discussion week 7 c7 (powepoint) final
Post on 18-Aug-2015
16 Views
Preview:
TRANSCRIPT
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
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
top related