A LITERATE A LITERATE ENVIRONMENT ENVIRONMENT

ANALYSISANALYSIS

By Sandra By Sandra VerneyVerneyWalden UniversityWalden UniversityDr. Lori DuncanDr. Lori Duncan

The Beginning Reader, Pre-K-3 EDUC 6706-R-7The Beginning Reader, Pre-K-3 EDUC 6706-R-7

GETTING TO KNOW LITERACYGETTING TO KNOW LITERACYLEARNERS, P-3LEARNERS, P-3

AnalysisAnalysis

• By using the following By using the following assessments I can gain a assessments I can gain a better insight into what better insight into what “makes my kids tick”:“makes my kids tick”:

– Elementary Reading Elementary Reading Attitude Survey (ERAS); Attitude Survey (ERAS); andand

– State mandated State mandated assessment, the Texas assessment, the Texas Primary Reading Primary Reading Inventory (TPRI) Inventory (TPRI)

GETTING TO KNOW LITERACYGETTING TO KNOW LITERACYLEARNERS, P-3 (Cont’d.)LEARNERS, P-3 (Cont’d.)

ResearchResearch

• As we learned from Dr. Donald Bear, As we learned from Dr. Donald Bear, the four essential parts to the the four essential parts to the assessment process are: observation, assessment process are: observation, documentation, interpretation, and documentation, interpretation, and evaluation and planning. He quoted evaluation and planning. He quoted Korchok who said, “A child is a Korchok who said, “A child is a butterfly over the seething whirlpool of butterfly over the seething whirlpool of life. How can we give it steadiness life. How can we give it steadiness without weighing down its flight?” without weighing down its flight?” (Laureate Education, Inc. (Executive (Laureate Education, Inc. (Executive Producer). (2010e). Assessing word Producer). (2010e). Assessing word knowledge. [Webcast]. Baltimore, MD: knowledge. [Webcast]. Baltimore, MD: Bear, Donald).Bear, Donald).

SELECTING TEXTSSELECTING TEXTS

AnalysisAnalysis

• By selecting books that provide By selecting books that provide rhyming, wonderful pictures, rhyming, wonderful pictures, some good information in a fun some good information in a fun and informative story, that and informative story, that engage my kids and match engage my kids and match their literacy skills, will allow their literacy skills, will allow for in-depth discussions with for in-depth discussions with my kids.my kids.

SELECTING TEXTS (Con’t.d)SELECTING TEXTS (Con’t.d)

ResearchResearch

• When we provide a variety When we provide a variety of text choices, we are of text choices, we are teaching our students about teaching our students about the importance of reading the importance of reading (Duke, N. (2004). The case (Duke, N. (2004). The case for informational text. for informational text. Education Leadership, Education Leadership, 61(6), 40-44).61(6), 40-44).

• Research has stated that Research has stated that students need knowledge in students need knowledge in an assortment of text in an assortment of text in order to be successful order to be successful (Stephens, 2008). (Stephens, 2008).

LITERACY LESSON: INTERACTIVELITERACY LESSON: INTERACTIVEPERSPECTIVEPERSPECTIVE

AnalysisAnalysis

• My goal, as a teacher, is to My goal, as a teacher, is to provide my kids with a provide my kids with a deep understanding of deep understanding of what they are reading by what they are reading by providing them the ability providing them the ability to infer, analyze, apply, to infer, analyze, apply, and evaluate any and all and evaluate any and all types of texts.types of texts.

LITERACY LESSON: INTERACTIVELITERACY LESSON: INTERACTIVEPERSPECTIVE (Cont’d.)PERSPECTIVE (Cont’d.)

AnalysisAnalysis

• As a teacher, I need to provide my As a teacher, I need to provide my kids with a safe environment where kids with a safe environment where everyone feels comfortable and part everyone feels comfortable and part of a team so they will not hesitate to of a team so they will not hesitate to raise their hands and tell me when raise their hands and tell me when they do not understand or need help.they do not understand or need help.

LITERACY LESSON: INTERACTIVELITERACY LESSON: INTERACTIVEPERSPECTIVE (Cont’d.)PERSPECTIVE (Cont’d.)

