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Both groups also stated that they do not enjoy reading over playing – which was not a surprise! I was surprised; however, that many of my lower readers actually enjoy reading aloud in the class, where many of my higher reading students had mixed-feelings about it. Cognitive assessments provide teachers with the ability to understand each students growth and challenges as a reader (Flashback, 2012). One cognitive assessment that I use within my classroom is an oral reading assessment called the Dynamic Indicators of Basic Early Literacy Skills (DIBBLES).

This is a et of procedures and measures for assessing the acquisition of early literacy skills from kindergarten through sixth grade (University of Oregon Center on Teaching and Learning 2013). Through this assessment, I found that many of my lower students struggle with word fluency. Of those who are English Language Learners, many missed past tense and plural words. For those in the higher reading group, I noticed a pattern of missed contraction words. This assessment data helps me to implement differentiate instruction during guided reading and literacy centers.

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II. Selecting Texts One useful instrument teachers can use when selecting texts is the Literacy Matrix (2011). This is a tool one can use for analyzing and selecting texts. It assists in instructional decision-making for your students, and making connections across the curriculum (Laureate Education, 2011). One of the ideas presented by Dir. Hartman in the video segment Analyzing and Selecting Text (2011) that influenced me was the Literacy Matrix. This matrix helps teachers see if they are providing students with a balance of texts (Laureate Education Inc. , 201 1).

Though I provide my students with a variety of leveled adders during literacy centers, realized that I was not making sure I provided students with a balanced variety of genres. Now when I checkout leveled reading book, I ensure to include a wide variety of narrative, informational, linguistic, and semiotic texts in order to provide my students with the opportunity to become well-rounded literate learners. Ill. Literacy Lesson: Interactive Perspective 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, Inc. 201 1). In order to teacher students to be independent literate learners, we must teach them to be strategic processors. We can do this by being anticompetitive and using multiple strategies for different text types (I. E. Narrative and informational) setting purposes, making predictions, visualizing, and making sense of text. Furthermore, this can be done by being reflective and self regulating; therefore, we should teach our students to process and independently think about texts. One way I implement this perspective is through Guided Reading.

During this time, I am able to work with students in small, ability groups which allows me to focus n specific literacy skills depending on their individual needs. IV. Literacy Lesson: Critical and Response Perspectives The Critical Perspective provides opportunities for students to think analytically about a text (Laureate Education, Inc. , 2011). With that being said, it is vital for students to examine texts from multiple perspectives, critically evaluate texts, judge validity or veracity of texts, evaluate websites for credibility, and critically view multiple perspectives of texts.

This can be done with informational texts by allowing students to dig deep into a topic by searching additional resources rather than just one. It can also be done with narrative texts by having students can analyze the perspectives of all of the characters in the story rather than the main character to help understand why the author placed particular characters within a Story. One critical strategy that implement during instruction is through shared reading. It is during this time that students are able to make predictions and ask questions about a read aloud text.

This promotes students to think critically about the text and open their minds to perspectives other than their own. The Response Perspective allows you to provide literacy experiences that ill affect students on personal and emotional levels (Laureate Education, Inc. , 201 1). We can think about a student’s experience with text in two ways – through an interaction and through a transaction. An interaction with text is like when two billiard balls collide (one being the reader and the other being the text) they bounce off each other – just as when reader and text interact, their paths change.

However, if we think of the billiard balls as if they are made of clay, we can better understand a transaction with a text. For example, if one ball is the reader and one the text, when they collide with one another their paths still change, but there is a dent left where they collided just as in a transaction, the reader is transformed by the text. It is important that provide my students with texts that are meaningful to them so that they may make personal connections. It is Vital that I present students with a variety of appropriate response opportunities for students to make connections and be affected by the presented text.

This is done during independent reading, literacy centers, and shared reading time. V. Feedback from Colleagues and Family Members of Students Link: http://www. Slideshows. Et/anchorman/literate-environment- analysis-ii 803269 What insights did you gain about literacy and literacy instruction from viewing this presentation? A deeper understanding of literacy instruction; specifically the three perspectives of literacy learning: Interactive, Critical, and Response. Using all perspectives are important to literacy instruction. How might the information presented change your literacy practices and/or your literacy interactions with students?

I specifically enjoyed the “billiard ball” connection made in the Response Perspective slide. Providing students with literacy instruction that offers a sating impact on a student is crucial. Therefore, feel compelled to provide my students With more meaningful texts, and more opportunities to respond to these texts. 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? When allowing students to think critically about a text, be sure to provide all students with the opportunity to participate.

Sometimes when we read aloud and ask questions as a whole class, some students tend to go unnoticed because they choose to be, or worse, were chosen to be. Thinking critically independently, in small groups, and as a whole class is important for producing good literacy instruction and good readers. Strategies for prompting students to think critically about a text is an area I would like your support in.

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