Literate Environment Analysis

An effective and efficient literacy environment addresses the needs of students. A teacher must take every opportunity to get to know his/her students, in order to meet their needs. Dr. Amasi stated that we teach to students and not to the text, the subjects, or the grade levels (Laureate Education Inc., 2010a).

Creating a literacy environment, requires teachers to find out about the whole child. The child’s interest, what motivates them, and what they love will assist the teacher in learning about the child’s identity, to include: culture and language. Interacting with all children in the classroom through conversations can provide a plethora of information that can be utilized to help meet the child’s needs (Laureate Education Inc., 2010b).

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In my classroom, I was able to create a literacy environment because the research-based practice from this course has provided me with the appropriate resources to be effective as a literacy teacher. I have increased my understanding of both cognitive and noncognitive aspects of literacy learners.

Tompkins (2010) emphasized that it is beneficial to reflect on students’ individual, instructional, and frustration reading levels in relation to Vygotsky’s(1934/1978) theories of learning and the zone of proximal development ―the zone of proximal development is the area in which we can expect student growth, aided by our focused instruction and support‖ (p. 41). I am cognizant of the diverse student population in my classroom and their variant learning styles.

Differentiated instruction, effectively facilitated in the classroom, can assist in closing the achievement gap at the elementary level. Simply, different learners require different modes of instruction. In any one classroom, a variety of student learning styles and skill levels—including ability level, learning styles, interest levels, and achievement expectations—needs to be addressed to determine if students’ needs are being met. Various forms of formative and summative assessments must be administered in juxtaposition with prior data to identify weaknesses and strengths (Garrison & Ehringhaus, 2007).

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Multiple teaching techniques operate in direct correlation to differentiated instruction as it relates to Gardner’s (1983) MI theory and Vygotsky’s (1978) ZPD. All children are different, and they learn differently, as do adults. In an interview, Gardner claimed that children are smart in different ways (State of the Art, 1997). The eight intelligences described by Gardner (1983) and Vygotsky’s (1978) ZPD theory validate differentiated instruction in the classroom.

In my classroom I formulated learning centers with different resources and materials that appeal to the different types of learners in order to facilitate differentiated instruction. Additionally, I introduced situations that resemble real-life experiences to engage students in learning. I am the facilitator of learning therefore, I must always be available to scaffold my children to the next level of learning.

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Reflecting on what I have learned about assessing cognitive and noncognitiveaspects of reading and literacy, I am able to gain insights about my students’ self-perceptions, attitudes, and beliefs about themselves as literacy learners. I utilized reading inventories and the Motivation to Read Profile (MRP) as assessment tools and was able to evaluate pertinent data to drive my instructions. Tatum (2008), discussed that many young students are grossly disengaged, not because they lack skills but because their voices are not being allowed to be heard by teachers in the classrooms and therefore their textual lineage has not been developed (Laureate Education Inc., 2008b).

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Analyzing and selecting text today comes in many forms, from books to digital text (Laureate Education, Inc., 2010c). Children in today’s classroom are technology savvy and we, as educators must present and facilitate literacy through the use of technology, to make a substantial difference in the lives of struggling readers and learners.

According to Macrine and Sabbatino (2008), in many schools today, there is currently a discrepancy in the way the instruction of reading is conducted and the system in which students’ reading is evaluated. Macrine and Sabbatino (2008) designed a program, Dynamic Assessment and Remediation Program (DARA), with a social-constructivist model of assessment and remediation theoretical framework. The study involved the use of scaffolding to ensure a continual assessment of the students’ reading through dialogue. This method provided insight into the ways students processed information contained within the text.

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The topic that I selected was about Animals, because I think that most children love animals and can relate to them in terms of having pets, visiting zoos, petting farms, and watching the Discovery channel. The narrative book that I chose were Frog and Toad are Friends, Frog and Toad Together, by Arnold Lobel, Charlotte’s Web, by E. B. White, the informational book was The Magic School Bus Explores the World of Bugs, by Nancy White. Finally, I found from the resources provided for the 3rd week’s assignments, the following link http://ctell.uconn.edu/cases/newliteracies.htm. When I viewed the list, my eyes targeted the Starfall.com link, because I use it in my classroom all the time. Therefore, I decided to use an online text from the Starfall’s website (http://www.starfall.com/). The Starfall.com site is self-paced. The ―Learn to Read‖ segment has instructional goals labeled. The site is arranged by scope and sequence. Other reading software and websites do not have these features. The books that I selected were from the nonfiction column, entitled Penquins and Wolves, by Margaret Hillert.

