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“…emphasizes the importance
of speaking, reading, and writing
  in the learning of all students”
(The Access Center, 2012, p. 3).
Creating a Literate Environment
According to Janice
         Almasi
 “we teach students, not     “Highly motivated readers
    texts” (Laureate
  Education Inc, 2010)        are self-determining and
                             generate their own reading
                                   opportunities”
“Students use cognitive     (Gambrell, Palmer, Codling,
    and metacognitive       and Mazzoni, 1996, para 2).
 strategies for thinking”
(Tompkins, 2010, p. 12)
Cognitive Assessment
  Helps measure a
   students success
     academically       Non-Cognitive Assessments
                            measure a students
 Examples Include               motivation
  Running Records
 Spelling Inventory         Examples Include
Word Recognition List     Parent/Teacher Survey
 Reading Inventory          Informal Interview
                        Elementary Attitude Survey
My Assessment

                                       Student 1:
I chose a running records assessment. I wanted to hear how the student’s oral
reading skills were, along with his ability for word identification and reading
fluency.
                                       Student 2:
The activity I chose was a reading comprehension activity where I had the student
re-tell what had occurred in the book she was currently reading.
                                       Student 3:
The activity I chose for the student was the running records assessment. I chose a
chapter book because it correlated more with the level of reading she should be at.
By choosing this book I could test her reading fluency, word identification, her
ability to use context clues, and her re-telling ability.
Analyzing and Selecting Texts

              Linguistic




  Narrative                Informational




              Semiotic
Text Structure
                        Informational
                         Descriptive
                         Cause/Effect
  According to                                     Visual
                      Problem/Solution
 Janice Almasi        Compare/Contrast            Support
   (Laureate                Poetic
   Education
Inc, 2010), seve
    ral steps
   need to be                       Text Length
 implemented
when selecting
 texts such as:                                     Size of
                   Difficulity Considerations        print
                          Readability
                        Sentence length
                       Number of syllables
                        Concept density
Creating a Literate Environment
For each student I chose texts that were appropriate for
             their age and grade. I focused on texts that would help me
                  determine whether or not findings were accurate.
Student 1: is in the first grade and   Student 2: is a sixth grade     Student 3: is a ninth grade
is a beginning reader. He is “aware    fluent reading student.         student that falls into
of the alphabetic principle”           Through the assessment          beginning/emergent/fluent
(Tompkins, 2010, p. 119). He is        Motivation to Read Profile      reading category. She
developing “phonic                     by                              struggles with punctuation
skills, recognizing high-frequency     Gambrell, Palmer, Codling       recognition when reading.
words, applies reading                 and Mazzoni (1996), we          She can recall events if
strategies, can write                  learned that reading is         prompted, but cannot seem
sentences, spells                      “kind of easy” for her; she     to remember a significant
phonetically, identifies punctuation   is an “ok reader”; but          amount of detail. The unit I
and uses capital letters to begin      when reading by herself         chose is poetry, and the
sentences” (p. 119).                   she is able to understand       theme would be
Other books that would aid with        “almost everything I read”      adolescents.
this students beginning reading        (p. 521). The genre I
level are the Basal books. The         chose for her is Science
books contain “authentic literature    Fiction. She is interested in
selections that celebrate diverse      topics such as ghosts, and
cultures, and they emphasize an        she likes the books by R.L.
organized presentation of              Stine.
Interactive Perspective
  5 Pillars for Success!
According to Janice Almasi (Laureate Education
    Inc., 2010), there are five pillars that overlap in order for
             strategic processing to be implemented:




                     Fluency                Comprehension
Phonemic Awareness               Phonics
                                                            Vocabulary
My plan
Each of the three students I have been working with has strengths
   and weaknesses. Individual lesson plan formats have been
          designed with a targeted theme, and strategy.




