APP7presentation

Literate Environment Analysis Presentation: 

Literate Environment Analysis Presentation Christine Mercer Walden University The Beginning Reader PreK-3 EDUC 6706 Dr. Denise Love December 18, 2011

Creating a Literate Environment: 

Creating a Literate Environment Getting to Know Literacy Learners Selecting Texts Literacy Lesson: Interactive Perspective Literacy Lesson: Critical & Response Perspective Feedback from Colleagues and Family Members of Students References

Getting to Know Literacy Learners: 

Getting to Know Literacy Learners Cognitive Assessments Identify students’ independent and instructional reading abilities (Laureate Education, Inc., 2009a) Allow educators to provide individualized instruction based on student need Examples of Cognitive Assessments Dynamic Indicator of Basic Early Literacy Skills (DIBELS) (The University of Oregon Center on Teaching and Learning, n.d.) Observation Survey of Early Literacy Achievement (Clay, 2006) Running Records “Reading inventories provide us with the means to assess and evaluate many of these diverse aspects of students’ reading performance and growth.” (Afflerbach, 2007, p. 27)

Getting to Know Literacy Learners (Continued): 

Getting to Know Literacy Learners (Continued) Cognitive assessment administered in selected small group Dynamic Indicator of Basic Early Literacy Skills (DIBELS) Nonsense Word Fluency (NWF) Letter Naming Fluency (LNF) Phoneme Segmentation Fluency (PSF) (The University of Oregon Center on Teaching and Learning, nd ). Results showed: Students scored below the target in all three areas

Getting to Know Literacy Learners (Continued): 

Getting to Know Literacy Learners (Continued) Noncognitive Assessments Provide information about students which contributes to their literacy success (Afflerbach, 2007) Information gained includes that of self-concept, motivation, attitudes, interests and attributions (Afflerbach, 2007, Laureate Education, Inc., 2008b) Examples of Noncognitive Assessments Early Reading Attitude Survey (ERAS) (McKenna & Kear, 1990) Interest Surveys Motivation to Read Profile (MRP) (Gambrell et al., 1996)

Getting to Know Literacy Learners (Continued): 

Getting to Know Literacy Learners (Continued) Noncognitive Assessment used with selected small group Early Reading Attitude Survey (ERAS) (McKenna & Kear, 1990) Results indicated: all three students’ recreational motivation to read was higher than their academic motivation to read. all three had low motivation to read overall. Conversations with students (Laureate Education, Inc., 2008b) Results indicated: All three students enjoy playing outdoors and are excited for snow.

Selecting Texts: 

Selecting Texts The Literacy Matrix linguistic hard narrative informational easy semiotic Readability concept density text length text structure number of words per page font size (Laureate Education, Inc., 2009c)

Selecting Texts (continued): 

Selecting Texts (continued) Texts selected for selected small group The Little Snowman (Giles, 1997) The Snowman (Briggs, 1978) Snow is Falling (Branley, 2000) Lewis Cardinal’s First Snow (Johnson, 2009) online text from Tumblebooks Library (http://www.tumblebooks.com/library/asp/full_book.asp?ProductID=224)

Interactive Perspective Lesson: 

Interactive Perspective Lesson What is it? Reading and writing with fluency, accuracy and comprehension Being strategic and metacognitive readers and writers Instructional methods that address needs of students and the textual demands Supports students’ independent use of strategies (Laureate Education, Inc., 2009d)

Interactive Perspective Lesson (Continued): 

Interactive Perspective Lesson (Continued) Lesson with selected small group Guided reading lesson using the text The Little Snowman (Giles, 1997) Using background knowledge to support comprehension Explicit instruction on word recognition to increase comprehension Taking students back to a point in the text to talk about their thinking to raise metacognition (Laureate Eduction, Inc., 2009d, Tompkins, 2010)

Response & Critical Perspective Lesson: 

