Literate Environment Analysis PresentationCourtney GreerWalden University

PROFESSOR MARTHA MOORE

EDUC 6706G – 4

THE BEGINNING READER, PRE K-3

Creating a Literate Environment

1. Getting to know Literacy Learners

2. Selecting Texts

3. Literacy Lesson: Interactive Perspective

4. Literacy Lesson: Critical and Response Perspective

1. Getting to Know Literacy Learners

It is not what we are teaching, but who we are teaching (Laureate Education, n.d.a).

I gave the three boy’s I worked with two pre-assessments. The students were given a student checklist. The checklist progresses with students to determine the phonics instructional skills they need. Students begin with letters, when they master this skill they move to sounds, CVC words, blends, digraphs, sneaky e, vowel teams, and r-controlled vowels.

Next, I gave the boys a student interest inventory. The inventory asked students for their “favorites” on many different topics, such as food, book, and activity.

1. Getting to know Literacy Learners continued…

“Together, students and their teacher create their classroom community, and the type of community they create strongly influences the learning that takes place” (Tompkins, 2010).

Non-cognitive Assessments

1. Student Interest Survey

2. Student observations

1. Getting to know Literacy Learners continued…

The purpose of assessing is to collect worthwhile information about student’s progress (Tompkins, 2010).

Cognitive Assessments

1. Student Progression Checklist

2. Student work samples

1. Getting to know Literacy Learners continued…

The student interest inventory proved to be most helpful in my reading groups. The inventory provided valuable insights into the boy’s personalities and desires. I was able to select worthwhile texts that met their interest.

The phonics progression checklist was the most beneficial assessment I used. The phonics progression checklist provided me with a close reading level of the students in order for me to select appropriate texts for them. The phonics checklist allowed me to see where the students were phonetically and I used that knowledge to determine their reading level.

Getting to know my literacy learners helped me to understand them as individuals and determine how they best learn. This information allowed me to select texts and design plans that will be most helpful to teach them.

2. Selecting Texts

Narrative – The text tells a story.

Informational – The text is written to inform a reader.

Linguistic – The text is word oriented.

Semiotic – The text communicates in

ways other than words.

(Laureate Education, n.d.e)

Linguistic

Semiotic

Narrative Informational

2. Selecting Texts

The Literacy Matrix serves as a tool to help teachers ensure they use a variety of texts. Teachers can map their texts choices onto the matrix and get a quick overview of the different types of texts they are offering students.

Narrative Informational

The Ball Game by David Packard A Day with Police Officers by Jan Kottkee

Here Comes the Strikeout by Leonard Kessler Make it Move by Susan Canizares and Betsey Chessen

Look at Ben by Clark Ness Ruby Bridges Goes to School – My True Story

The Story of Ruby Bridges

Part 3. Literacy Lesson: Interactive Perspective

The interactive perspective is meant to help students learn how to be planned analyzers (Laureate Education, n.d.b).

Students are purposeful about which strategy they choose to use when reading (Laureate Education, n.d.b).

Students set purposes for reading, make predictions, visualize, and ultimately make sense of the text (Laureate Education, n.d.b).

3. Literacy Lesson: Interactive Perspective

I worked with the three boys but in two different groups. One student was on a Kindergarten reading level while the other two were on a first grade reading level.

The skills for this lesson were meant to teach students how to quickly decode new words and read more fluently.

I began both reading groups by asking students, who likes baseball, and then giving them a brief summary of the book. I know all three boy’s are interested in baseball from the student interest inventory they completed. However, I wanted to use a brief summary to capture their attention and draw them into the text.

At the end of the text, I provided students with a tri-fold for them to record three important details from the story. The goal was for students to remember three details on their own; however, I provided the tri-fold for students to have a resource and draw the details after reading the book to help them remember.

4. Literacy Lesson: Critical and Response Perspective

The critical perspective teaches students to survey a text from different perspectives. Students learn how to weigh the text and determine its validity (Laureate Education, n.d.c).

In the response perspective a reader allows the text to change them (Laureate Education, n.d.d). Typically, a reader examines how they feel different after reading the text.

4. Literacy Lesson: Critical and Response Perspective

For this lesson I combined all three boy’s back together and completed one guided reading group.

I read The Story of Ruby Bridges to the three boys aloud. Then, I had the boy’s read aloud Ruby Bridges Goes to School – My True Story with me in a small group setting.

After reading the two types of texts, fiction and non-fiction, the students and I compared and contrasted the texts. Students identified the differences between a similar text, one being a story and one being informational.

References

Laureate Education (Producer). (n.d.a). Getting to know your students. [Video file]. Retrieved from https://class.waldenu.edu

Laureate Education (Producer). (n.d.b). Interactive perspective: Strategic processing. [Video file]. Retrieved from https://class.waldenu.edu

Laureate Education (Producer). (n.d.c). Critical perspective. [Video file]. Retrieved from https://class.waldenu.edu

Laureate Education (Producer). (n.d.d). Response perspective. [Video file]. Retrieved from https://class.waldenu.edu

Laureate Education (Producer). (n.d.e). Analyzing and selecting text [Video file]. Retrieved from https://class.waldenu.edu

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