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The text selected for the group of students that I worked with were appropriate and related to what they knew in relationship to what they were learning. I decided to conduct an interest survey with my students and found that each loved learning about animals. The results of the data prompted me to select narrative and informational books about animals. Tompkins (2010) reported that researchers claimed that ―readers make three types of connections between the text and their background knowledge; text-to-self, text-to-world, and text-to-text connections (Harvey & Goudvis, 2007). Teachers must provide students the opportunity to select their own books to read and allow more time for independent reading. Students feel confident and their intrinsic motivation heightens when their teacher encourage them and shows genuine concern about what interest students.

Writing Reading and writing are reciprocal processes and because I utilized the rich data I obtained

from the interest survey, I believe that any text that I selected from the books that we read, for a writing exercise would be successful. However, I would allow the children to determine which two books that they would like to write about. I would inform them that I value their thoughts and ideas and will encourage them to take an active part in their learning. I would discuss with each student, one-on-one about what they wanted to write about, I would help them organize their ideas and thoughts. I would model a writing piece, explaining the different stages of writing. We would brainstorm together different ideas and supporting evidence that we derived from the stories. I would also facilitate a story web that we would complete together to help generate ideas.

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These components of the dimension of difficulty assist teachers in determining the appropriate fit for his/her students. (Laureate Education, Inc. 2010e).

Dr. Amasi indicated that there must be a balance in regards to the level of difficulty. If a text is too hard, the student will abandon the book. However, if the text is too easy, the students will not find the book challenging enough (Laureate Education, Inc. 2010f).

Dr. Hartman discussed the use of the ―Literacy Matrix‖ in regards to utilizing this tool for analyzing and selecting text. When teachers utilize this tool, they will be able to provide a balance of the texts that they use in their classrooms.

Dr. Amasi talked about the third dimension of the matrix that dealt with level of difficulty. She explained the components of this third dimension to include ―readability‖, ―text length‖, ―text structure‖, ―size of print‖, and ‖visual supports‖.

The Continuum, designed by Dr. Hartman and Dr. Amasi is a tool for analyzing and selecting text, (Laureate Education, Inc. 2010d).

Linguistic Hard Informational

Narrative Easy Semiotic

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The main objective or driving force of an effective teacher is for his or her students to become strategic processors as noted by Dr. Almasi (Laureate Education, Inc., 2010g). Teachers must use a variant amount of research-based strategies to meet the needs of the diverse population of students in classrooms of today. Teachers must use developmentally appropriate assessment in order to gain viable data to evaluate student performance. Students must be taught how to use a smorgasbord of strategies and to be held accountable as their needs are being met.

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I promoted my students’ strategic processing and metacognition by providing small group interactions to teach about various strategies that may be used to decode words and strategies to help with a better understanding of the text, through summarizing, questioning, and conversating. Also, allowing them more time to practice independently with different strategies to better clarify their understanding of the text.

Tompkins (2010) explained that according to research ―teachers explain strategies and model its use and then students practice using it independently. Through this instruction, students develop metacognitive awareness, their ability to think about their strategy (Paris, Wasik, & Turner, 1991). I monitored my student’s use of various strategies during independent practices and provided support when needed. The students that I have been working with for the duration of this course have left me in awe as to their progress.

Cohen and Cowen (2008) concurred that ―once data has been collected through observations, student surveys, homework assignments, writing samples, oral reading samples, and comprehension questions answered by the students, teachers need to use it to make decisions about classroom instruction and meeting the needs of students‖ (p.351).

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Dr. Almasi stated that ―we must allow our students to look at the text and examine it, think critically about it, and evaluate it from multiple perspectives to determine if it is believable‖ (Laureate Education Inc., 2010h). The video demonstration with the third grade teacher Ms. Stabewski and her students was very impressive. She informed her students that they will have to think analytically about the text and be able to figure out how the author wrote. They will have to make judgments and determine what motivates the author to include certain characters in the text (Laureate Education Inc., 2010i).

Dr. Almasi discussed the responsive perspective by stating that ―you are transformed from reading the text‖ (Laureate Education Inc., (2010j). She further explained that books can change one’s identity because of the power of words and the power of the response. Dr. Almasi discussed the reader’s response theory by Lois Rosenblatt and explained that the theory is the reader and text relationship is like two clay balls colliding together and a dent is left on them. This dent represents the transformation, the change of your identity, the emotions generated from reading the text. (Laureate Education Inc., 2010k).

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Viewing the various videos and reading the assigned articles and our textbook have provided me with the tools that I will need to become more aware of strategies that can be used to evoke more critical and responsive thinking from my students. I will model through more read alouds and think alouds. The main objective or driving force of an effective teacher is for his or her students to critically view the text from multiple perspectives as noted by Dr. Almasi (Laureate Education, Inc., 2010l).

Teachers must use a variant amount of research-based strategies to meet the needs of the diverse population of students in classrooms of today. Teachers must use developmentally appropriate assessment in order to gain viable data to evaluate student performance.

