Download - Literate Environment Analysis Presentation
![Page 1: Literate Environment Analysis Presentation](https://reader036.vdocuments.us/reader036/viewer/2022062513/5579654ed8b42a3a5c8b475c/html5/thumbnails/1.jpg)
Literate Environment Analysis Presentation
The Very Hungry CaterpillarThe 3 Little Pigs
Vireta WilsonWalden University
EDUC 670R, The Beginning Reader, PreK-3Dr. Denise Love
![Page 2: Literate Environment Analysis Presentation](https://reader036.vdocuments.us/reader036/viewer/2022062513/5579654ed8b42a3a5c8b475c/html5/thumbnails/2.jpg)
![Page 3: Literate Environment Analysis Presentation](https://reader036.vdocuments.us/reader036/viewer/2022062513/5579654ed8b42a3a5c8b475c/html5/thumbnails/3.jpg)
GETTING TO KNOW LITERACY LEARNERS, P-3
![Page 4: Literate Environment Analysis Presentation](https://reader036.vdocuments.us/reader036/viewer/2022062513/5579654ed8b42a3a5c8b475c/html5/thumbnails/4.jpg)
![Page 5: Literate Environment Analysis Presentation](https://reader036.vdocuments.us/reader036/viewer/2022062513/5579654ed8b42a3a5c8b475c/html5/thumbnails/5.jpg)
Analysis
Assessments such as running records and ERAS provide immediate feedback.
1Immediate Feedback 2Running
Records 3Elementary
ReadingAttitude
Survey (ERAS)
![Page 6: Literate Environment Analysis Presentation](https://reader036.vdocuments.us/reader036/viewer/2022062513/5579654ed8b42a3a5c8b475c/html5/thumbnails/6.jpg)
Research
Week 2
1
![Page 7: Literate Environment Analysis Presentation](https://reader036.vdocuments.us/reader036/viewer/2022062513/5579654ed8b42a3a5c8b475c/html5/thumbnails/7.jpg)
Rese
arch
Dr. Peter Afflerbach in his book, “Understanding and Using Reading Assessment K-12,” stated, “assessment information can be gathered through the use of surveys, questionnaires, interviews, and observations and reported using report cards and narrative accounts of student development” (2007, p.168)..
![Page 8: Literate Environment Analysis Presentation](https://reader036.vdocuments.us/reader036/viewer/2022062513/5579654ed8b42a3a5c8b475c/html5/thumbnails/8.jpg)
2 Selecting Text
Students interest, educational needs, and appropriate reading level need to be considered.
![Page 9: Literate Environment Analysis Presentation](https://reader036.vdocuments.us/reader036/viewer/2022062513/5579654ed8b42a3a5c8b475c/html5/thumbnails/9.jpg)
Reading is for me!
![Page 10: Literate Environment Analysis Presentation](https://reader036.vdocuments.us/reader036/viewer/2022062513/5579654ed8b42a3a5c8b475c/html5/thumbnails/10.jpg)
Based on students interest
Provide different genres for reading-informational, narrative, linguistic, and semiotic
WEEK 3ANALYSIS
![Page 11: Literate Environment Analysis Presentation](https://reader036.vdocuments.us/reader036/viewer/2022062513/5579654ed8b42a3a5c8b475c/html5/thumbnails/11.jpg)
3 Research
Selecting Text
![Page 12: Literate Environment Analysis Presentation](https://reader036.vdocuments.us/reader036/viewer/2022062513/5579654ed8b42a3a5c8b475c/html5/thumbnails/12.jpg)
Research
Being able to use different text to support student’s individual needs with the outcome of meeting the learner’s objectives allows the student to “ get to the same place, but take different paths” (Culturally Responsive Differentiated Instructional Strategies, 2008)
![Page 13: Literate Environment Analysis Presentation](https://reader036.vdocuments.us/reader036/viewer/2022062513/5579654ed8b42a3a5c8b475c/html5/thumbnails/13.jpg)
Selecting text for readers is important and teachers need to be aware of not only the curriculum but students’ specific needs. Also, the books “should be interesting to students and at their reading level” (Tompkins, p. 337).
Learning Source
![Page 14: Literate Environment Analysis Presentation](https://reader036.vdocuments.us/reader036/viewer/2022062513/5579654ed8b42a3a5c8b475c/html5/thumbnails/14.jpg)
LEARNING SOURCE
In the article, “The Case for Informational Text,” by Nell K. Duke she provides strategies that “can help teachers improve K-3 students’ comprehension of informational text” (p.40).