                             does not like
struggles with reading     to read out loud
    comprehension                              Sight word identification
      strategies
Creating a Literate Environment
Rosenblatt speaks of the efferent
  and aesthetic “stance” of reading.
– During an efferent stance the reader may “be
  stimulated to remember a related personal
  experience”.
– Whereas during an aesthetic stance a reader may
  briefly focus on analyzing the techniques
  interacting in a text” (Gladdys, 1997, p. 2).
– She notes that readers switch back and forth
  between the two stances while reading. Probst
  (1987), further explains the efferent and aesthetic
  stances in the article Transaction Theory in the
  Teaching of Literature.
“Reading        from a                                “Critical
        critical stance                                     literacy
requires the reader to                                   focuses on
  analyze and evaluate                                     issues of
   books, meaningfully                                   power and
  questioning the origin                                   promotes
         and purpose”
  Rosenblatt states                                     reflection, tr
       that the
   (Molden, 2007, p.52).
“transactional theory                                   ansformatio
                           The aesthetic stance “is where the
which proposes that         reader comes to the text in a less and
                                                             n,
the meaning of a text
    derives from a                                           action”
                          directive frame of mind, seeking not
                              particular information or the
transaction between                                     (Molden, 20
 the text and reader         accomplishment of an assigned
   within a specific                                    07, para 1).
                                 task, but rather the full
      context”              emotional, aesthetic, and intellectual
(Glaydds, 1997, p. 3).           experience offered by the
                                text”(Probst, 1987, para 9).
References
•   The Access Center. (2012). The purpose of literacy rich environments. Improving outcomes for all students K-8.
           American Institute for Research: Washington, DC. Retrieved from
           http://www.k8accesscenter.org/training_resources/literacy-richenvironments.asp

•   Gambrell, L. B., Palmer, B. M., Codling, R. M., & Mazzoni, S. A. (1996). Assessing motivation to read. The
          Reading Teacher, 49(7), 518–533.

•   Laureate Education Inc., (2010). Analyzing and selecting texts. Dr. Douglas K. Hartman
           [Webcast]. Baltimore, MD: Author.

•   Laureate Education, Inc. (Executive Producer). (2010). Critical perspective. [DVD]. The Beginning Reader, PreK-3.
           Baltimore, MD: Author

•   Laureate Education Inc., (2010). Assessing Work Knowledge. Dr. Donald Bear [Webcast]. Baltimore, MD: Author.

•   Laureate Education Inc., (2010). Virtual Field Experiencs. Leigh Ann Hildreth
           [Webcast]. Baltimore, MD: Author.

•   Glaydds, W. C. (1997). The Significance of Louise Rosenblatt on the Field of Teaching
           Literature: efferent and aesthetic stance during reading. Abstract retrieved from Inquiry,
           Volume 1, Number 1: Virginia Community College System.
•   Molden, K. (2007). Critical literacy, the right answer for the reading classroom: Strategies to
             move beyond comprehension for reading improvement. Reading Improvement, 44(1),
            50–56.
•   Probst, R. E. (1987). Transactional theory in the teaching of literature. Resources in Education,
            22(12).
•   Tompkins, G. E., (2010). Literacy for the 21st century. New York:          Macmillan.

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Creating a Literate Environment

