LITERATE ENVIRONMENT

- C H A N D R A R E E D

Based on the Framework for Literacy Outline

Walden UniversityEDUC 6706G-9June 21, 2011

INVITING LITERACY ENVIRONMENT

Getting to Know Students

Teacher Goals:Figure out Students

Activities

Literacy Autobiographies

Interest Surveys

Student Literacy Interviews

“Me-Stew” activity

Journal Entry

Level of background knowledge

Exposure to Literacy Genres

Literacy Interest

Reading Motivators

Literacy Goals

(Laureate Education Inc., 2010a)

Laureate Education Inc., 2010

Framework for Literacy Instruction Chart

(Laureate Education Inc., 2010b)

Chart

Interactive Perspective

Targeted Skills:

setting purposes, making predictions, visualizing, & reflective

Activity Options:

Open-Minded Portrait, KWL chart, and Interactive Writing

Assessment: Options

Running Records

Rubrics

ResponsePerspective

journaling, dramatic response, artistic interpretations, & quiet time to respond

Quick-Write, Learning Log, and Language Experience Approach

Teacher CreatedAssessment

Journal Rubrics

CriticalPerspective

question text and authors perspective, interpret text in multiple ways

QAR Chart, Hot Seat, Reciprocal Questioning and Learning Log

Informal Assessment

Teacher Created

Selecting Text

Selecting Text(Things to Consider)

Layout of text – structure, length, picture and text placement

Singletons – unique new words

Matrix - Level of Text Difficulty

Readability – size of text, text cues, and inferences

Students Interest Level - (Administer a Inventory Survey)

Proper Text Selection

When building a literacy environment selecting text on

students independent instructional level is imperative. The

literacy matrix allows educators to identify if text is more

linguistic base or semiotic. The text can also be identified as

being written from a narrative or informational point of view

and the ease of readability for the reader (Laureate Education

Inc., 2010f)

Literacy Matrix

Hard

Easy

Linguistic

Semiotic

Information TextNarrative Text

(Laureate Education Inc., 2010f)

Interactive Perspective

Formal & Informal Assessments

Reading Inventory/Survey

Cognitive Instructional Methods

met

acog

nitio

n

Formal and Informal Assessments

Formal & Informal Assessments

Formal Assessments

Oral Reading Tests

Criterion-referenced test

Dynamic Indicators of Basic Early Literacy Skills (DIBELS)

Informal Assessments

Informal Reading Inventories (IRI)

Cloze Test

Maze Test

Portfolios

Tompkins, 2010

Reading inventory surveys are a great tool for teachers to use in the class after a more formal reading assessment has been administered. Reading inventories allows the teacher to know what books to recommend to the student in hopes of getting the student to become an avid independent and engage reader by igniting their interest.

Reading Inventory Survey

Interactive Writing, Graphic

Organizers, Clapping Alliterations, &

Interactive Read-Aloud

Cognitive Instructional Methods

(Tompkins, 2010)

Critica

l Pe

rspectiv

e

Fostering the critical perspective of students towards the text they read involve two key aspects.

Is global warming a cause for alarm, why or why not?

Critical Perspective

The first one is figuring out the issues that ignite students emotions.

Next, selecting text that facilitate opportunities for students to judge, evaluate, think critically, and question the author’s point of view are several ways to nurture critical thinking among students.

(Laureate Education, Inc. 2010c)

judge

evaluate

Think critically

Question Validity

Response Perspective

Using students schema as a building block for students comprehending the information in the text helps to motivate students (Laureate Education Inc., 2010d).

The response perspective involves the readers lived experiences being used as a primary source of importance (Laureate Education, Inc., 2010e)

Response Perspective Connect to students

experiences

Connect the text with prior knowledge

Connect the text with real-world experiences

(Laureate Education Inc., 2010d)

ReferencesLaureate Education, Inc. (Executive Producer) (2010a). Getting to Know Your Student. [DVD]. Baltimore, MD: Author

Laureate Education, Inc. (Executive Producer) (2010b). Changes in Literacy Education. [DVD]. Baltimore, MD: Author

Laureate Education, Inc. (Executive Producer) (2010c). Critical Perspective. [DVD]. Baltimore, MD: Author

Laureate Education, Inc. (Executive Education). (2010d). Response Perspective Perspective. [DVD]. Baltimore, MD: Author

Laureate Education, Inc. (Executive Education). (2010e). Perspective on Literacy Learning. [DVD]. Baltimore, MD: Author

Laureate Education Inc. (2010f). (Executive Producer) Analyzing and Selecting Text. [webcast]. Baltimore: author

Tompkins, G. (2010). Literacy for the 21st Century: A balanced approach(5th ed.). Boston: Allyn & Bacon