![Page 15: Literate Environment Analysis Presentation](https://reader036.vdocuments.us/reader036/viewer/2022062513/5579654ed8b42a3a5c8b475c/html5/thumbnails/15.jpg)
LITERACY LESSON: INTERACTIVE PERSPECTIVE
Week 5
![Page 16: Literate Environment Analysis Presentation](https://reader036.vdocuments.us/reader036/viewer/2022062513/5579654ed8b42a3a5c8b475c/html5/thumbnails/16.jpg)
Interactive Perspective
• Independence as a reader is promoted• Find suitable text and level to meet the needs
of the students• Being able to read and write fluent • Comprehension is also a factor• Formal and Informal Assessments
![Page 17: Literate Environment Analysis Presentation](https://reader036.vdocuments.us/reader036/viewer/2022062513/5579654ed8b42a3a5c8b475c/html5/thumbnails/17.jpg)
Assessments
• Group Reports• Presentations• Oral Reports• Demonstrations• Quizzes• Teacher Observations• Exit Slips• Oral questioning• Journals• Surveys• Student self-assessment
Formative Summative
Final test/examsProjectsWork PortfoliosPerformance Test
![Page 18: Literate Environment Analysis Presentation](https://reader036.vdocuments.us/reader036/viewer/2022062513/5579654ed8b42a3a5c8b475c/html5/thumbnails/18.jpg)
ResearchAccording to Peter Afflerbach, P. David Pearson, and Scott G. Paris, in their article, “Clarifying differences between reading skills and reading strategies,” they stated “asking students to explain their thinking during or after reading provides such important insights for both teachers and students” (2008, p. 371).
![Page 19: Literate Environment Analysis Presentation](https://reader036.vdocuments.us/reader036/viewer/2022062513/5579654ed8b42a3a5c8b475c/html5/thumbnails/19.jpg)
AnalysisLiteracy Lesson: Critical and Response Perspectives
CRITICAL PERSPECTIVES
Making judgments, evaluating, and thinking critically.
“Going beyond, between, and beneath a text” (Molden, p. 50).
Taking on the role of the character and seeing things from his point of view.
The 3 Little pigs depicted homelessness in the story.
![Page 20: Literate Environment Analysis Presentation](https://reader036.vdocuments.us/reader036/viewer/2022062513/5579654ed8b42a3a5c8b475c/html5/thumbnails/20.jpg)
Selecting text for readers is important and teachers need to be aware of not only the curriculum but students’ specific needs. Also, the books “ should be interesting to students and at their reading level” 37).
Analysis
Responsive Perspective
Students can connect to the text on a personal level
Reader’s lived experiences
Of interest to the student
Responding to text in a meaningful way
![Page 21: Literate Environment Analysis Presentation](https://reader036.vdocuments.us/reader036/viewer/2022062513/5579654ed8b42a3a5c8b475c/html5/thumbnails/21.jpg)
According to Jean Anne Clyde in her article, “Stepping inside the story world: The subtext strategy- A tool for connecting and comprehending,” she stated “this simple-to-execute strategy has many benefits for readers: clear, personal connections to text; enhanced ability to make interferences; and sophisticated understanding of multiple perspectives” (2003, p.158.)
Research
Critical PerspectiveResponse Perspective Dr. Janice Almasi in the video, “Responsive Perspective,” stated that the reader and text collide and that it is best for us to know our students’ interest and the effects certain texts have made on them ( Laureate Education, 2010).
![Page 22: Literate Environment Analysis Presentation](https://reader036.vdocuments.us/reader036/viewer/2022062513/5579654ed8b42a3a5c8b475c/html5/thumbnails/22.jpg)
References
Afflerbach, P. (2007). Understanding and using reading assessments K-12. (2nd edition). Newark, DE: International Reading
Association.
Afflerbach, P, Pearson, P.D, & Paris, S.G. (2008). Clarifying differences between reading skills and reading strategies. The
Reading Teacher, 61(5), pp. 364-373.
Clyde, J. A. (2003). Stepping inside the story world: The subtext strategy – A tool for connecting and comprehending.
Culturally responsive differentiated instructional strategies. (2008, August). Metropolitan Center for Urban Education, pp. 1-9.
Duke, N.K. (2004, March). The case for informational text. Educational Leadership.
Laureate Education, Inc. (Producer). (2010). Responsive perspective (DVD). Baltimore, MD: Almasi, J.
Molden, K. (2007). Critical Literacy, The right answer for the reading classroom: Strategies to move beyond comprehension
for reading improvement. Reading Improvement, 44(1), pp. 50-56.
Tompkins, G. (2010). Literacy for the 21st century. (5th edition). Boston, MA: Pearson Custom Publishing.