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Literate Environment Analysis By: Alicia Hansen Instructor: Dr. Bernice Gregory Course: EDUC-6706 The Beginning Reader PreK-3

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Literate Environment Analysis

By: Alicia HansenInstructor: Dr. Bernice Gregory

Course: EDUC-6706 The Beginning Reader PreK-3

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Getting to know Literacy Learners

This course has taught me the importance of learning about each student beyond their academics. If I want to be a successful teacher I have to look at their motivation, interests, and dislikes. I have learned that “motivation can contribute to the increased reading that in turn contributes to increased reading achievement” (Afflerbach, 2012, pg. 177).

The design of an effective literacy classroom is one based on dedication to the literacy program as well as dedication to the students (Laureate Education Inc, 2010a).

The more particular I can be about what students need to be learning, the more opportunity I have to develop their needs through instruction (Paul & Elder, 2007). This requires me to get to know each student, especially in terms of culture and language background.

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Getting to know Literacy Learners, continued…

Each person has a literacy autobiography, whether it be a positive or negative one. Their autobiography is a tool into why they are the way they are in reference to literacy. All people have experiences that shape how they see each other as literate beings (Laureate Education Inc., 2010b).

While learning about research practice I acquired different forms of assessment. One being the cognitive, which is DIBELS, Fountas & Pinnell, and any other formal reading assessment. The other is non-cognitive, this one focuses on the students personal interests, motivators, and dislikes/likes. Examples of a non-cognitive test would be the Motivation to Read Profile (MRP) and the Elementary Reading Attitude Survey (ERAS).

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Selecting TextsSelecting texts is significant to a student’s ability to comprehend and become achieving literacy learners. In order to make appropriate selections we have to use the literacy matrix described by Dr. Hartman and take in account text factors, interest, and the multiple dimensions of difficulty (Laureate Education Inc, 2010c).

There is a critical point in a child’s reading development where they go from learning to read to reading to learn (Laureate Education Inc., 2010c). This is why we as educators have to set our students up successfully by selecting the very best texts that will meet the individual students needs.

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“If motivation is treated as secondary to the acquisition of basic reading skills, we risk creating classrooms filled with children who can read but choose not to” (Johnson & Blair, 2003, pg. 183).

The literacy matrix serves as a way to provide motivation of reading through a variety of texts. Students must be exposed to varied including digital and printed, informational and narrative, no pictures and pictures. I was able to use what I had learned along with the matrix to select appropriate texts for a group of students. I considered their literacy levels, interests, readability and their family backgrounds when selecting texts.

Semiotic

Literacy Matrix

Linguistic

NARRATIVE

INFORMATIONAL

Selecting Text continued…

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Literacy Lesson: Interactive Perspective

“The ultimate goal of the interactive perspective is to teach

children how to be literate learners who navigate the textual world

independently” (Laureate Education Inc, 2010d).

It is important for students to become metacognitive in their strategic

use. By keeping an interactive perspective in mind, a teacher must focus

the lesson toward explicit learning objectives, or goals, and emphasize

important literary elements throughout. 

As we are teaching students how to read, it is essential to teach

appropriate strategies for different literacy goals. Take for example, how

you would approach a narrative text versus an informational text. With narrative you would be focusing on plot, climax, settings, and main characters. With an informational text you would use text features that include headings, sub-titles, pictures, graphs, and so forth to understand the text. Even though teaching concepts of phonemic awareness and print is essential for success with reading, students must also have experience with navigating different texts (Laureate Education Inc., 2010d).

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Literacy Lesson: Interactive Perspective“Reading is a complex process of understanding written text. Readers interpret meaning in a way

that’s appropriate to the type of text they are reading and their purpose” (Tompkins, 2013, pg. 4). This

process of understanding text takes on many shapes and sizes. The lesson I taught focusing on students’

strategic processing and metacognition through reading strategies was insightful and influential for the

students and myself. Using the knowledge obtained from the last few weeks of class, I structured my

lesson to meet their textual needs, interest, and level of reading to adequately and effectively instruct them.

Activities to use to reinforce the interactive perspective:

Word Walls

Word Sorts

K-W-L Chart

Grand Conversations

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Literacy Lesson: Critical and Response

Perspectives The critical and responsive perspectives go hand in hand with one another.

If students are to respond to questions by the author, the teacher, and/or ones they are asking internally, then they need to acquire the ability to

think critically about a text. “Critical literacy is a way of thinking and a way of being that challenges texts as life, as we know it. It promotes

reflection, transformation, and action” (Molden, 2007, pg. 50)

Being able to look at the text and examine it from multiple perspectives enables one to think critically about it, to be able to evaluate the text and also be able to make judgments about the validity or veracity of that text

(believability) (Laureate Education Inc., 2010e).

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Critical and Response Perspective continued…

Critical Response: Teaches students how to critically examine, judge, and evaluate text

Who created the text What perspective might the author have Was the author female or male What was the role of race, ethnicity, or social status

Response Perspective Allows students opportunity to experience and respond Reader’s lived experiences are of primary importance Methods for responding:

Journaling Dramatic Response Artistic Response Multi-sensory experiences Quiet time

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Critical and Response Perspective continued…

“Literacy learning for young children grows mainly out of

experiencing in functional and meaningful texts” (StLabbo &

Teale, 2004). This was my purpose for the text I chose for a

lesson I did focusing on the critical and response perspectives.

The text was humorous and engaging while conveying a

message of caring for yourself and embracing your

uniqueness. A Bad Case of the Stripes also encouraged the

readers to have an equal relationship in the message and

distribution of text (Molden, 2007).

Students who successfully implement this perspective are

engaged life long learners who respect the power of text

(Laureate Education Inc., 2010f).

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ReferencesAfflerbach, P. (2012). Understanding and using reading assessment, K–12 (2nd ed). Newark, DE: International Reading Association.

Johnson D. & Blair A. (2003). The Importance and Use of Student Self-Selected Literature to

Reading Engagement in an Elementary Reading Curriculum. Scholarworks. Retrieved from http://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1155&context=reading_horiz

Laureate Education Inc. (Producer). (2010a). Changes in Literacy Education. [Webcast]. The beginning reader, PreK-3. Baltimore: MD. Author.

Laureate Education Inc. (Producer). (2010b)Getting to know your students. [Webcast]. The beginning reader, PreK-3. Baltimore: MD. Author.

Laureate Education Inc. (Producer). (2010c). Analyzing and Selecting Text. [Webcast]. The beginning reader, PreK-3. Baltimore: MD. Author.

Laureate Education Inc. (Producer). (2010d).Interactive Perspective: Strategic Processing. [Webcast]. The beginning reader, PreK-3. Baltimore: MD. Author.

Laureate Education Inc. (Producer). (2010e). Critical Perspective. [Webcast]. The beginning reader, PreK-3. Baltimore: MD. Author

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Laureate Education Inc. (Producer). (2010f). Response Perspective. [Webcast]. The beginning reader, PreK-3. Baltimore: MD. Author

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.

Paul R. & Elder L. (2007). Consquestial Validity: Using Assessment to Drive Instruction. Foundation for Critical Thinking. Retrieved from

http://www.criticalthinking.org/files/White%20PaperAssessmentSept2007.pdf

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