powerepoint literate environment

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Literate Environment Analysis Lorene Haymer EDUC 6706 R-2 The Beginning Reader, Pre- K Instructor: Cindee Easton August 18, 2013

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Page 1: Powerepoint literate environment

Literate Environment AnalysisLorene HaymerEDUC 6706 R-2

The Beginning Reader, Pre- KInstructor: Cindee Easton

August 18, 2013

Page 2: Powerepoint literate environment

Getting to Know Your Students

Analysis

As literacy educators, if we have the best interest of our students at heart, it is important that we get to know them. We should know find out about their likes and dislikes and make an effort to learn about those things that are important to them. Knowing our students helps us to better serve them and enable them to become successful readers. I can create a literate environment by ensuring that I take the time to get to know all of my learners.

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Getting to know your Literacy learnerResearch

We do not teach topics, texts, or subjects, but students. If we want them to become successful readers, we must get to know their interests, motivation, what they love, what background knowledge, they have, and look at their identity as readers, writers, listeners, speakers, and visualizers (Laureate Education, Inc., 2010a).

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Getting to Know you Activity!

Alphabet Soup Activity • Allow students to pick any five letters of the alphabet.• Use the letters and write five things that best describe

them.• Then, using the letters, write five things that they like to do.• Also, using the letters, think about and write five things

that they do not like to do.• Put their alphabets and information in their soup dish and

serve (present to the class!) As the year progresses, add letters to their alphabet soup (new information).

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Alphabet Soup Activity……. I created the Alphabet Soup Activity from an activity that Dr. Almasi described in her video as “Me Stew.” This activity was instrumental to learning valuable information about my students. According to Dr. Almasi, an activity like this one can:

• Promote effective, small group interaction. • Provide awesome student/teacher collaboration.• Extend students’ thinking (Laureate Education, Inc., 2010b).

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Selecting Texts!

Analysis

I can create a literate environment by knowing my students interests, values and beliefs, and selecting the texts that match their interests, values, and beliefs. I can utilize the literacy matrix to determine how a particular text works with my students and how it may or may not fit into their goals as readers and my goals for them as a literacy educator.

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Selecting Texts

Research

As a literacy educator, it is important to be able to analyze and select the appropriate texts for my students. Dr. Douglas Hartman introduces a tool, the literacy matrix, that provides a balanced or full representation of the types of materials that students are engaging in (Laureate Education, Inc., 2010a).

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Linguistic (words)

Narrative (tells a story) Informational

Semiotic (pictures)

Selecting Texts“The Literacy Matrix”

(Laureate Education, Inc., 2010a)

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Learners

Affective and cognitive aspects of literacy learning

Texts

Text structures, types, genres, and difficulty levels matched to literacy learners and literacy goals and objectives

Instructional PracticesDevelopmentally appropriate research-based practices used with appropriate texts to facilitate affective and cognitive aspects of literacy development in all learners

Interactive Perspective

Reading and writing accurately, fluently, and with comprehension Being strategic and metacognitive readers and writers

Use a variety of informal and formal assessments to determine areas of strength and need in literacy development.

Determine texts of the appropriate types and levels of difficulty to meet literacy goals and objectives for students.

Use instructional methods that address the cognitive and affective needs of students and the demands of the particular text.Promote students’ independent use of reading strategies and skills.

Literacy Lesson: Interactive Perspective

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Literacy Lesson: Interactive Perspective

Analysis As a literacy educator, I can create a literate environment by first teaching my students how to read. Also, I can aid my students in becoming successful text processors so that they can become critical thinkers and independent learners.

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Literacy Lesson: Interactive Perspective

Research

The ultimate goal of the Interactive Perspectiveis to teach children how to be literate learnerswho can navigate the textual world independently (Laureate Education, Inc., 2010a).

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Literacy Lesson: Critical and Response PerspectivesLearners

Affective and cognitive aspects of literacy learning

Texts

Text structures, types, genres, and difficulty levels matched to literacy learners and literacy goals and objectives

Instructional PracticesDevelopmentally appropriate research-based practices used with appropriate texts to facilitate affective and cognitive aspects of literacy development in all learners

Critical Perspective

Judging, evaluating, and thinking critically about text

 Find out about ideas, issues, and problems that matter to students.  Understand the learner as a unique individual.

 Select texts that provide opportunities for students to judge, evaluate, and think critically.

 Foster a critical stance by teaching students how to judge, evaluate, and think critically about texts.  

Response Perspective

Reading, reacting, and responding to text in a variety of meaningful ways

Find out about students’ interests and identities.  Understand what matters to students and who they are as individuals.

Select texts that connect to students’ identities and/or interests and that have the potential to evoke an emotional or personal response.

Provide opportunities for students to read, react, and formulate a personal response to text.  

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Literacy Lesson: Critical and Response Perspectives

Analysis: Critical and Response Perspective

I can create a literate environment by ensuringthat my students are actively apply reading strategies when they read. Also, I can create a literate environment by allowing my students to investigate, question andinquire about the text, including the author, offerdifferent perspectives , and share with others.

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Literacy Lesson: Critical and Response Perspectives

Research: Critical and Response Perspective

Being able to look at text and examine it frommultiple perspectives enables one to think critically aboutit, to evaluate it, and make judgments about the validity or veracity of that text, which means we were looking at believability (Laureate Education, Inc. 2010a)

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References Laureate Education. Inc. (Producer). (2010a). Literacy autobiographies.

[Video Webcast]. The Beginning Reader, Pre-K. Baltimore, MD: Author

Laureate Education, Inc. (Producer). (2010a). Analyzing and selecting texts.

[Video Webcast]. The Beginner Reader, Pre-K. Baltimore, MD: Author

Laureate Education, Inc. (Producer). (2010b). Getting to know your students.

[Video Webcast]. The Beginner Reader, Pre-K. Baltimore, MD: Author

Laureate Education, Inc. (Producer). (2010a). Interactive perspective:

Strategic processing. [Video Webcast]. The Beginning Reader, Pre-K.

Baltimore, MD: Author

Laureate Education, Inc. (Producer). (2010a). The critical perspective.

[Video Webcast]. The Beginning Reader, Pre-K. Baltimore, MD: Author

Laureate Education, Inc. (Producer). (2010b). The response perspective.

[Video Webcast]. The Beginning Reader, Pre-K. Baltimore, MD: Author