Students must be taught how to use a smorgasbord of strategies and to be held accountable as their needs are being met. Teachers across the globe use assessments to make informed decisions about the curriculum, about classroom activities and to determine various strategies to use to help students with their weaknesses. character.

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Cohen and Cowen (2008) noted that according to research ―assessment is the broad process of collecting, synthesizing, and interpreting information to measure achievement, plan instruction, and improve student performance‖ (Airasian, 1997; Tucker & Stronge, 2005). The texts that I used to implement my lesson using the critical and response perspectives were: Charlotte’s Web, Frog and Toad Together, and Frog and Toad are Friends, I promoted my students’ critical thinking and metacognition by providing one-on-one sessions. After reading the stories to the whole group, I decided to conduct a small group session with the three students I had been working with during the summer enrichment program. We would discuss the story and I asked each child to tell me the main themes of each story and to expound on the significance of each.

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What insights did you gain about literacy and literacy instruction from viewing this presentation?

How might the information presented change your literacy practices and/or your literacy interactions with students?

In what ways can I support you in the literacy development of your students or children? How might you support me in my work with students or your children?

What questions do you have?

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Airasian, P. W. (1997). Classroom assessment: Concepts and applications, New York: McGraw Hill.

Cohen, V. L. & Cowen, J. E. (2008). Literacy for children in an information age: Teaching reading, writing, and thinking. Belmont, CA: Thomson Higher Education.

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York, NY: Basic Books.

Garrison, C., & Ehringhaus, M. (2007). Formative and summative assessments in the classroom. Retrieved from www.amle.org/Publications/WebExclusive/Assess ment/tabid/1120/Default.aspx.

Harvey, S., & Goudvis, A. (2007), Strategies that work: Teaching comprehension for understanding and engagement (2nd ed.). Portland, ME: Stenhouse. doi:10.1080/0885625042000319061

http://ctell.uconn.edu/cases/newliteracies.htm http://www.starfall.com/ Laureate Education, Inc. (Producer). (2008b). Engaging text [Video]. Foundations of reading

and literacy. Baltimore, MD: Author. Laureate Education, Inc. (Producer). (2010a). Getting to know your students

[Webcast]. The beginning reader, prek-3. Baltimore, MD: Author.Laureate Education, Inc. (Producer). (2010b). Getting to know your students

[Webcast]. The beginning reader, prek-3. Baltimore, MD: Author. Laureate Education, Inc. (Producer). (2010c). Selecting text. [Webcast]. The beginning

reader, prek-3. Baltimore, MD: Author.

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Laureate Education, Inc. (Producer). (2010d). Selecting text [Webcast]. The beginning reader, prek-3. Baltimore, MD: Author.

Laureate Education, Inc. (Producer). (2010e). Selecting text [Webcast]. The beginning reader, prek-3. Baltimore, MD: Author.

Laureate Education, Inc. (Producer). (2010f). Selecting text [Webcast]. The beginning reader, prek-3. Baltimore, MD: Author.

Laureate Education, Inc. (Producer). (2010g). Interactive perspective [Webcast]. The beginning reader, prek-3. Baltimore, MD: Author.

Laureate Education, Inc. (Producer). (2010h). Critical perspective [Webcast]. The beginning reader, prek-3. Baltimore, MD: Author.

Laureate Education, Inc. (Producer). (2010i). Critical perspective [Webcast]. The beginning reader, prek-3. Baltimore, MD: Author.

Laureate Education, Inc. (Producer). (2010j). Response perspective [Webcast]. The beginning reader, prek-3. Baltimore, MD: Author.

Laureate Education, Inc. (Producer). (2010k). Response perspective [Webcast]. The beginning reader, prek-3. Baltimore, MD: Author.

Laureate Education, Inc. (Producer). (2010l). Critical perspective [Webcast]. The beginning reader, prek-3. Baltimore, MD: Author.

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Macrine, S., & Sabbatino, E. (2008). Dynamic assessment and remediation approach: Using the DARA approach to assist struggling readers. Reading and Writing Quarterly, 24(1), 52–76. doi:10.1080/10573560701753112

Paris, S. G., Wasik, D. A., & Turner, J. C. (1991). The development of strategic readers, In R. Barr, M. L., Kamil, O. B. Mosenthal, & P. D. Pearson (Eds.), Handbook for reading research (Vol. 2, pp. 609-640), New York

State of the Art. (Producer). (1997). Big thinkers: Howard Gardner on multiple intelligences [Online video]. Retrieved from http://www.edutopia.org/multiple-

Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston: Allyn & Bacon. intelligences-howard-gardner-video

Vygotsky, L. S. (1934). Thought and language.Cambridge, MA: MIT Press.

Vygotsky, L. S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.

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