  • 1. “…emphasizes the importance of speaking, reading, and writing in the learning of all students” (The Access Center, 2012, p. 3).
  • 3. According to Janice Almasi “we teach students, not “Highly motivated readers texts” (Laureate Education Inc, 2010) are self-determining and generate their own reading opportunities” “Students use cognitive (Gambrell, Palmer, Codling, and metacognitive and Mazzoni, 1996, para 2). strategies for thinking” (Tompkins, 2010, p. 12)
  • 4. Cognitive Assessment  Helps measure a students success academically Non-Cognitive Assessments  measure a students Examples Include motivation Running Records Spelling Inventory Examples Include Word Recognition List Parent/Teacher Survey Reading Inventory Informal Interview Elementary Attitude Survey
  • 5. My Assessment Student 1: I chose a running records assessment. I wanted to hear how the student’s oral reading skills were, along with his ability for word identification and reading fluency. Student 2: The activity I chose was a reading comprehension activity where I had the student re-tell what had occurred in the book she was currently reading. Student 3: The activity I chose for the student was the running records assessment. I chose a chapter book because it correlated more with the level of reading she should be at. By choosing this book I could test her reading fluency, word identification, her ability to use context clues, and her re-telling ability.
  • 6. Analyzing and Selecting Texts Linguistic Narrative Informational Semiotic
  • 7. Text Structure Informational Descriptive Cause/Effect According to Visual Problem/Solution Janice Almasi Compare/Contrast Support (Laureate Poetic Education Inc, 2010), seve ral steps need to be Text Length implemented when selecting texts such as: Size of Difficulity Considerations print Readability Sentence length Number of syllables Concept density
  • 9. For each student I chose texts that were appropriate for their age and grade. I focused on texts that would help me determine whether or not findings were accurate. Student 1: is in the first grade and Student 2: is a sixth grade Student 3: is a ninth grade is a beginning reader. He is “aware fluent reading student. student that falls into of the alphabetic principle” Through the assessment beginning/emergent/fluent (Tompkins, 2010, p. 119). He is Motivation to Read Profile reading category. She developing “phonic by struggles with punctuation skills, recognizing high-frequency Gambrell, Palmer, Codling recognition when reading. words, applies reading and Mazzoni (1996), we She can recall events if strategies, can write learned that reading is prompted, but cannot seem sentences, spells “kind of easy” for her; she to remember a significant phonetically, identifies punctuation is an “ok reader”; but amount of detail. The unit I and uses capital letters to begin when reading by herself chose is poetry, and the sentences” (p. 119). she is able to understand theme would be Other books that would aid with “almost everything I read” adolescents. this students beginning reading (p. 521). The genre I level are the Basal books. The chose for her is Science books contain “authentic literature Fiction. She is interested in selections that celebrate diverse topics such as ghosts, and cultures, and they emphasize an she likes the books by R.L. organized presentation of Stine.
  • 10. Interactive Perspective 5 Pillars for Success!
  • 11. According to Janice Almasi (Laureate Education Inc., 2010), there are five pillars that overlap in order for strategic processing to be implemented: Fluency Comprehension Phonemic Awareness Phonics Vocabulary
  • 12. My plan Each of the three students I have been working with has strengths and weaknesses. Individual lesson plan formats have been designed with a targeted theme, and strategy. does not like struggles with reading to read out loud comprehension Sight word identification strategies
  • 14. Rosenblatt speaks of the efferent and aesthetic “stance” of reading. – During an efferent stance the reader may “be stimulated to remember a related personal experience”. – Whereas during an aesthetic stance a reader may briefly focus on analyzing the techniques interacting in a text” (Gladdys, 1997, p. 2). – She notes that readers switch back and forth between the two stances while reading. Probst (1987), further explains the efferent and aesthetic stances in the article Transaction Theory in the Teaching of Literature.
  • 15. “Reading from a “Critical critical stance literacy requires the reader to focuses on analyze and evaluate issues of books, meaningfully power and questioning the origin promotes and purpose” Rosenblatt states reflection, tr that the (Molden, 2007, p.52). “transactional theory ansformatio The aesthetic stance “is where the which proposes that reader comes to the text in a less and n, the meaning of a text derives from a action” directive frame of mind, seeking not particular information or the transaction between (Molden, 20 the text and reader accomplishment of an assigned within a specific 07, para 1). task, but rather the full context” emotional, aesthetic, and intellectual (Glaydds, 1997, p. 3). experience offered by the text”(Probst, 1987, para 9).
  • 16. References • The Access Center. (2012). The purpose of literacy rich environments. Improving outcomes for all students K-8. American Institute for Research: Washington, DC. Retrieved from http://www.k8accesscenter.org/training_resources/literacy-richenvironments.asp • Gambrell, L. B., Palmer, B. M., Codling, R. M., & Mazzoni, S. A. (1996). Assessing motivation to read. The Reading Teacher, 49(7), 518–533. • Laureate Education Inc., (2010). Analyzing and selecting texts. Dr. Douglas K. Hartman [Webcast]. Baltimore, MD: Author. • Laureate Education, Inc. (Executive Producer). (2010). Critical perspective. [DVD]. The Beginning Reader, PreK-3. Baltimore, MD: Author • Laureate Education Inc., (2010). Assessing Work Knowledge. Dr. Donald Bear [Webcast]. Baltimore, MD: Author. • Laureate Education Inc., (2010). Virtual Field Experiencs. Leigh Ann Hildreth [Webcast]. Baltimore, MD: Author. • Glaydds, W. C. (1997). The Significance of Louise Rosenblatt on the Field of Teaching Literature: efferent and aesthetic stance during reading. Abstract retrieved from Inquiry, Volume 1, Number 1: Virginia Community College System.
  • 17. Molden, K. (2007). Critical literacy, the right answer for the reading classroom: Strategies to move beyond comprehension for reading improvement. Reading Improvement, 44(1), 50–56. • Probst, R. E. (1987). Transactional theory in the teaching of literature. Resources in Education, 22(12). • Tompkins, G. E., (2010). Literacy for the 21st century. New York: Macmillan.