Literate Environment Analysis ChumaJ

by JChumaWU
Last updated 4 years ago

Discipline:
Language Arts
Subject:
Beginning readers
Grade:
1,2,3

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Literate Environment Analysis ChumaJ

Beginning Readers

Emergent Readers

*Birth through Pre-k*Don't understand how stories happen*Make up stories in books*Pretend writing(Laureate Education, 2014a)

*Working on reading muscles*More laborous - reads word by word*Working on becoming automatic*Getting better at decoding*Read outloud*Point to words as they read(Laureate Education, 2014a)

Literate Environment Analysis PresentationBy: Jennifer Chuma

Emergent Research-Based Practices:For my emergent reader, John, I used Reutzel & Cooter's (2016) strategy entitled Playing with the Alphabet (p.138). This strategy helps students learn through relaxed, game-like opportunities. Dr. Sue Bredekamp (Laureate Education, 2014c) stressed the importance of teaching students in playful ways. Engaging students in this manner will assist in creating a literate environment to help the child enjoy learning and reading.

Beginning Research-Based Practices:For my beginning reader, Brayden, I used Reutzel & Cooter's (2016) strategy entitled Story Grammar Map (p.312-314). This strategy helps students better understand the structure of the story, which will aid in comprehension. According to my pre-assessments, this was Brayden's greatest struggle. Comprehension is a major focus of the five pillars of literacy instruction, so it is vital for teachers to assist students in comprehending texts that they read. Providing students with a variety of texts and ways to comprehend them contributes to a literate environment.

Emergent Literacy Lesson:Morrow suggested that children can learn the alphabetic principle by enjoying playful activities centered on letter naming, letter sounds, and the connection between letter names and sounds (Reutzel & Cooter, 2016). Using the Playing with the Alphabet strategy, I was able to engage John in a variety of activities to promote literacy learning. Through identifying letters in a read-aloud text, completing alphabet puzzles, and making letters with playdough, John was thoroughly engaged.

Beginning Literacy Lesson:Reutzel & Cooter (2016) explained that reading comprehension inmproves most when teachers provide clear and explicit instruction in comprehension. The Story Grammar Map strategy did just that. By providing Brayden with a text and modeling how to use graphic organizers to aid in comprehension, Brayden was able to better understand the texts that we read. Gradually scaffolding instruction to allow Brayden more independent practice was also extremely helpful.

Selecting Texts:Mariotti (n.d.) explained the importance of using interest inventories to increase the probability of putting books that children actually want to read into their hands. By using an interest inventory, I was able to gain information on the likes and dislikes of both John and Brayden. Based on this information, I chose four texts to support them during our lessons. The texts I selected for them were:*Lego Pirates: Brickbeard's Treasure by Hannah Dolan*Guinness World Records Dangerous Creature Records by Ryan Herndon*Sharks by Carol MacLulich*Sammy the Turtle by Amy BakerUsing the information presented in the Analyzing and Selecting Text video, I was able to choose a wide variety of texts along the continiuum and of varying difficulty (Laureate Education, 2014d).

Getting to know John*:John is a 5 year old boy who just finished pre-k. He will be starting kindergarten in the fall. Using pre-assessments such as an interest inventory, Fountas & Pinnell Early Literacy Behaviors Assessment, DIBELS, and the Abecedarian assessment, I was able to get to know John's cognitive and non-cognitive abilities.

Getting to know Brayden*:Brayden is a 7 year old boy who just finished first grade. He will be starting second grade in the fall. Brayden also is autistic and suffers from a visual perception disorder. Using pre-assessments, such as an interest inventory, Curriculum-Based Measurement (CBM) assessments, and Dibels, were very informative. I also had to get to know him on a personal level so that I could plan lessons in a way that would not interfere with his learning disabilities.

Dr. Janice Almasi (Laureate Education, 2014b) stated that we do not teach grades, subjects, or texts; we teach students. Getting to know students is crucial if we are going to help them succeed.

*Names have been changed.

References:Laureate Education (Producer). (2014a). The Beginning Reader [Video file]. Baltimore, MD: author.Laureate Education (Producer). (2014b). Getting to know your students [Video file]. Baltimore, MD: author.Laureate Education (Producer). (2014c). Developing language and literacy [Video file]. Baltimore, MD: author.Laureate Education (Producer). (2014d). Analyzing and selecting text [Video file]. Baltimore, MD: author.Mariotti, A. P. (n.d.). Using interest inventories with struggling and unmotivated readers. Retrieved from http://cw.routledge.com/textbooks/9780415802093/news-updates/Interest-Inventories.pdfReutzel, D. R. & Cooter, R. B. (2016). Strategies for reading assessment and instruction: Helping every child succeed (5th ed). Boston, MA: Pearson.


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