the text with student involvement. While
reading the story to the students, the teacher will
pause and ask inference questions about the text:
What are some things that the characters like about
themselves? What are some of the words they are
using to describe themselves? What good things are
the girl and boy doing in the story for friends and
family? How do the characters feel about themselves
at the end of story? Why do they feel happy?? While
the teacher is reading and pausing to discuss the
text, she will monitor their understanding of text.
The teacher will clarify and identify difficulties with
comprehension by restating, re-reading and reading
on to check for understanding.
The teacher will assess students
understanding of concepts within
the lesson by utilizing
observations of student’s
interaction during the reading of
the text. Anecdotal notes will be
made to determine if students
connected to intended lesson
objectives.
Synthesis/ClosureSynthesis/Closure
After reading the story, the students will
discuss and connect prior knowledge to
new knowledge. The teacher will ask
students to retell the feeling words that
were used within the text and discuss
what the characters did in the story to
show that they were happy to be
themselves. Then, on the circle map
new information learned about feelings
will be added in blue ink to denote new
learned information about the topic.
Teacher will assess students
understanding of the lessons
concepts through teacher
observation and anecdotal
notes.
Extension/Enrichment Transfer of Generalization of KnowledgeExtension/Enrichment/Transfer of Generalization of Knowledge: Students will extend their knowledge gained through reading the text about positive feelings about being self-confident about who they are as individuals in their response journals. Students will write multiple sentences about themselves using the frame I am… and draw a picture to match the writing. The responses can be shared in the small group during independent reading time in the author’s chair.
Literacy Lesson: Critical and Response Perspectives
Analysis of Critical and Response Perspectives
Chose quality text that evoke emotional discussion and responses about stories topics.
Carefully plan literacy lessons that implement the critical and response perspectives to give students an opportunity to think deeply about text.
Afford the opportunity for students to think critically about their place in the world as responsible members of society through responding to text.
Literacy Lesson: Critical and Response Perspectives
ResearchAs Tompkins (2010)suggests, teachers use grand conversations to have students share their personal responses and tell what they liked about the text. Students make connections between the text and their own lives or to other literature they have read.
As Dr. Janice Alamsi suggests, when students are allowed to respond to text they will understand, and grow as readers and as a person (laureate Education, Inc., 2010).
Feedback from colleagues and Family Members of Students
Questions What insights did you gain about literacy and
literacy instruction from viewing this presentation? How might the information presented changed
your literacy practices and/or your literacy interactions with your students?
In what ways can I support you in the 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?
ReferencesAfflerbach, P. (2007). Understanding and using reading assessment, k-12. Newark, DE: International
Reading Association.Castek, J., Bevans-Mangelson, J. & Goldstone, B. (2006). Reading adventures online: Five ways
to introduce the new literacies through children’s literature. The Reading Teacher,59(7).
Johns, J.L. & Lenski, S.D. (1994). Improving reading: A handbook of strategies. Dubuque, IO: Kendall/Hunt Publishing Company.Laureate Education, Inc. (Producer). Selecting and analyzing text. In The beginning reader,prek-3. Retrieved from https://class.waldenu.edu/webapps/Laureate Education, Inc. (Producer). Critical perspective. In The
beginning reader, prek-3. Retrieved fromhttps://class.waldenu.edu/webapps/ Laureate Education, Inc. (Producer). Perspectives on literacy. In The beginning reader, prek-3.
retrieved from https://class.waldenu.edu/webapps/Laureate Education, Inc. (Producer). Response perspective. In The beginning
reader, prek-3. Retrieved from https://class.waldenu.edu/webapps/Marzano, R. J. (Ed). (2010). On excellence in teaching. Bloomington, IN: Solution Tree press.Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach
(5th ed.). Boston, MA: Allyn & Bacon.