I. Getting to Know Literacy Learners, P–3

“One of the best predictors of whether a child will function competently in school and go on to contribute actively in our increasingly literate society is the level to which the child progresses in reading and writing” (NAEYC, 1998, p. 1).

 

          In order to gain an understanding of my students’ reading abilities, I utilized a variety of assessments and screeners.  I chose to use two different screeners to determine student needs.  First, I chose to use the Elementary Reading Attitude Survey (ERAS).  The ERAS “provides quantitative estimates of two aspects of children’s attitudes towards reading” (McKenna & Kear, 1990, p. 628).  This is a great assessment tool because it measures a student’s attitude towards reading.  I particularly liked using this screener because it provided visual images that my first graders were able to access.  The data from this screener helped me find the students’ attitude for reading.  For example, I was able to determine if they enjoyed reading for pleasure, for academic knowledge, or for both.  The second screener I used was the Words Their Way Primary Spelling Inventory (PSI).  The PSI is a spelling inventory that is used in grades kindergarten through third grade (Pearson Education, 2008).  The data from this assessment helped me establish three different reading groups in my classroom.  The Words Their Way program also has resources to help implement and support literacy lessons/activities for the differentiated groups. 

 

          After implementing these screeners, I was able to identify the needs in my classroom.  “Screening provides educators a quick look at children’s skills and development in specific areas prior to beginning reading instruction, while assessment provides ongoing feedback about children’s literacy progress and growth” (NCREL, 2013, p. 6).  After I had the information needed to establish reading groups, it is important to be flexible as the students progress throughout the year.  I plan on using these assessment tools periodically throughout the year to change groups, find additional resources, or to restructure grouping/lesson direction.  Providing students with purposeful instruction that is tailored to fit their literacy needs will help them become confident readers and writers.

 

References

McKenna, M. C., & Kear, D. J. (1990). Measuring attitude toward reading: A new tool for teachers.
         The Reading Teacher, 43(9), 626--639.
NCREL. (2013). Critical issue: Addressing the literacy needs of emergent and early readers. 
         Received from http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li100.htm
National Association for the Education of Young Children. (1998). Learning to read and write:
        Developmentally appropriate practices for young children. Washington, DC: Author.
Pearson Education. (2008).  Primary spelling inventory.  Words Their Way:Word Study for Phonics,
       Vocabulary, and Spelling Instruction.  Received from
    http://readingandwritingproject.com/public/themes/rwproject/resources/assessments/spelling/spelling_primary.pdf

II. Selecting Texts

“Young students need to learn about the range of purposes that text can serve” (Duke, 2004, p. 40).

            The varieties of books have broadened over the years.  Students can access online books, magazines, picture books, etc. as resources to gather information or to read for pleasure.  Teachers need to be aware of the variety of texts when implementing literacy lessons in the classroom.  With all the options available to teachers and students, a literacy matrix can be used to locate texts along a continuum (Laureate Education, Inc., 2010). 

          When selecting texts, teachers need to increase the volume of informational text in the classroom.  By utilizing the literacy matrix, teachers can incorporate more informational texts in the classroom. When students have access to informational text, they become better readers and writers.  For example, for primary students, teachers can select texts that fall into the informational-semiotic quadrant.  This quadrant will provide students access to illustrations in order to comprehend the text better.  Additionally, teachers can select text by selecting fiction and non-fiction books.  “Pairing fiction and nonfiction books on the same topic, along with interactive class strategies, can boost students’ understanding and enjoyment” (Camp, 2000, p. 400).  Overall, the literacy matrix will help teachers select a variety of texts while building the students’ knowledge of reading and writing.

 

References

Camp, D. (2000). It takes two: Teaching with twin texts of fact and fiction. Reading Teacher, 53(5), 

         400–408.

Duke, N. (2004). The case for informational text. Educational Leadership, 61(6), 40–44.

Laureate Education, Inc. (Producer). (2010). Analyzing and selecting texts [DVD]. In The beginning

         reader PreK-3. Baltimore, MD: Author.

III. Literacy Lesson: Interactive Perspective

Comprehension strategies are “important to a reader because they have the potential to provide access to knowledge that is removed by personal experience” (Stahl, 2004, p. 598).

