![References
• Afflerbach, P. (2007). Understanding and using reading assessment, K–12. Newark, DE:
International Reading Association.
• Laureate Education, Inc. (Executive Producer). (2011a). Analyzing and Selecting Text. [Webcast]. The
beginning reader PreK-3. Baltimore, MD: Author.
• Laureate Education, Inc. (Executive Producer). (2011b). Virtual field experience: Strategic processing.
[Webcast]. The Beginning Reader PreK-3. Baltimore, MD: Author.
• Laureate Education, Inc. (Executive Producer). (2011c).Critical Perspective. [Webcast]. The beginning
reader PreK-3. Baltimore, MD: Author
• Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston: Allyn &
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Creating a Literate Environment Analysis Presentation
- 1. Creating a Literate Environment: Analysis Sara Castiglia The Beginning Reader, Pre K-3 (EDUC - 6706G - 10) Dr. Cassandra Bosier October 23rd, 2011
- 2. **Emergent Literacy is a child’s earliest reading and writing development before conventional reading and writing** (Tompkins, 2010).
- 3. Getting to Know Literacy Learners P-3 • In order to successfully learn about our literacy learners, it is important to gather data through both cognitive and non-cognitive assessments. • A cognitive assessment will help to gain insight into the student’s skills, strategies, and development across the five pillars. • Non-cognitive or affective assessments help to discover information about students motivation, attitude, beliefs, and interests. *My cognitive assessment was our school district’s evaluation that is For the non-cognitive assessment, I chose to create my own given to each Kindergartener at the Emergent Literacy Reading Survey. This could be considered a beginning of the school year. This teacher questioning assessment or reading inventory. This type assessment tests for letter and of survey helps teachers to understand students basic sound identification and understanding of text along with outside things that make them phonological awareness; rhyme interested in reading (Afflerbach, 2007). The questions used in recognition, sound sorting- this survey were effective because they gave the students a chance to show how they felt regarding literacy rather than beginning sound, phoneme whether or not they could read. blending, and print concepts.
- 4. Selecting Texts: Being able to critically analyze texts is very helpful for our students (Laureate Education Inc., 2011 a). • As educators of early literacy, it is crucial that we broaden our thinking concerning the texts we choose to use with our students. We need to include a wider range of texts in our repertoire that vary in regards to the linguistic, semiotic, narrative, and informational needs and interests of our students. We must go beyond the literacy programs enforced within districts in order to enhance our students’ not only our student’s literacy learning but also hopefully a lifetime of loving literacy. • Educators of early literacy have an important job, to find and utilize appropriate and engaging texts for all students, regardless of their abilities. One resource to consider, that will help this job be successful, is the Literacy Matrix described on the next slide. This resource will help us to successfully choose appropriate books as well enhance our ability to critically analyze our texts (Laureate Education, Inc, 2011 a).
- 5. The Literacy Matrix The literacy matrix is a phenomenal tool to use when analyzing texts. The literacy matrix has you think of texts along two different continuums; narrative-informational, and linguistic-semiotic. Semiotic which happened to be a new term for myself, means that a text communicates its message through something other than words; pictures, moving pictures, icons, etc. Depending on the type of text, you will be able to follow the matrix and locate the text in the correct quadrant. This will help to show how two of the same types of books differ. Once you start plotting your books on the matrix, you can see any patterns that may be developing in the types of books you choose. (Laureate Education Inc., 2011 a) Linguistic Continuum Narrative Continuum Informational Continuum Semiotic Continuum
- 6. Literacy Lesson: Interactive Perspective • It is extremely important for students learn and retain specific literacy skills and strategies that they are given but it is just as important for students to take control over their learning. They do this by learning to be strategic and metacognitive while reading • The goal of the interactive perspective is to be able to have your students become not only strategic readers but writers as well. This is known as strategic processors. We have to support our students independent strategic use of the reading and writing strategies that we have taught them in order for them to become strategic thinkers (Laureate Inc., 2010b).
- 7. More from the Interactive Perspective I was able to activate their schema, Shared reading is an invaluable strategy or prior knowledge regarding pets. for emergent reading for many reasons. Schema is a great strategy that It helps you to promote your students allows students to make connections literacy development across the five to things around them (Laureate Inc., pillars. In addition, with shared reading 2010a). Having a discussion and in the emergent level, big books are used activating schema helps students to which allow your students to be able to understand the text while reading. have their own eyes on the actual text. While reading our big book text, my students remained focused on the words that I was reading and highlighting. This shared reading became a valuable community reading experience for my small group (Laureate Inc., 2010b). This lesson was meant to enhance the literary strategies that are being introduced in this Kindergarten classroom. Students must learn to be able to take control of their literacy learning and use skills and strategies independently. The students within my group were able to take the skills and strategies taught throughout the read aloud and create their own sentence stories
- 8. Lesson Plan: Critical and Response Perspectives The Responsive Our students need to be Perspective allows our able to think critically students to read, react, and about the texts they are respond to text in a variety reading while also of meaningful ways (Walden responding and reacting to University, 2001). the text (Laureate Inc., 2011). The Critical Perspective of the Literacy Matrix enforces the ability of our students to judging, evaluate, and think critically about text. **It is our responsibility as educators to provide opportunities for our student to enhance their critical and responsive thinking to ensure future success.
- 9. More from the Critical and Response Perspectives • The instructional practice used within this lesson was guided reading. Guided reading is a small group of students that work with their teacher to read a book at their instructional level. There are many components to guided reading. The ones used in this lesson were the teacher supports the students’ reading in an appropriate instructional level and literacy strategies and skills are taught (Tompkins, 2010). • Including both the critical and response perspectives in literary instruction is extremely powerful for the success of our students. When our students use an open mind and respond properly when reading and analyzing texts, they will learn about things that they may not have had the opportunity to learn. This includes different cultures, religions, and racial differences.
- 10. Viewer Feedback is Always Appreciated 1. What new insights about emergent literacy instruction did you gain after viewing this presentation? 2. Did the information presented change or enhance your own literacy practices and/or interactions with students? 3. Are there any ways where I can further support your literacy development of your students? Are there any ways in which you feel you could support me? 4. Any questions? Thank you!
- 11. References • Afflerbach, P. (2007). Understanding and using reading assessment, K–12. Newark, DE: International Reading Association. • Laureate Education, Inc. (Executive Producer). (2011a). Analyzing and Selecting Text. [Webcast]. The beginning reader PreK-3. Baltimore, MD: Author. • Laureate Education, Inc. (Executive Producer). (2011b). Virtual field experience: Strategic processing. [Webcast]. The Beginning Reader PreK-3. Baltimore, MD: Author. • Laureate Education, Inc. (Executive Producer). (2011c).Critical Perspective. [Webcast]. The beginning reader PreK-3. Baltimore, MD: Author • Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston: Allyn & Bacon