read 6706 course project
TRANSCRIPT
LITERATE ENVIRONMENT ANALYSIS PRESENTATION
Jean MayWalden University
Mrs. EastonREAD 6706- Literacy Development PreK-3
August 8, 2016
Running head: PRESENTATION 1
I. Getting to Know Emergent and Beginning Literacy Learners■ Assessments: Give teachers a starting point for instruction.
We need to take data, analyze and improve our instruction.– Non-cognitive factors■ Reading inventory and writing inventory– Cognitive factors■ Emergent Reader: Phonemic Awareness, Concepts of Print, Oral language■ Beginning Reader: Fluency, Phonics, Comprehension
■ “Your job as a teacher is to locate where each child is in his or her development so you can offer appropriate instruction to continue growth and fill any learning gaps” (Reutzel & Cooter, 2016, p11).
PRESENTATION 2
II. Selecting Text■ Text matrix– Linguistic to Semiotic– Narrative to Informational
■ Students need exposure to all texts and text difficulties.■ Informational texts are critical: these texts prepare students to be successful in the workforce.■ Texts linguistic informational and linguistic narrative are typically more difficult than semiotic
narratives and semiotic informational texts.
– Laureate Education (Producer). (2014a). Analyzing and selecting texts [Video file]. Baltimore, MD: Author.
PRESENTATION 3
III. Emergent Literacy Learner Lesson■ Research Based Strategies: each strategy is used based
on the learner’s needs, interests, and abilities. ■ Read Aloud: Helps students see an appropriate reading model, develop
fluency, build vocabulary and have access to texts they cannot read on their own.
■ Independent Reading: Gives students individual interactions with texts and develops concepts of print.
■ Alphabetic Principle: “Letter name learning is vital for young students to make progress in early reading” (Reutzel & Cooter, 2016, p117).
■ Listing: Brainstorming technique to develop comprehension.■ Gradual Release of Responsibility: Starts with teacher directing lesson and
decreases teacher support to have students complete the application by themselves.
■ Picture Sort: Helps students build and practice their phonemic awareness skills.
PRESENTATION 4
IV. Beginning Literacy Learner Lesson■ Research-Based Strategies: All strategies are chosen
based on the strengths and needs of the student. ■ Read Aloud: Gives student an appropriate reading and writing model, develops
comprehension and predicting. ■ Independent Reading: Gives the student practice with the text. Beginning readers
need as much practice as possible reading independently to build fluency. ■ Comparing Texts: Helps students make connections between books and build
more information on a topic. Engages students in reading different text structures.
■ Questioning/Comprehension: Gives a purpose to reading. Students need to be taught explicitly how to understand what they are reading and develop critical thinking skills.
■ Independent Writing: Give students a chance to practice what they have learned and connect reading and writing together. “Writing, like reading is a skill and we get better at it with regular practice” (Reutzel & Cooter, 2015, p329).
PRESENTATION5
V. Reflection Emergent Beginning
• Read Aloud• Print-Rich Environment• Language-Rich
Environment• Questioning: Develop
critical thinking • Explicit Instruction• Need many writing
opportunities that connect to reading
• Vocabulary growth: Oral conversations
• Need phonics, phonemic awareness, vocabulary, fluency, comprehension and writing instruction
• Teacher-directed lessons
• Phonemic awareness is key in this stage
• Matching letters and sounds
• Writing- scribbles, circles and lines
• Vocabulary: sight words
• Pretend reading by using pictures
• Alphabetic Principle• Concepts of Print
• Learning how to read independently
• Developing ability to decode
• Need reading and writing practice
• Vocabulary growth: independent reading and word walls
• CVC words/word families/patterns
• Writing: No editing, uses letters, words and sentence structure
PRESENTATION 6
ReferencesLaureate Education (Producer). (2014a). Analyzing and selecting texts [Video file].
Baltimore, MD: Author.Reutzel, D. R., & Cooter, R. B., (2015). Teaching children to read: The teacher makes the
difference (7th ed.). Boston, MA: Pearson.Reutzel, D. R., & Cooter, R. B., Jr. (2016). Strategies for reading assessment and
instruction: Helping every child succeed (5th ed.). Boston, MA: Pearson.
PRESENTATION 7