Response & Critical Perspective Lesson What is Critical Perspective? Judging, evaluating and thinking critically about text (Laureate Education, Inc., 2009e) What is Response Perspective? Students generate personal and or emotional responses (Laureate Education, Inc., 2009f) Instruction within the critical perspective “has the potential to give students the opportunity to read the word so that they can read the world.” (Fehhring & Green, 2001)

Response & Critical Perspective Lesson (Continued): 

Response & Critical Perspective Lesson (Continued) Lesson with selected small group Snow is Falling (Branley, 2004) The topic, snow, is one that all three students have personal experience with and feelings about. Bookmark Technique (McLaughlin & DeVoogd, 2004). Most interesting part of the text Something confusing A word the group should discuss An illustration that helped them comprehend the text

Feedback from Colleagues and Family Members of Students: 

Feedback from Colleagues and Family Members of Students What insights did you gain about literacy and literacy instruction from viewing this presentation? How might the information presented change your literacy practices? your literacy interactions with 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?

References: 

References Afflerbach, P. (2007). Understanding and using reading assessment K–12. Newark, DE: International Reading Association. Branley, F. M. (2000). Snow is Falling. New York, NY: Harper Collins. Briggs, R. (1978). The Snowman . New York, NY: Random House Books for Young Readers Clay, M. (2006). Literacy lessons designed for individuals : part one, Why? When? and How . Birkenhead, Auckland, N.Z. Portsmouth, NH: Heinemann. Fehring & Green (2001). Critical Literacy: A collection of articles from the Australian Literacy Educators’ Association. Newark, DE. In Molden, K. (2007). Critical literacy, the right answer for the reading classroom: Strategies to move beyond comprehension for reading improvement. Reading Improvement, 44 (1), 50–56. Retrieved from EbscoHost. Gambrell, L. B., Palmer, B. M., Codling, R. M., & Mazzoni, S. A. (1996). Assessing motivation to read. The Reading Teacher, 49 (7), 518–533. Retrieved from EbscoHost. Giles, J. (1997). The Little Snowman . Barrington, IL: Rigby PM. Johnson, A. C. (2009) Lewis Cardinal’s First Winter. Solomon Raven. Retrieved from TumbleBook Library (http://www.tumblebooks.com/library/asp/full_book.asp?ProductID=224). Laureate Education, Inc., (Producer). (2009a). Reading Inventories [DVD]. The beginning reader PreK-3. Baltimore, MD: Author. Laureate Education, Inc., (Producer). (2009b). Assessing Motivation to Read [DVD]. The beginning reader PreK-3. Baltimore, MD: Author. Laureate Education, Inc., (Producer). (2009c). Analyzing and Selecting Text [DVD]. The beginning reader PreK-3. Baltimore, MD: Author. Laureate Education, Inc., (Producer). (2009d). Interactive Perspective: Strategic Processing [DVD]. The beginning reader PreK-3. Baltimore, MD: Author. Laureate Education, Inc., (Producer). (2009e). Critical Perspective [DVD]. The beginning reader PreK-3. Baltimore, MD: Author.

References (Continued): 

References (Continued) Laureate Education, Inc., (Producer). (2009f). Response Perspective [DVD]. The beginning reader PreK-3. Baltimore, MD: Author. McKenna, M. C., & Kear, D. J. (1990). Measuring attitude toward reading: A new tool for teachers. The Reading Teacher, 43 (9), 626–639. Retrieved from the EbscoHost . McLaughlin & DeVoogd. (2004). Critical Literacy: Enhancing Students’ Comprehension of Text. New York, New York. In Molden, K. (2007). Critical literacy, the right answer for the reading classroom: Strategies to move beyond comprehension for reading improvement. Reading Improvement, 44 (1), 50–56. Retrieved from EbscoHost. Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston, MA: Allyn & Bacon. The University of Oregon Center on Teaching and Learning. (n.d.) DIBELS (Dynamic Indicators of Early Literacy Success). Retrieved November 10, 2011 from https://dibels.uoregon.edu/dibelsinfo.php