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Literacy presentatin

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Rachel Stahl

This document discusses different perspectives on literacy and creating a literate environment for students. It examines creating print-rich environments, assessing students' literacy skills, selecting appropriate texts, and using interactive and critical literacy techniques in lessons. Specific strategies are outlined, such as guided reading and think-alouds. Feedback is solicited on insights gained around literacy instruction and supporting students' literacy development.

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Literate Environment Analysis By Rachel Stahl Walden University EDUC 6706-The Beginning Reader Instructor- Gina Pink
What is a Literate Environment? Literacy is a process that begins in infancy and continues into adulthood, if not throughout life. (Tompkins, 2010). A print and language rich environment (Tompkins, 2010). Children develop skills to communicate through speaking, listening, reading, and writing (Tompkins, 2010).
Getting to Know Literacy Learners Non-Cognitive Assessments: Teacher observations, Student Interviews, Interest Surveys (Laureate Education, 2010b). Cognitive Assessments: DRA, DIBELS, Running Records (Laureate Education, 2010b).
Selecting Texts Elements to consider: difficulty, readability, text length, text structure, size of print, visual support, content density (Laureate, 2010a) LLiinngguuiissttiicc NNaarrrraattiivvee IInnffoorrmmaattiioonnaall SSeemmiioottiicc Literacy Matrix -Helps teachers notice text patterns in their classroom. -Helps teachers achieve a literature balance. -Helps teachers fit texts to met their goals. (Laureate Education, 2010a)
Interactive Literacy Perspective Teaches students how to read and to be strategic processors and thinkers (Laureate Education, 2010c). Examples: Guided Reading, Read Alouds, Think Alouds, Alphabet Books, Rhyming Books, Word Families, Word Sorts, Word Hunts, Sight Word Games (Laureate Education, 2010c).
Literacy Lesson: Interactive Perspective Objectives:I wanted my students to practice reading at their instructional level and be able to retell the story with scaffolding from me. I also wanted them to be able to answer comprehension questions about the story after reading on their own (Laureate Education, 2010d). Procedure:I used the guided reading technique from Laureate Education. This technique uses many of the 5 pillars of literacy instruction. There is vocabulary, reading on own, predicting, comprehending, and writing. The teacher can also conduct a running record while students are reading on their own (Laureate Education, 2010d). Outcome:All four students are now very good at reading for understanding. While they were reading on their own, I realized that they need to learn word attack skills through scaffolding and think alouds.
Critical and Response Literacy Perspective Literacy Perspective Critical Perspective:Examining a text through critical thinking (Laureate Education, 2010c). Response Perspective:Experiencing and responding to a text. Examples: Journaling, Dramatic Response, Artistic Response, Multisensory Experiences. (Laureate Education, 2010c).
Literacy Lesson: Critical and Response Perspective Critical and Response Perspective Objectives:I wanted my students to build upon what they had learned in the previous snowmen lesson to critically examine a fiction text in a small group setting. After reading they would have time to respond to the text through an artistic response. Procedure:I read the story to the students so that they could focus on listening instead of trying to figure words out. While reading we could critically examine why it is not possible for snowmen to do what the book was suggesting. At the end of the story, students would right about what a snowmen actually does at night. Outcome:All four students did a great job critically examining the text. They need a lot more practice critically examining texts. I will incorporate close reading lessons to help them become more familiar.
Feedback What insights did you gain about literacy and literacy instruction from viewing this presentation? How might the information presented change your literacy practices and your literacy interactions with students? In what ways can I support you in 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 for me?
References Laureate Education, Inc. (Executive Producer). (2010a). Analyzing and selecting text. Baltimore: Author Laureate Education, Inc. (Executive Producer). (2010b). Getting to know your students. Baltimore: Author Laureate Education, Inc. (Executive Producer). (2010c). Perspective on Literacy Learning. Baltimore: Author Laureate Education, Inc. (Executive Producer). (2010c). Guided Reading. Baltimore: Author Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach. Boston: Allyn & Bacon. (5th ed.)

