Published on February 23, 2014
* By Valerie Mitchell February 16, 2014
* “The greatest gift is a passion for reading.” -Elizabeth Hardwick
* • To teach a student to read and meet all of his/her literacy needs, first we must understand who the reader is as a whole child. • We do this through exploring the students: • Cognitive aspects of literacy development • Non-cognitive aspects of literacy development
What I Have Learned * We need to get to know the whole child and get to know their identity as a student and their background knowledge (Laureate Education, 2010a). * When teaching a student, it is important not to assume anything about the child as a reader and how they view reading in and out of school. * “How an individual feels about herself/himself as a reader could clearly influence whether reading would be sought or avoided– and how persistently comprehension would be pursued” (Henk & Melnick, 1995, p. 472). * Thus, it is important, as a teacher, to know what your students’ cognitive aspects of literacy development are so you can create the literacy environment that is best suited for each student.
* Assessing Motivation to Read pp. 520-525 * (McKenna & Kear, 1990) * Measuring Attitudes Toward Reading pp. 630-634 (Henk & Melnik, 1995) * Student Interest Inventory * Conversations with the Student Ways to Find Out About Non-Cognitive Aspects of Students’ Literacy Development
What I Have Learned * It’s important to find out about a student’s cognitive aspect of literacy development, determine where the student is with his/her instructional reading level * Possible Areas to Assess Concepts about Print Phonemic Awareness Phonics Word Recognition Word Identification Fluency Vocabulary Comprehension Writing Spelling
* * * Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Assesses: * Phonemic Awareness * Phonics * Fluency * Comprehension * Accuracy Phonological Awareness Literacy Screening (PALS): Assesses: * Phonemic Awareness * Word Identification * Spelling Developmental Reading Assessments (DRA’s) Assesses: * Comprehension * Fluency * Accuracy
Field Experience: Getting to Know Your Literacy Learner By Valerie Mitchell * A brief analysis of my experience in the classroom with assessing cognitive and non-cognitive aspects of the reader
Literacy Matrix through words Narrative Linguistic: Messages Informational Text Semiotic: communicating messages through other forms than words -(Laureate Education, 2010b)
* *Locating a book on the X axis: The closer to the “Narrative” side will be books that follow a story structure with characters, plot, and setting. The closer to the “Informational Text” side will be books with text features and non-fiction literature *Locating a book on the Y axis: The closer to the “Linguistic” side the book will relay its thoughts and messages through words. The closer to the “Semiotic” side will be books that convey its messages through forms other than words; such as pictures and text features -(Laureate Education, 2010b)
* • Careful selection of student text is one of the most important supporting tools for proper implementation of effective units. Purposefully selecting text is crucial for balanced literacy and for precise selection of books based on the desired lesson. • Considerations for Analyzing Text: • • • • • Narrative Text Informational Text Poetry Basal Reading Textbooks Internet Resources
• Three Dimensions of Difficulty • Readability • Be aware of artificial inflated readability • • • • Multisyllabic words repeated multiple time will give the text a higher reading level Student’s background knowledge with the subject Text Length • • Some authors use connective words and those that don’t make the text harder to read Print Size • • Struggling readers might be discouraged by this Text Structure • • Unique words that appear only once Large doesn’t always mean the text is easier to read and small doesn’t always mean the text is harder to read Visual Support • Does the reader know how to read and understand the text features and pictures? • (Laureate Education, 2010b)
* Selecting Text for the Literacy Block By Valerie Mitchell • A brief analysis of my experience in the classroom with purposeful selection of literary text based on the Literacy Matrix
• • • Interactive Perspective Critical Perspective Response Perspective
• Teaches children to be a strategic processor and thinker about text and the world around them. • The ultimate goal of the Interactive Perspective is to teach children how to be literate learners who can navigate the textual world independently. • (Laureate Education, 2010c)
• • • • • • • • Visualizing Summarizing Predicting Questioning Schema Word Families Text Structure Word Attack Strategies Goal: To be metacognitive about attacking reading skills and strategies.
• • • • • • Modeling, Modeling, Modeling Class Discussion Cooperative Learning Graphic Organizers Scaffolding Purposefully Selected Text
Critical Perspective teaching students how to critically examine text (Laureate Education, 2010d). • Who created the text • What beliefs they may or may not have had when creating the text • • • Was the author male or female What was the authors emotions about the subject What’s the moral or message the author tried to convey
• Response Perspective allows the children the opportunity to experience the text and respond to the text (Laureate Education, 2010d). • The way the reader thoughtfully responds to the text is the overall outcome and what the reader “took away” from the story. • How the reader responded to the moral or message of the text.
* • • • • • • • • Journaling Collages Me Bags Write a letter from a different perspective Write a Song Act out characters from different perspective Debates Persuasive Letters
Insight gained about literacy and literacy instruction: • How class discussion is involved to help the reader understand the text better. • “I also liked how the students is able to select their own text to help them become more interested in reading.” • I also liked how involved a student can become in their text they selected by the response perspective. • • • (Bradshaw, 2014) “Its important to use the matrix to help you choose the content books in the classroom” (Post, 2014). “How important it is to use different tools for students to be interactive with lessons and engaged in the response perspective” (Dale, 2014)
How might the information presented change your literacy practices and/or your literacy interactions with students? • “The information will help me, as a parent, to let my child choose his own text and help him get more involved with what he’s interested in so he develops a deeper love for reading” (Bradshaw, 2014). • “I was reminded, again, of the importance of choice for our students. For example, choice of books and the choice of how they show what they know” (Post, 2014). • “I will be more aware of the types of books I present or select with kids. I need to me more aware of the Literacy Matrix to help guide my text selection” (Dale, 2014).
• “You can support me by keeping up with the reading strategies and continue to allow students to read more books of their interest. I will help you by continual communication and I will give my child more choice at home” (Bradshaw, 2014). • “You can help me to be more strategic in teaching the strategies” (Post, 2014). • “We can share great books and the purpose of why we are using them. We can bounce ideas off of each other to be able to get quality lessons and projects” (Dale, 2014). Questions: • “How do we keep updated on current practices? Where do we find the information?” (Post, 2014)
Resources: Bradshaw, B. (2014, February 20). Interview by V Mitchell . Reflection on presentation. Dale, K. (2014, February 20). Interview by V Mitchell . Reflection on presentation. Developmental reading assessment. (2014). Retrieved from http:// www.pearsonschool.com Dynamic indicator of basic early literacy skills. (2014). Retrieved from https://dibels.uoregon.edu Henk, W., & Melnick, S. (1995). The reader self-perception scarle(rsps): A new tool for measuring how children feel about themselves as readers. The Reading Teacher, 48(6), 470-482. Laureate Education, Inc. (Executive Producer). (2010a). Getting to know your students [Video webcast]. Retrieved from http://www.courseurl.com Laureate Education, Inc. (Executive Producer). (2010b). Analyzing & Selecting Text [Video webcast]. Retrieved from http://www.courseurl.com
Resources Continued: Laureate Education, Inc. (Executive Producer). (2010c). Interactive Perspective: Strategic Processing [Video webcast]. Retrieved from http://www.courseurl.com Laureate Education, Inc. (Executive Producer). (2010d). Perspectives on Literacy Learning[Video webcast]. Retrieved from http://www.courseurl.com McKenna, M. C., & Kear, D. J. (1990). Measuring attitude toward reading: A new tool for teachers. The Reading Teacher, 43(9), 626-639 Phonological awareness literacy screening. (2007). Retrieved from http:// pals.virginia.edu Post, M. (2014, February 20). Interview by V Mitchell . Reflection on presentation.
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