Literate Environment Analysis Presentation

1. Literate Environment Analysis Presentation Getting to Know Literacy Learners Selecting Texts Literacy Lesson: Interactive Perspective Literacy Lesson: Critical and Response Perspectives

2. Getting to Know Literacy Learners • Teachers are required to find ways to understand students as unique literacy learners. Once the teacher learns about students literacy development, they can use the information to promote their academic achievement and to foster their development as lifelong readers and writers. • Reading inventories should be used to give detailed information. The teacher can simply listen to the child read. • Assess the oral reading by listening for miscues, or look for patterns such as omitted words and guessing. • Note miscues. • Ask literal and inferential comprehension questions. • Some of the assessments that I used to help create a literate environment for my students was by using the Elementary reading attitude survey and the Motivation to read profile. By using these surveys it helped me gain more information about the students that I worked with and it gave me an idea of where the students current reading levels were at. • Resource: Laureate Education, Inc. (Executive Producer). (2010). [Webcast]. Reading Inventories. Baltimore: Author.

3. Selecting Texts • Select text based on students’ interests and reading levels. According to the video Analyzing and selecting texts, Dr. Douglas Hartman talked about some difficulty considerations to take into consideration when selecting texts for your students (Laureate Education, 2010). Some of the difficulty considerations were readability, text structure, visual supports, text length, and size of print. • Some of the ways that I created a literate environment for students that I worked with was by looking for authors and series of books that pertained to the students interests and reading levels. • I also included some online texts as well as informational texts. Susan Neuman stated in the video “Informational texts in the early years” that part of the fourth grade slump (decline in children’s reading skills) was because of the lack of background knowledge (Laureate Education, 2010). • Resources: Laureate Education, Inc. (2010a). Analyzing and selecting text. [Webcast]. Retrieved fromhttp://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5700211&Survey=1&47=8395905&ClientNodeID=984650&coursenav=1&bhcp=1Laureate Education, Inc. (2010b). Informational text in the early years. [Webcast]. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5700211&Survey=1&47=8395905&ClientNodeID=984650&coursenav=1&bhcp=1

4. Literacy Lesson: Interactive Perspective This week I provided a literate environment by creating a lesson thatencouraged students to look for patterns in words, which encouraged them to become “word wizards”, making new words by adding letters or changing the sequence of letters. During this lesson one particular student referred to his schema (background knowledge), that pertained to the extra curricular activities that he was involved in. In the video Virtual Field Experience, Leigh Ann Hildreth referred to the word schema on many occasions. Jean Piget explained that learning is the modification of students schemas as they actively interact with their environment. Resource: Laureate Education, Inc., (2010). Virtual Field Experience: Strategic Processing. [DVD]. Baltimore, MD: Author.

5. Literacy Lesson: Critical and Response Perspectives Learning Objectives: The purpose of this lesson was to enhance student’s critical thinking skills. Students will also learn the value of getting along with people they do not know. We read the book Smoky night by Eve Bunting and we talked about physical characteristics that make us different from others and how we should handle these types of differences.