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Literacy presentatin

  • 1. Literate Environment Analysis By Rachel Stahl Walden University EDUC 6706-The Beginning Reader Instructor- Gina Pink
  • 2. What is a Literate Environment? Literacy is a process that begins in infancy and continues into adulthood, if not throughout life. (Tompkins, 2010). A print and language rich environment (Tompkins, 2010). Children develop skills to communicate through speaking, listening, reading, and writing (Tompkins, 2010).
  • 3. Getting to Know Literacy Learners Non-Cognitive Assessments: Teacher observations, Student Interviews, Interest Surveys (Laureate Education, 2010b). Cognitive Assessments: DRA, DIBELS, Running Records (Laureate Education, 2010b).
  • 4. Selecting Texts Elements to consider: difficulty, readability, text length, text structure, size of print, visual support, content density (Laureate, 2010a) LLiinngguuiissttiicc NNaarrrraattiivvee IInnffoorrmmaattiioonnaall SSeemmiioottiicc Literacy Matrix -Helps teachers notice text patterns in their classroom. -Helps teachers achieve a literature balance. -Helps teachers fit texts to met their goals. (Laureate Education, 2010a)
  • 5. Interactive Literacy Perspective Teaches students how to read and to be strategic processors and thinkers (Laureate Education, 2010c). Examples: Guided Reading, Read Alouds, Think Alouds, Alphabet Books, Rhyming Books, Word Families, Word Sorts, Word Hunts, Sight Word Games (Laureate Education, 2010c).
  • 6. Literacy Lesson: Interactive Perspective Objectives:I wanted my students to practice reading at their instructional level and be able to retell the story with scaffolding from me. I also wanted them to be able to answer comprehension questions about the story after reading on their own (Laureate Education, 2010d). Procedure:I used the guided reading technique from Laureate Education. This technique uses many of the 5 pillars of literacy instruction. There is vocabulary, reading on own, predicting, comprehending, and writing. The teacher can also conduct a running record while students are reading on their own (Laureate Education, 2010d). Outcome:All four students are now very good at reading for understanding. While they were reading on their own, I realized that they need to learn word attack skills through scaffolding and think alouds.
  • 7. Critical and Response Literacy Perspective Literacy Perspective Critical Perspective:Examining a text through critical thinking (Laureate Education, 2010c). Response Perspective:Experiencing and responding to a text. Examples: Journaling, Dramatic Response, Artistic Response, Multisensory Experiences. (Laureate Education, 2010c).
  • 8. Literacy Lesson: Critical and Response Perspective Critical and Response Perspective Objectives:I wanted my students to build upon what they had learned in the previous snowmen lesson to critically examine a fiction text in a small group setting. After reading they would have time to respond to the text through an artistic response. Procedure:I read the story to the students so that they could focus on listening instead of trying to figure words out. While reading we could critically examine why it is not possible for snowmen to do what the book was suggesting. At the end of the story, students would right about what a snowmen actually does at night. Outcome:All four students did a great job critically examining the text. They need a lot more practice critically examining texts. I will incorporate close reading lessons to help them become more familiar.
  • 9. Feedback What insights did you gain about literacy and literacy instruction from viewing this presentation? How might the information presented change your literacy practices and your literacy interactions with students? In what ways can I support you in 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 for me?
  • 10. References Laureate Education, Inc. (Executive Producer). (2010a). Analyzing and selecting text. Baltimore: Author Laureate Education, Inc. (Executive Producer). (2010b). Getting to know your students. Baltimore: Author Laureate Education, Inc. (Executive Producer). (2010c). Perspective on Literacy Learning. Baltimore: Author Laureate Education, Inc. (Executive Producer). (2010c). Guided Reading. Baltimore: Author Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach. Boston: Allyn & Bacon. (5th ed.)