Creating a literate classroom

Creating a Literate Classroom By: Nicole Storey

Literacy in the Classroom The Framework for Literacy focused on three important perspectives for any literacy classroom (Walden, 2011): Critical Perspective Response Perspective Interactive Perspective

Perspectives at a Glance Critical Perspective: teaches the student how to think critically about a text and evaluate writing. Response Perspective: looks at different ways children can respond to a text Interactive Perspective: looks at strategies that help children to become part of the text through interaction Walden University, 2011

By using the Framework for Literacy Instruction, I was able to take an in depth look at the way I was teaching to see where my strengths and weaknesses lie (Walden University, 2011). Knowing this information helped me to be more aware of what I was teaching in order to ensure I was utilizing all three literacy perspectives.

Literacy Assessments Throughout this course I worked with three different students: Kailyn, Jenna, and Bryn. During the second week of the course, I focused on the importance of assessments: cognitive and affective.

Affective Assessments In order to find out how Kailyn, Jenna, and Bryn felt about reading I administered the Elementary Reading Attitude Survey that Dennis J. Kear designed (McKenna & Kear, 1990). This assessment allowed me to see how each student felt about reading for fun, as well as for learning.

Cognitive Assessments Cognitive assessments are a very important of teaching literacy. In order to get a baseline assessment, I administered fluency assessments to each student. I used fluency passages from McGraw Hill (2001) and A-Z reading (2011).

If these students were in my classroom, I would continue to administer the fluency assessments on a weekly basis in order to keep up with the students changing needs (Laureate Education, 2010a).

Choosing Texts Choosing the appropriate text to read to your students is a large part of Framework for Literacy Instruction (2011). I took into consideration each students’ reading and writing level. Knowing how the students felt about reading, I also knew that I needed to find a topic of interest.

In order to keep the students interest, I chose a topic of frogs in order to teach the required lessons. Next, I used the Literacy Matrix to ensure that I was giving these students an appropriate literacy instruction in a balanced environment (Laureate Education, Inc., 2010b).

Choosing Texts Literacy Matrix- is an easy way to choose a text that aligns with your goals (Laureate Education, Inc., 2010b). The matrix has four categories that a text can fall on: narrative, informational, linguistic, semiotic (Laureate Education, Inc., 2010b).

The texts chosen this week would drive my instruction for the next two weeks and therefore I made sure that they varied on the literacy matrix, were relevant to the topic, as well as their developmental levels.

Word Knowledge and Comprehension Lesson My goal was to create a lesson that would increase Kailyn, Jenna, and Bryn’s vocabulary and build their comprehension. I created a lesson that utilized a plethora of strategies in order to accomplish this goal.

Starting with a KWL chart and a Red Light, Yellow Light, Green Light activity, I was able to assess both what the students already knew about frogs, as well as what their interests were within the subject.

I also used a video on Discovery Education to ignite their curiosity and interest ( www.discoveryeducation.com ). Next, the students listened to an interactive read aloud on the topic, answering questions throughout to ensure comprehension.

Since the three students vary within their reading and writing development, Kailyn and Jenna were in a guided reading group, and Bryn completed the reading on her own with me.

Kailyn and Jenna In order to increase their vocabulary, they completed a content vocabulary sort focusing on different species or frogs and their habitat (Tompkins, 2010).

In order to build Kailyn and Jenna’s comprehension they were asked to complete a triple Venn Diagram to compare and contrast three different species of frogs. This task proved to be too difficult and next time should only use a regular Venn Diagram.

Bryn To build vocabulary Bryn completed a vocabulary sort of the frogs life cycle. In order to build her comprehension, she completed a sketch-to-stretch describing the frogs life cycle and how they survive in their habitat during each stage of life (Tompkins, 2010).

As an extension activity, all three girls went on a field trip to a pond where we were able to observe frogs in their natural habitat.

Critical and Response Lesson The next step to ensuring I created a literate environment for Kailyn, Jenna, and Bryn involved planning a lesson that involved them having the opportunity to think critically about a text and then respond to it.

For this lesson, I kept the students together with the hopes that Kailyn and Jenna would be motivated by Bryn. This task did not work out as well as I had hoped and Kailyn and Jenna wound up frustrated.

I began by assessing their cognitive and noncognitive skills using a KWL chart and a thumbs up thumbs down activity. We reviewed their information from last week and began talking about the story “Frog and Toad” this week.

The students completed activities such as creating a bookmark in order to think critically about the text and respond accordingly.

The students also had discussions about the text, sat in the hot seat to become the characters and respond to questions from classmates, as well as Bryn completing a double journal entry. I wanted to provide multiple opportunities for the students to experience the text and respond to it.

What I have learned is that utilizing the tools given, I can give each child the opportunity to learn in a literate environment.

Resources Laureate Education, Inc. (Executive Producer). (2010a). Reading inventories. [Webcast]. The beginning reader. Prek-3. Baltimore, MD: Author. Laureate Education Inc. (2010b). Analyzing and selecting a text. [WebCast]. The Beginning Reader PreK- 3. Baltimore, MD: Author. McGraw-Hill Companies, Inc. (2001). Kit and rex. Retrieved from http://treasures.macmillanmh.com/assets/extras0001/3028/G1U3_Kit_and_Rex_StudentPassage.pdf . Retrieved on June 8, 2011. McKenna, M. C., & Kear, D. J. (1990). Measuring attitude toward reading: A new tool for teachers. The reading teacher, 43 (9), 626-639. Reading a-z. (2011). Your reading resource center. Retrieved from http://www.readinga-z.com/fluency/index.html / . Retrieved on June 8, 2011. (Fluencypassages) Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston:Allyn & Bacon Walden University. (2011). Framework for literacy instruction. Retrieved August 3, 2011 from http://sylvan.live.ecollege.com/ec/courses/37910/CRSWUPSYC62053502436/Framework_for_Literacy_Instruction_03-10.doc. www.discoveryeducation.com

Creating a literate classroom

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Creating a literate classroom