2. Getting To Know Your Students
Make a variety of books available to students
Give students time to read, discuss and comprehend text
Develop relationships with students and parents
Allow students opportunity to have rich conversations about text
Use Cognitive and NonCognitive Assessments
Determine students’ interest
Analyze what motivates students
Connect students with text that connects to their background
knowledge or schema
Build relationships with students
Build partnerships with parents and community
Build a rich literacy environment with emergent readers
3. Research Based Practices Supporting
Getting to Know Learners
Dr. Tomkins,2010. supports building a classroom environment that supports
introducing students to various forms of literacy
Teachers should use a variety of formal and informal assessments to determine
students stage of reading and writing development (Laureate Education Inc.,
2010)
Dr. Peter Afflerbach, 2012, supports assessments to determine effectiveness of
reading programs, motivate and encourage students to read
Assessments teach students how to self-assess
Dr. Janice Almasi, suggest that knowing students interest and literacy
autobiography helps to build on background knowledge and schema
4. Getting to Know Students
Dr. Lori Helman,( Laureate Education, 2010), focuses on the need to develop a
rich oral language and vocabulary base to build skills needed to move from the
emergent t reader stage to proficient reader
It is important to become familiar with students’ cultural background and the
types of books that interest the student
The Elementary Reading Attitude Survey( McKenna & Kear,1990, used to
determine a student’s academic or recreational attitude toward reading is an
excellent tool to assess the noncognitive aspects of reading
Gambrell,Palmer, Codling & Mazzoni, 1996, developed the noncognitive tool,
The Motivation to Read Profile assess a student’s motivation to read
5. Selecting Text
Teachers should select appropriate and engaging text
Select text that is authentic and meaningful to students
Expose students to a wide range of text from narrative to
informational and from linguistic to semiotic
Analyze the complexity of text to determine whether text is too difficult
for the students
Select text according to students reading level , interest
7. Selecting Text
Dr. Hartman, Laureate Education, 2010. encourages teachers to select text that
is authentic and meaningful and will help students relate to what they are
reading
Using a matrix tool, teachers can evaluate text to determine whether text falls
in the range of narrative which tells a story of informational which gives
students knowledge or facts about a specific topic( Laureate Education Inc.,
2010)
Dr. Janice Almasi, Laureate Education, 2010, emphasizes the importance of
determining whether text is too easy or hard, as a dimension of difficulty of the
text
Analyzing the complexity of the text will determine whether the student has
sufficient background knowledge to read and comprehend the text
8. Interactive Perspective
Teach students to read using different research based strategies
Strategies that have proved successful in teaching students to
read thinking about text while they are reading
Examples of research based strategies are read alouds. Think
alouds, Guided reading, Decoding words, Reader’s theater
Interactive reading and writing motivates beginning readers to
want to read and write
Use big books to allow students to share reading experiences
9. Research on Interactive Perspective
The goal of the interactive perspective is not only to
teach students how to read but to become strategic
processors( Laureate Education Inc., 2010).
Models for students the appropriate strategies to use
when approaching text will guide students into
becoming goal oriented readers( Laureate Education
Inc., 2011).
Students should use metacognitive strategies when
approaching text
Students should analyze, plan, question, and
summarize and self-monitor when reading text
10. Critical and Response Perspectives
Examine text and think critically about text judging text
Using multiple perspectives help students construct new
meaning of text
Students also learn to judge text to determine whether the
sources are realizable
Students can become better readers if they look at text
using multiple perspective
Using text that teaches students a sense of care can help
students develop character, respect, and compassion for
others ( Durand, Howell, Schumacher, & Sutton, 2008)
11. Research supporting the Use of
Multiple Perspectives
Students make critical judgments of characters determining whether
characters are an important part of the story( Laureate Education Inc.,
2010).
Students can develop relationships from characters from stories read in
the classroom making characters role models( Durand, Howell,
Schumaker, & Sutton,2008).
Dr. Janice Almasi, Laureate Education Inc., 2010, encourages teachers
to focus on the critical perspective to help students visualize why the
author wrote the story
Using strategies that employ visualizing, synthesizing, and making
connections to text will help students develop multiple perspectives
and also helps with critical thinking and problem solving( Chand,
2007).
