Creating a literate environment

1. Creating a Literate Environment By: Shahida Rathore Walden University EDUC 6706

2. Importance of Creating a Literate Environment Creating a literate environment in a classroom helps students to become better and successful readers and writers.

4. Determine their reading levels

5. Expose students to different prints

6. Read stories or informational texts

7. Select materials based on student needs and interest

8. Read aloud

11. Conversation

12. Dolch Words/sight words

13. DAR- Diagnostic Assessment for Reading

15. “The more that you read, the more things you will know. The more that you learn, the more places you'll go”. -Dr. Seuss As a teacher I want my students to read more, and to make them read It is important to select books that interest students and are easy for them to read. Research has shown that students become motivated to read if they choose books or other texts that they understand and enjoy reading (NCTE, 2009). If the books are too hard for them their love for reading will vanish. For my literacy classroom I try to pick books that interest students and engage them in reading. I have both information and narrative books in my class. Selecting an Engaging Text

17. Size of print

18. Visual SupportText structure Informational Descriptive Cause/effect Problem/solution Compare/contrast Poetic

20. Features

21. Linguistic

22. Semiotic Analyzing and selecting a Text

23. I am Special! Pam and Sam Our Best Days By: Nancy Tufari These texts were selected for my Beginner student. As the student is ELL, the story has pictures that they can refer while reading and by recalling high frequency words. I chose these books as she liked to play. On the matrix continuum it falls under the narrative and semiotic quadrant (Laureate Education Inc.). Information texts give information about real people and things.

24. Twin Texts chosen for my Emergent Reader The twin books that I chose for my emergent reader were Time to Eat! by Carly Cane, illustrated by Diane Paterson and Food for a Day by Millicient McGhee. My student really enjoyed the books as it had one sentence per page that went with the picture. I chose these books as my student loved to eat. Carly Cane Millicent McGhee

25. Selection of Text for My Transitional student For my transitional student, the twin books that I chose were; First Day Jitters by Julie Danneberg , and Tina’s Try-Out Day written by Amy Helfer

26. Online learning Technology is changing very fast, our students are ahead of us working with these advances in technology. Students love to work on computers, they pay more attention, interest, and learn playing games on it. I try to integrate technology with literacy, to keep up my students’ interest, to make them good readers and hence life long learners.

28. FCAT Explorer

29. United streaming

30. Accelerated Reading

31. Listening centers

32. Online Math programs

33. Go Math

34. Destination SuccessWays I use technology in my classroom

35. The online texts that I chose for my three students came from www.starfall.com/n/me/me/load.htm?f And www.magickeys.com/books/patrick/index.html The stories were interactive and easy to read along with. My students took a lot of interest in them, as they can hear and see the words as they read. Online text

37. Critical

38. ResponseAs Dr. Almasi said that “using these perspectives we can create well-rounded readers that can not only read, but who are motivated to read and who can think critically”. Interactive perspectives deal with teaching students how to read and teaching them strategies to better understand the text. The Critical perspective deals with teaching students how to examine and judge the text. Response perspectives deal with giving students space to experience the text; this can be done by journal writing, dramatic response, and artistic response. Three Perspectives of learning

40. Pre Reading Plans

41. Interactive read aloud

42. KWL chart

43. Mini lessons

44. Guided reading

45. Book talks

47. Beginning Readers (Application/Analysis Activity) Take turns reading the story together. Discuss the story, especially the idea presented that some people can do certain things that make them special. Now make two large circles; label the first one "You" and the second one "Me." Put all the activities that the character "You" does in the first circle and all the activities that the character "Me" does in the second circle. In the space between the circles, suggest the ways and put the similarities in between the two circles. Be ready to share your circles with the whole group. Transitional Learner (Synthesis/Evaluation Activity) The student read the story First Day Jittersto herself. In a group, talk about the setting, character, and plot. Write three more events of the story. Closure/Assessment Activity: Students discuss the parts of a story using a question cube. 1. Teacher will Place text and question cube at the center. Provide each student with a student sheet. 2. The students will read the text. 3. Taking turns, roll the question cube, read the question, and answer it in relation to the text. 4. Discuss and write or illustrate the answer on the student sheet. 5. Continue until student sheet is complete. 6. Teacher evaluation.

48. Critical and Response Lesson Introduction: 1. The teacher will share the following information with the students: On July 20, 1969, Neil Armstrong did something new. He was the first man to walk on the moon. 2. Building Background: the teacher will then ask; A. Do you like to learn or do new things? Why or Why not? B. How do you feel when you do something new? 3. Introduce the story: The teacher will ask a volunteer to read aloud the question in the student book on page 11 and describe the picture: A. What is the boy in the photo doing? B. How do you think he feels?

49. For the emergent student I will tell them and have them repeat that this boy is going to school, and ask how does he feel? For beginner students, the teacher will let the students discuss the photo and their experiences of going to school. As students speak, the teacher will restate what they say in more descriptive language. The teacher will discuss the different feelings that come up in the discussion. For transitional students, the teacher will encourage them to use more complex structures: Going to school is fun because you get to make friends. 4. Continue activating student’s schema: A. How do you feel about new people? B. How do you feel about new places? How do you feel about new things? Students write their predictions and anything else they want to know about the story. Preview and Predict: The teacher will ask the students to read the title, preview the illustrations, and note questions and predictions about the story. The teacher will ask the following questions: A. What do you think the title of the story means? B. Do you think this story will be funny? Why?

50. Analyze story structure: After the students finish reading the story ask the following questions: A. Sarah tumbles down to the end of her bed. Why is this Funny? B. What kind of a person is Mr. Hartwell? How can you tell? C. How does Sarah feel being new to the school? How do you know? Use examples from your own experience and from the story to answer. D. Mr. Hartwell asks Sarah what everyone will think if she does not show. Why is her answer funny? E. How does Mr. Hartwell feel about Sarah’s attitude? F. What kind of a person is Mr. Burton? Review the students’ predictions and purposes. Synthesis/ Closure/Assessment I will ask the students to write their own experiences on the first day of school. Have them compare their experience with that of Sarah’s in First Day Jitters. Ask the students how they feel when they go to school. How do think their feelings changed after being there awhile?

51. References Danneberg, J., (2007). First Day Jitters. Treasures: a reading/language arts program. (pp. 1-48). New York: Macmillan McGraw-Hill Laureate Education, Inc. (Executive Producer). (2011a). Critical perspective [Webcast]. The Beginning Reader, PreK-3. Baltimore, MD: Author. Laureate Education, Inc. (Executive Producer). (2011b). Response perspective [Webcast]. The Beginning Reader, PreK-3. "Magic Keys." Magic Keys. N.p., n.d. Web. 17 July 2011. <http://www.magickeys.com/.> www.magickeys.com/books/patrick/index.html Prior knowledge: Framework for literacy instruction. (2011). [Study Notes]. Retrieved June 26, 2011, from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5362594&Survey=1&47=7339149&ClientNodeID=984650&coursenav=1&bhcp=1 Starfall'sLearn to Read with phonics. (n.d.). Starfall's Learn to Read with phonics. Retrieved July 16, 2011, from http://starfall.com www.starfall.com/n/me/me/load.htm?f Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston: Allyn & Bacon.