            The interactive perspective prepares students to be strategic and metacognitive readers and writers (Walden University, 2010).  Through this approach, teachers use a variety of instructional strategies that will address the needs of the learners while promoting students’ reading strategies and skills (Walden University, 2010).  For this lesson, I chose to use two different texts with the topic of ants.  I used a KWL chart as a comprehension strategy.  This chart was utilized throughout the lesson as a way to monitor and assess student understanding of the content. 

            Additionally, the two texts mentioned in the lesson plan, represented the informational-semiotic and narrative-semiotic quadrants of the literacy matrix.  Both stories provided pictures for the students to gather information, and the text varied from non-fiction to informational.  With these two texts, the students were able to find information on ants while utilizing the texts to work on the short i sound in words with the –ig and –in word families, and had the opportunity to respond to the text with a writing activity. Overall, this lesson was a success.  The students were exposed to a variety of texts with a common theme, and were able to perform a variety of activities that supported their metacognitive strategies in order to become better readers and writers.

References

Stahl, K. A. D. (2004). Proof, practice, and promise: Comprehension strategy instruction in the

     primary grades. Reading Teacher, 57(7), 598–608.

Walden University. (2010).  Framework for Literacy Instruction [Course

     Document]. In The beginning reader, preK-3. Retrieved from
     https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%   2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3469178_1%26url%3D

_____________________________________________________________________

Teacher: La Veny Stoddard

Date: October 2, 2013
Age/Grade Range; Developmental Level(s): First Grade; Beginning Readers
Anticipated Lesson Duration: One, 60 minute lesson

 