ResearchResearch

• By setting a purpose for using By setting a purpose for using strategies we can help students to strategies we can help students to become self-regulators so that they become self-regulators so that they can explore the world of reading can explore the world of reading more independently (Laureate more independently (Laureate Education, Inc. (Executive Producer). Education, Inc. (Executive Producer). (2010a). Interactive Perspective: (2010a). Interactive Perspective: Strategic processing. [Webcast]. The Strategic processing. [Webcast]. The Beginning Reader, PreK-3. Baltimore, Beginning Reader, PreK-3. Baltimore, MD: Almasi, J.). MD: Almasi, J.).

LITERACY LESSON: CRITICAL ANDLITERACY LESSON: CRITICAL ANDRESPONSE PERSPECTIVESRESPONSE PERSPECTIVES

AnalysisAnalysis

• To provide To provide critical perspectivecritical perspective for literacy instruction, which for literacy instruction, which requires judging, evaluating, requires judging, evaluating, and thinking critically about a and thinking critically about a text, students need to:text, students need to:

1.1. Examine every text from Examine every text from multiple perspectives;multiple perspectives;

2.2. Critically evaluate text; andCritically evaluate text; and

3.3. Judge the validity of the text.Judge the validity of the text.

LITERACY LESSON: CRITICAL ANDLITERACY LESSON: CRITICAL ANDRESPONSE PERSPECTIVES (Cont’d.)RESPONSE PERSPECTIVES (Cont’d.)

AnalysisAnalysis

• The The response perspectiveresponse perspective for for literacy instruction involves literacy instruction involves reading, reacting, and responding reading, reacting, and responding to text in a variety of meaningful to text in a variety of meaningful ways. Providing texts that engage ways. Providing texts that engage the students and allows them the the students and allows them the opportunities to respond to texts in opportunities to respond to texts in life changing ways.life changing ways.

LITERACY LESSON: CRITICAL ANDLITERACY LESSON: CRITICAL ANDRESPONSE PERSPECTIVES (Cont’d.)RESPONSE PERSPECTIVES (Cont’d.)

ResearchResearch

• Using critical literacy helps pull the Using critical literacy helps pull the power away from the author and power away from the author and makes it an equal relationship makes it an equal relationship between the author and the reader between the author and the reader by allowing us to see the texts from by allowing us to see the texts from all angles, not just believing what is all angles, not just believing what is written down (Molden, K. (2007). written down (Molden, K. (2007). Critical literacy, the right answer for Critical literacy, the right answer for the reading classroom: Strategies to the reading classroom: Strategies to move beyond comprehension for move beyond comprehension for reading improvement. Reading reading improvement. Reading Improvement, 44(1), 50-56). Improvement, 44(1), 50-56).

LITERACY LESSON: CRITICAL ANDLITERACY LESSON: CRITICAL ANDRESPONSE PERSPECTIVES (Cont’d.)RESPONSE PERSPECTIVES (Cont’d.)

ResearchResearch

• It is not enough to teach It is not enough to teach students how to read, but they students how to read, but they must be taught how to dig must be taught how to dig deeper and to be critical of the deeper and to be critical of the text they are reading (Laureate text they are reading (Laureate Education, Inc. (Executive Education, Inc. (Executive Producer). (2010a). Response Producer). (2010a). Response Perspective. [Webcast]. The Perspective. [Webcast]. The beginning reader: PreK-3. beginning reader: PreK-3. Baltimore, MD: Author).Baltimore, MD: Author).

LITERACY LESSON: CRITICAL ANDLITERACY LESSON: CRITICAL ANDRESPONSE PERSPECTIVES (Cont’d.)RESPONSE PERSPECTIVES (Cont’d.)

ResearchResearch

• The Response Perspective is a The Response Perspective is a strategy that students use to strategy that students use to discover the transformation of discover the transformation of text and become engaged text and become engaged lifelong readers (Laureate lifelong readers (Laureate Education, Inc. (Executive Education, Inc. (Executive Producer). (2010b). Response Producer). (2010b). Response Perspective. [Webcast]. The Perspective. [Webcast]. The beginning reader: PreK-3. beginning reader: PreK-3. Baltimore, MD: Author).Baltimore, MD: Author).

THOUGHTS OR COMMENTS?THOUGHTS OR COMMENTS?

Please provide Please provide any suggestions, any suggestions, ideas, or feelings ideas, or feelings about this about this presentation.presentation.

THANK YOU!THANK YOU!