Literate Environment Analysis

Adam HolsombackWalden University

 Dr. Martha Moore

READ 6706: Literacy Development PreK-3Summer 2015

Table of Contents

• Getting to Know Emergent & Beginning Literacy Learners, P-3

• Selecting Text • Emergent Literacy Learner Lesson• Beginning Literacy Learner Lesson• Reflection• References

Getting to Know Emergent & Beginning Literacy Learners, P-3

• Teachers must take the time to get to know their students in order for them to become good readers and writers.

• Having academic and cultural background knowledge helps teachers connect with their students in engaging and exciting ways.

• The physical environment and instructional practices have a huge impact on the literacy environment and students’ attitude.

Getting to Know Emergent & Beginning Literacy Learners, P-3 (Cont.)

• Assessing students’ cognitive and non-cognitive abilities gives teachers pertinent information they can use to make important instructional decisions (Afflerbach, 2012).

• What to assess with Emergent Literacy Learners: oral language development, listening ability, concepts about print, phonemic awareness, letter knowledge, and alphabetic principle knowledge.

• What to assess with Beginning Literacy Learners: alphabet and letter name knowledge, phonics and decoding knowledge, and reading fluency.

Selecting Text

• It is important teachers select a proper balance of linguistic, semiotic, narrative, and informational text; ranging from easy to hard.

• Fortunately, texts today come in many forms, from printed books to digital media, and all have a place in the literacy classroom (Laureate Education, 2014).

Selecting Text (Cont.)

• Using a literacy matrix maxes it easier for teachers to select texts. A literacy matrix is an instructional tool used for analyzing and selecting texts (Laureate Education, 2014).

Emergent Literacy Learner Lesson

• The theme I chose to address was, Change with emphasis on the seasons and weather conditions.

• The Common Core State Standards (CCSS) I addressed through this lesson were: ELAGSE1RL1: Ask and answer questions about key details in a text. S1E1. Students will observe, measure, and communicate weather data to see patterns in weather and climate. a. Identify different types of weather and the characteristics of each type (Council of Chief State School Officers [CCSSO] & National Governors Association [NGA], 2010).

Emergent Literacy Learner Lesson (Cont.)

• Learning Objectives: The students will be able to correctly summarize the information they learned from an instructional lesson and their textbook, by writing in their journal; remembering to include “key” vocabulary words, as well as identifying three main points that support their summarization, by scoring at least 16/20 on a rubric.

• Activity: The students will summarize a pre-selected text, by writing in their reading journal; remembering to include key vocabulary words, as well as identify three main points that support their summarization.

Beginning Literacy Learner Lesson

• The theme I chose to address was, Change with emphasis on the seasons and weather conditions.

• The Common Core State Standards (CCSS) I addressed through this lesson were: ELAGSE1RI8: With prompting and support, read informational texts appropriately complex for grade 1. S1E1. Students will observe, measure, and communicate weather data to see patterns in weather and climate. a. Identify different types of weather and the characteristics of each type (CCSSO & NGA, 2010).

Beginning Literacy Learner Lesson (Cont.)

• Learning Objectives: The students will be able to correctly summarize the information they learned from an informational text (grade-level), by writing in their journal; remembering to include “key” vocabulary terms, as well as three main points to support their summarization, by scoring at least 16/20 on a rubric.

• Activity: After students complete their summaries, I would have them create a poster board with a partner. The students must be able to identify and define each of the seasons, and common weather patterns that typically occur in each of them. Moreover, the weather patterns need to have some form of visual representation that corresponds with their written definitions.

Reflection

Feedback from colleagues:• Detailed and contained valuable information.• Organized and easy to follow.

Personal reflection:• Overall, I am quite satisfied with my digital story. It clearly

shows my growth as a literacy instructor and how I progressed from the beginning to the end of this course. Most importantly, I am proud my digital story was concise, while still managing to present quality research.

References

• Afflerbach, P. (2012). Understanding and using reading assessments: K–12 (2nd ed.). Newark, DE: International Reading Association.

• Council of Chief State School Officers and National Governors Association. (2010). Common core state standards.  Retrieved from http://www.corestandards.org/

• Laureate Education (Producer). (2014). Analyzing and selecting texts [Video file]. Baltimore, MD: Author.