Lesson Foundations
Pre-assessment (including cognitive and noncognitive measures): Spelling Pre-test using Words Their Way Sort #8 (Short i words only) Ants Brain Map (Visual KWL): Students tell me what they know about ants prior to reading texts about ants. I add the information to the Map.
Curricular Focus, Theme, or Subject Area: Subject: Reading Theme: Ants Curricular Focus: Short i words (-in, -ig word families) and Comparing/Contrasting two texts as a comprehension strategy
State/District Standards: Common Core Standards: -       Decode regularly spelled one-syllable words. (CCSS.ELA-Literacy.RF.1.3b) -       Identify basic similarities in and differences between two texts on the same topic. (CCSS.ELA-Literacy.RI.1.9) -       Write opinion piece in which they introduce the topic they are writing about, state and opinion, supply a reason for the opinion, and provide some sense of closure. (CCSS.ELA-Literacy.W.1.1) (Common Core State Initiatives, 2012)
Learning Objectives: 1.    SWBAT compare and contrast details about ants from information found in a non-fiction text and information found in a fiction text. 2.    SWBAT categorize –in and –ig word family words found in text.
Adaptations for ELLs, Students with Special Needs, and/or Struggling Readers: 1.    If needed, the teacher can support the students with reading and writing.
Perspective(s) addressed in this lesson (Interactive, Critical, and/or Response): 1.    Interactive:  Selected texts are appropriate for the levels of needs in the group in order to meet objectives.  Students are able to independently read the non-fiction text with some support from the teacher. They will have the opportunity to read and write from the comprehension strategies addressed in the lesson. 2.    Critical: With the fiction text, students will have the chance to have a critical point of view about what the character should do in order of the information they know about ants.  3.    Response: Students will formulate an opinion and write a response to the critical perspective they made about the character in the text.   (Walden University, 2010)
Texts: 1.    Ants By Jonathan Zea (2003) (First Grade Harcourt Trophies Reading Series)-Non-fiction 2.    Hey, Little Ant (Hoose, P.M., Hoose, H., & Tilley, D., 1998)- Fiction
Other Materials/Technology/Equipment/Resources: 1.    Projector to play audio version of Hey, Little Ant from youtube.com -       http://www.youtube.com/watch?v=ruD6L3rJnLc
Lesson Sequence
Learning Activities	Assessment Opportunities
Introduction/Anticipatory Set: (Ten Minutes) 1.    Provide a visual representation of an ant on the brain map (KWL) and ask students what they know about ants.  Have they ever seen one? Touched one? What do they do? 2.    Write down the information each student shares on the brain map.  3.    After the brain map, introduce the two texts.   “Today we will be reading two different stories about ants.  One story (Ants) is a non-fiction story.  Who remembers what non-fiction means?  (Leave time for student responses) You are right. Non-fiction means it is real.  This story will have real photographs about ants and what it is they do.  While we are reading this story, we will take some time to talk about the pictures in order for us to find more information about ants.  The second story (Hey, Little Ant) is a fiction story.  This story is about a boy and a little ant.  We are going to read these two stories and find things that are similar and things that are different about ants.”	1.      Check for understanding from each student.  What do they know?  Any misconceptions that may need to be addressed?
Building/Applying Knowledge and Skills 1.    The first text is Ants. 2.    Review vocabulary words prior to reading (they, walk, make). 3.    Read the story together, stopping to address the pictures to make meaning of ants. 4.    Next, the students will independently read the text for about five minutes. 5.    After the reading, add information about ants to the brain map. -       Ask students to find the information in the text as they confirm their new knowledge. 6.    Now, the students will go back and reread the text.  This time they will find words that have the –in or –ig word families in them.  They will write down the words on a white board that is categorized by their chunk. 7.    Now, play the next story (Hey, Little Ant) on the projector.  Tell the students that this story does not have real photographs like the other text did.  “I want you to pay attention to what the ant tells the boy.  The boy wants to do something to the ant, but the ant thinks he should not.  I want you to make your own judgment about the character and what the boy should do.   Later, we will talk about it.” 8.    Discuss the story. Try to get the students to respond to the text critically.  Add similarities/differences to the brain map as responses come in.	1.      During their independent reading, go around and listen to each student read making notes about how they are reading/what words they are struggling with.           2.      Listen to the students read again, only this time noting how they read and locate     –in, -ig words.  Are they writing the words correctly on the white board?               3.      What did the boy want to do?  Why do you think the author wrote that?  What does the ant tell the boy about why he should not get squished?  (He needs to bring food to the home (ant hill) so his family could eat).  How is that information similar to the other story we read? (Ants dig and lift food).  If you were the boy in the book, what would you do?  Why?
Synthesis/Closure 1.    Students will now have a chance to transfer their knowledge of ants on a writing task.  The students will respond to the question: “What should the boy do? Why?” -       “For your activity today, you will have a chance to tell me what you think the boy should do to the ant.  Remember, this is your opinion and it could be whatever you want to happen.”	1.      The students will write a response to the answer and illustrate a picture to match their writing.    -      For students that need support in writing, model the sentence structure for their writing with “I think the boy should ______ because _____.”
Extension/Enrichment/Transfer of Generalization of Knowledge: 1.    Challenge students to use as many –in or –ig words in their writing.

IV. Literacy Lesson: Critical and Response Perspectives

“Critical literacy is defined as not only a teaching method, but a way of thinking and a way of being that challenges texts and life, as we know it” (Molden, 2007, p. 50).

 The critical and response perspectives work hand in hand together.  These are important perspective for teachers to incorporate into their literacy lessons.  The critical perspective provides students the opportunity to evaluate a text (Laureate Education, Inc., 2010a), while the response perspective allows the leader to be transformed from the text (Laureate Education, Inc., 2010b).  When selecting text with these perspectives in mind, the texts should not only be engaging, but should also prompt students to think deeper about the text.  In the following lesson, I challenged my first grade students to think about the text, while making connections to self, to text, and to the world through conversation, questioning, and peer interaction. 

The following lesson was presented to a small group of first grade students that are at the beginning stage of reading.  I wanted to use a text that would probe the students to critically think about the text.  I chose the text, The Quilt Story by Tony Jonston and Tomie dePaola (1985).  Overall, this lesson exceeded my expectations.  The students responded well to this story as they were able to critically examine the illustrations and content, then they were able to make connections as a response to the text through an independent response activity.

