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Literate Environment Presentation PowerPoint Presentation
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Literate Environment Presentation

Literate Environment Presentation

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Literate Environment Presentation

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  1. Literate Environment Presentation By Tamiko Berry Cindee Easton Walden University June 22, 2013

  2. Getting to know literacy learners p-3 Analysis-Getting to know my literacy learners lead me to understanding the importance of using cognitive and noncognitive assessments. The benefit of using cognitive assessments is getting straight to the point, without many variables involved in the scoring process. I used STAR reading and it produced a score for each student The benefit of using noncognitive assessments is that the students had an opportunity to have more input in the assessment process. I used running records, and the students had a choice of the story they wanted to read. Research-The research that I chose to support this analysis is the course text found on page 12 of the text. Cognitive strategies are goal-directed mental operations that students use to manage their reading and writing and solve problems that arise (Dean, 2006; Pressley, 2002) (Tompkins, 2010). Tompkins, G. (2010). Literacy for the 21st Century: A Balanced Approach. (5thed) Boston, MA: Laurette Education, Inc. (pp. 12)

  3. Selecting text Analysis-The main goal of selecting text is to ensure that our students are learning and comprehending what they read. All text do not work for every experience, and knowing how to select the correct text is a strong element in a students literacy success. While completing the assignment, I was able to understand that the ultimate goal of selecting text is to ensure that our students are learning and comprehending the things they read. Research-The research that I chose to support this analysis is the course text found on page 257 of the text. Comprehension is the goal of reading; it’s the reason why people read. Students must understand what they’re reading to learn from the experience; they must make sense of the words in the text to maintain interest; and they must enjoy reading to become lifelong readers (Tompkins, 2010). Tompkins, G. (2010). Literacy for the 21st Century: A Balanced Approach. (5thed) Boston, MA: Laurette Education, Inc. (pp. 257)

  4. Literacy lesson: critical and response perspective Analysis- This week highlighted the importance of using the critical and response perspective to focus on the author’s intent on including text in a book. This perspective helped my students become collaborative learners, and critical thinkers. Research-The research that I chose to support this analysis is the course text found on page10 of the text. Critical literacy emphasizes students’ potential to become thoughtful, active citizens. Through critical literacy, students become empowered to transform their world (Bomer & Bomer, 2001) (Tompkins, 2010). Tompkins, G. (2010). Literacy for the 21st Century: A Balanced Approach. (5thed) Boston, MA: Laurette Education, Inc. (pp.10)

  5. Literacy lesson: Interactive perspective Analysis-Getting to know my literacy learners lead me to understanding the importance of using cognitive and noncognitive assessments. The benefit of using cognitive assessments is getting straight to the point, without many variables involved in the scoring process. I used STAR reading and it produced a score for each student The benefit of using noncognitive assessments is that the students had an opportunity to have more input in the assessment process. I used running records, and the students had a choice of the story they wanted to read. Research-The research that I chose to support this analysis is the course text found on page 12 of the text. Cognitive strategies are goal-directed mental operations that students use to manage their reading and writing and solve problems that arise (Dean, 2006; Pressley, 2002) (Tompkins, 2010). Tompkins, G. (2010). Literacy for the 21st Century: A Balanced Approach. (5thed) Boston, MA: Laurette Education, Inc. (pp. 12)