Literate Environment Analysis Presentation

Cynthia Sabatasso

Walden University

Dr. Lin Carver

EDUC -6706R-6

June 20, 2014

I. Getting to Know Literacy Learners, P-3

Analysis To find out more about my emergent, beginning and transitional

learners on a non-cognitive level, I utilized two inventories called ERAS and MRP to find out more about the student’s motivation, attitude and interests. Both are closely related.

Finding out about a student's interest will guide my instruction according to a student's needs and enable me to make effective instructional decisions to improve my students’ learning and to also advance my teaching.

I use my districts DORF assessment that measures the benchmark goals and cut points for at-risk students. In using this I can better understand a student’s growth and diagnose their strengths and weaknesses over time using a running record.

Getting to Know Your Literacy Learners, P-3

Research “Successful student readers are motivated, have a positive attitude,

possess a good self-concept, and are capable of making accurate attributions for their performance” (Afflerbach, 2012, p. 173).

It is important to understand developmental stages of a child so you can plan and organize lessons at the appropriate level (Laureate Education,2010).

“Running records can be conducted in conjunction with many classroom reading tasks and reflect important perspective on teacher-student relationships in reading assessment” (Afflerbach, 2012, pg. 40).

References

Afflerbach, P. (2012). Understanding and using reading assessment, K–12 (2nd ed). Newark, DE

International Reading Association.

Laureate Education, Inc.,(Executive Producer). (2010). [Webcast}. Getting To Know Your Students. Baltimore, MD:

Author.

:

II. Selecting Texts

AnalysisUse the Matrix to make sure you are not relying on just one genre and

providing the students with a variety of text.

In this course, I am beginning to broaden my thinking to include a wide range of texts from linguistic to semiotic and from narrative to informational. In doing this I am able to consider a variety of literacy experiences to best fit my student’s needs and interests

I explored the matrix and mapped out the texts to make sure I had full representation of all types of texts. Both digitally and printed.

II. Selecting TextsResearch

“Lack of content Knowledge” (Laureate, n.d.) is what is causing children to struggle with their reading. We need to balance reading instruction and make sure we include informational text now when they are learning to read so that our children can succeed in their upcoming years in education.

References

Laureate Education (Producer). (n.d.a). Analyzing and selecting text [Video file]. Retrieved

from https://class.waldenu.edu

III. Interactive PerspectiveAnalysis

In addition to learning specific literacy skills and strategies, students need to learn to become strategic and metacognitive learners in order to be in control of their learning.

In my lesson on “Family Traditions and Culture”, I implemented instructional practices with this goal in mind to assist in my students in becoming strategic processors and metacognitive learners.

I included strategies like:

The “Riddle Game”-helped motivate them and made them make a personal connection to their families.

Vocabulary Chart-making predictions in the meaning of words

Cloze reading-highlight the vocabulary words

II. Interactive PerspectiveResearch

“The ultimate goal of Interactive Perspective is to teach children to be literate learners who can navigate the textual world independently” (Laureate, n.d.)

“Setting the purpose activates a mental blueprint, which aids in determining how readers focus their attention and how they will sort out relevant information” (Tompkins, 2010, p.268).

References

Laureate Education (Producer). (n.d.a). Interactive perspective: Strategic processing. [Video file].

Retrieved from https://class.waldenu.edu

Tompkins, G. (2010). Literacy for the 21st Century: A Balanced Approach. (5th ed.). Boston:

Allyn & Bacon

IV. Critical and Response Perspectives

Analysis I did a lesson that provided opportunities for my students to think

critically about text and respond to what they read based on their own thoughts and feelings using poems and the interactive read aloud strategy.

I included critical and response perspectives in my literacy instruction so I could begin to foster my students appreciation of family traditions and values, which I hope will ultimately contribute to their sense of self-esteem and their respect for individual , cultural, and racial differences.

Students were given opportunities to judge,evaluate, and think critically about text about ideas and issues that mattered to students and found out about students' identities and interests.

IV. Critical and Response Perspectives

Analysis Critical and Response Perspectives is essential because this helps

students learn to critically evaluate the text they encounter, (Laureate, n.d.,b).

By Integrating the response perspective in my literacy instruction, it helped students connect personally and emotionally to text, (Laureate, n.d.,a).

References

Laureate Education, Inc. (Producer). (n.d., a). Response perspective. [Video file]. Retrieved from

http://class.waldenu.edu/webapps/portal/framset.jsp

Laureate Education, Inc. (Producer). (n.d., b). Critical perspective. [Video file]. Retrieved from

http://class.waldenu.edu/webapps/portal/framset.jsp