Literate Environment Analysis

Topics: Critical thinking, Reading, Literacy Pages: 9 (1963 words) Published: March 15, 2014


Literate Environment Analysis

Megan Cothran

Walden University

Phyllis McCully

EDUC – 6706R – 6, The Beginning Reader, PreK-3

February 23, 2014

Literate Environment Analysis

I. Getting to Know Literacy Learners, P–3

In the video segment, Getting to Know Your Students (2011), Dr. Almasi states that it is important that teachers get to know who each student is as a person. Therefore, at the beginning of the year I assessed my students’ non-cognitive abilities by using an assessment tool called the Elementary Reading Attitude Survey (ERAS) (McKenna & Kear, 1990). I found that many students (from both high and low groups) enjoy getting a book for present and starting a new book. Both groups also stated that they do not enjoy reading over playing – which was not a surprise! I was surprised; however, that many of my lower readers actually enjoy reading aloud in the class, where many of my higher reading students had mixed-feelings about it.

Cognitive assessments provide teachers with the ability to understand each student’s growth and challenges as a reader (Afflerbach, 2012). One cognitive assessment that I use within my classroom is an oral reading assessment called the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). This is a set of procedures and measures for assessing the acquisition of early literacy skills from kindergarten through sixth grade (University of Oregon Center on Teaching and Learning, 2013). Through this assessment, I found that many of my lower students struggle with word fluency. Of those who are English Language Learners, many missed past tense and plural words. For those in the higher reading group, I noticed a pattern of missed contraction words. This assessment data helps me to implement differentiate instruction during guided reading and literacy centers. II. Selecting Texts

One useful instrument teachers can use when selecting texts is the Literacy Matrix (2011). This is a tool one can use for analyzing and selecting texts. It assists in instructional decision-making for your students, and making connections across the curriculum (Laureate Education, 2011). One of the ideas presented by Dr. Hartman in the video segment Analyzing and Selecting Text (2011) that influenced me was the Literacy Matrix.  This matrix helps teachers see if they are providing students with a balance of texts (Laureate Education Inc., 2011).  Though I provide my students with a variety of leveled readers during literacy centers, I realized that I was not making sure I provided students with a balanced variety of genres. Now when I checkout leveled reading book, I ensure to include a wide variety of narrative, informational, linguistic, and semiotic texts in order to provide my students with the opportunity to become well-rounded literate learners. III. Literacy Lesson: Interactive Perspective

The ultimate goal of the Interactive Perspective is to teach children how to be literate learners who can navigate the textual world independently (Laureate Education, Inc., 2011). In order to teacher students to be independent literate learners, we must teach them to be strategic processors. We can do this by being metacognitive and using multiple strategies for different text types (i.e. narrative and informational) setting purposes, making predictions, visualizing, and making sense of text. Furthermore, this can be done by being reflective and self regulating; therefore, we should teach our students to process and independently think about texts. One way I implement this perspective is through Guided Reading. During this time, I am able to work with students in small, ability groups which allows me to focus on specific literacy skills depending on their individual needs. IV. Literacy Lesson: Critical and Response Perspectives

The Critical Perspective provides opportunities for students to think analytically about a text (Laureate Education, Inc., 2011). With...

References: Afflerbach, P. (2012). Understanding and using reading assessment, K–12. Newark, DE: International Reading Association.
McKenna, M.C., & Kear, D. J. (1990). Measuring attitude toward reading: A new tool for teacher. The Reading Teacher, 43(9), 626-639.
Laureate Education, Inc. (2011). Analyzing and selecting texts [Video webcast]. Retrieved from http://www.courseurl.com
Laureate Education, Inc
Laureate Education, Inc. (2011). Critical perspective [Video webcast]. Retrieved from http://www.courseurl.com
Laureate Education, Inc
Laureate Education, Inc. (2011). Responsive perspective [Video webcast]. Retrieved from http://www.courseurl.com
Laureate Education, Inc
University of Oregon Center on Teaching and Learning. (2013). Dynamic indicators of basic early literacy skills (dibels). Retrieved from http://dibels.uoregon.edu/market/assessment/dibels
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