References

Johnston, T., & DePaola, T. (1985). The quilt story. New York: Putnam.
Laureate Education, Inc. (Producer). (2010a). Critical perspective [DVD]. In The beginning
     reader PreK-3. Baltimore, MD: Author.
Laureate Education, Inc. (Producer). (2010b). Response perspective [DVD]. In The    
      beginning reader PreK-3. Baltimore, MD: Author.
Molden, K. (2007). Critical literacy, the right answer for the reading classroom: Strategies to
     move beyond comprehension for reading improvement. Reading Improvement, 44(1), 50–
     56

______________________________________________________________________

Teacher: La Veny Stoddard

Date: October 8, 2013
Age/Grade Range; Developmental Level(s): First Grade/Beginning Readers
Anticipated Lesson Duration: One, 45 minute lesson

 

Lesson Foundations
Pre-assessment (including cognitive and noncognitive measures): For a pre-assessment, I will introduce the concept of traditions and that it can be a part of a family or culture from generation to generation.  I will also review reading strategies like making predictions, making connections, and asking questions.
Curricular Focus, Theme, or Subject Area: Social Studies Family Traditions Unit with  English Language Arts connections
State/District Standards: Ask and answer questions about key details in a text. (CCSS.ELA-Literacy.RL.1.1) (Common Core State Standards Initiative, 2012b) Describe the connection between two individuals, events, ideas, or pieces of information in a text. (CCSS.ELA-Literacy.RI.1.3) (Common Core State Standards Initiative, 2012a) Compare differences in the ways American families live today and how they lived in the past. (1.SS.1.1.2) (Idaho State Department of Education, 2009)
Learning Objectives: ·         SWBAT analyze the theme of the text using key details in a text. ·         SWBAT identify the connections of the quilt between the past and present.
Adaptations for ELLs, Students with Special Needs, and/or Struggling Readers: ·         Support students with the writing component if needed.
Perspective(s) addressed in this lesson (Interactive, Critical, and/or Response): ·         Critical and Response Perspectives
Texts: ·         The Quilt Story By: Tony Jonston and Tomie dePaola (1985)
Other Materials/Technology/Equipment/Resources:                   ·         Projector to show pictures of different quilts
Grouping structures (one-on-one, small group, whole class):   Small group of five beginning reader students
Lesson Sequence
Learning Activities	Assessment Opportunities
Introduction/Anticipatory Set I will begin the lesson by showing a couple different styles of quilts from old times and modern times.  I will show my students a quilt I have that my grandma made, and what it means to my family.  I will then review the concept of traditions, and how traditions remain the same (most of the time) from generation to generation.  Next, I will take this time to review the reading strategies we have been working on; such as, predictions, making connections, and asking questions. I will be recording key concepts on the white board as a prereading plan (Tompkins, 2010). I will design the plan as a quilt.  The word “tradition” will be in the center, then each surrounding square will hold questions, vocabulary (stitch, pioneer, and modern), or other concepts we have throughout the lesson.	I will use this time to informally assess the students’ prior knowledge of traditions.
Building/Applying Knowledge and Skills I will continue by reading the text as a read aloud to the small group.  The small group of students will be sitting in a circle in preparation for our grand conversation (Tompkins, 2010).  Throughout the text, I will stop to model questioning strategies.  “What do you notice about the quilt? Why do you think  the author chose to write _____? Are their connections between the text and the illustrations?”  We will add the questions and the responses on our prereading quilt that we started at the start of this lesson.  Since this is a new strategy, I will model and guide the questioning and allow students to respond to the questions.  My goal is that students will begin to ask questions.  I will use a lot of “I wonder…” questions and allow students to ask those “I wonder” questions too.  Throughout the text, I will stop to compare/contrast the pioneer times vs. modern times as shown in the text.	I will assess the students’ questioning/response skills throughout the text through the grand conversation.             Check to see if the students are able to ask questions about the text or the theme of the story?
Synthesis/Closure   In closing, the students will have the chance to respond to the text.  They will get a paper-form quilt.  On each square of the quilt, they will write and illustrate responses to the questions I have already placed on the quilt patches.  The questions range from right there questions to think and search questions to author and me questions (Tompkins, 2010).	Assess students’ responses to the questions on the quilt.   Do the illustrations match the answers?
Extension/Enrichment/Transfer of Generalization of Knowledge: As an extension, we could read The Keeping Quilt by Patricia Polacco.  This is a story about a quilt that is passed down from generation to generation.  They use the quilt to remember home.  We could compare/contrast the themes in the two stories as we access the schema we established during the first text.