Creating a Literate Environment

Franzetta McNeilWalden University

EDUC 6706G: The Beginning

Reader Pre K-3

Getting to Know Your Literacy Learners

*Cognitive Aspects

*Non-cognitive AspectsLiteracy Framework

Selecting Texts

Emergent Literacy Learner Lesson

Beginning Literacy Learner Lesson

References

GETTING TO KNOW YOUR LITERACY LEARNERS COMPONENTS

Knowing your literacy learners can be achieved through the cognitive and non cognitive aspects. Getting to know your literacy learners is vital for students’ success. Teachers need to be able to relate to their students and should always have their best interest and their success first and foremost (Laureate Education, Inc, 2010).

GETTING TO KNOW YOUR LITERACY LEARNER

Cognitive/Non-Cognitive AspectsAs a teacher I realize that it is important to

examine both the cognitive and non cognitive aspect of students’ literacy development in order to have a complete understanding the whole learner.

GETTING TO KNOW YOUR LITERACY LEARNER - CONTINUED

Cognitive/Non-Cognitive Aspects Spelling, Writing, Fluency, and Comprehension are Examples

of Cognitive Aspects. Attitude, Interest, and Learning Style are Ways of Examining

Non-Cognitive Aspects.

In order to have a complete understanding of the whole learner, it is

important to know your literacy learners and believe that they can achieve

success.

GETTING TO KNOW YOUR LITERACY LEARNER - CONTINUED

Because children enter school with various levels of exposure to language, books, writing, and the literacy process, literacy educators need to move all students from their current levels to; fluent reading and writing. Teachers need to provide that support by creating a literacy environment that enhances learning and engagement. The Framework for Literacy Instruction document highlights many of the important processes that will help students’ literacy skills flourish (Reading Horizons, n.d.).

LITERACY FRAMEWORK

Teachers are able to make clear instructional decisions through the use of the literacy matrix. Narrative and Informative text can be classified as linguistic which is mostly words, semiotic which is mostly pictures, or the text can be classified somewhere in between. Additionally, sentence length and the number of syllables should be considered when determining the difficulty of text.

NARRATIVE

INFORMATIONAL

SELECTING TEXT

When you think about how you can analyzetexts so you can be helpful to your students,there’s a tool for doing so called a literacy

matrix (Laureate Education, Inc., 2014, p. 1). By using the matrix, teachers have a visualmap of the type of texts that they are using.

SELECTING TEXT CONTINUED

All children need to have high-quality children’s books

as a part of their daily experience. Story time caninclude a variety of reading materials, including

booksthat positively reflect children’s identity, home

language,and culture. Children benefit from having access to awide range of literacy materials, such as books,magazines, newspapers, and a variety of writingmaterials. (Johnson, 1999, para. 23)

SELECTING TEXT CONTINUED

SELECTING TEXT CONTINUED

Interactive Perspective

When teachers incorporate the interactive perspective, it requires that students be taught not just to read and comprehend the text, but that they THINK about the information that they are trying to process.

Examples: Interactive Smart Board, KWL Charts, Journals.

LITERACYLEARNER LESSON

The interactive perspective primarily focuses on students learning a variety of strategies to use while they write and read. Students are provided many opportunities to practice their language comprehension and listening skills through read alouds and questioning.

LITERACYLEARNER LESSON

These perspectives involve the process of students

looking deeper into and evaluating text structure to

determine author’s purpose and to encourage critical as

well as analytical thinking.

LITERACY LEARNER LESSON

Critical and Response Perspectives

Students who are able to view text and who are able to think deeper through different perspectives are students who are critically engaged and responsively engaged (Laureate Education, Inc., 2011d).

Kagan Cooperative Structures are an Awesome Example!!!

LITERACY LESSON PERSPECTIVES CONTINUED

Johnson, D. (1999). Critical issue: Addressing the literacy needs of emergent and early readers. Retrieved from http://www.ncrel.org/sdrs/areas/issies/content/cntareas/reading/lil00.htm.

Laureate Education (Producer). (2014a). Analyzing and selecting text [Electronic transcript]. Baltimore, MD: author.

Laureate Education (Executive Producer). (2014d).  Perspectives on literacy learning.  [Webcast]. The beginning reader PreK-3. Baltimore, MD: Author.

Reading Horizons. (n.d.). Five pillars of reading instruction. Retrieved May 21, 2014, from http://www.readinghorizons.com/research/five-pillars-of-reading-instruction-strategies

REFERENCES