1. Literate Environment Analysis Sarah Wydler EDUC-6706R-1 The
Beginning Reader Pre K-3 Walden University Cindee Easton Fall
Semester, October 2014
2. Introduction: Creating A Literate Environment In the video
Changes in Literacy Education Dr. Douglas Hartman discusses three
important components that teachers must consider when planning for
literacy instruction. These components, which can be found in the
Framework For Literacy Instruction include the Learners, the Texts,
and the Instructional Practices. Teachers must also incorporate the
three perspectives found in the framework; Interactive Perspective,
Critical Perspective, and Response Perspective. (Laureate
Education, n.d. a) In the following presentation I will demonstrate
how I use research based practices in order to create a literate
environment in my classroom while addressing the learners, texts,
and use of instructional practices along with the three
perspectives as detailed in the framework.
4. I. Getting To Know Literacy Learners, P-3 Analysis One of
the ways that I get to know my learners is by completing a variety
of cognitive and non-cognitive literacy assessments. Using both
cognitive and non-cognitive assessments allows me to get the big
picture about a students abilities, skills, attitudes, and
motivations. Using all of this information combined affords me the
opportunity to create the best possible literacy environment for my
students.
5. I. Getting To Know Literacy Learners, P-3 Cognitive One type
of cognitive assessment I use with my students at the beginning of
the year is the BPST (Basic Phonics Skills Test II, 1997). This
assessment provides me with data on my Kindergartners letter
recognition, consonant and vowel sounds, as well as blending and
segmenting of words. Non-Cognitive Aspects One type of
non-cognitive assessment I use to get to know my students is the
Elementary Reading Survey. (McKenna & Kear, 1990). This
assessment allows me to get a better understanding of my learners
reading history, home life, and motivations to read.
6. I. Getting To Know Literacy Learners, P-3 Research Getting
to know my learners through both cognitive and non-cognitive
assessments helps me to develop a strong literacy environment in my
classroom, Cognitive- In the text Understanding and Using Reading
Assessment K-12 it states Reading Inventories, whether commercially
published, teacher developed, or accompanying reading intervention
programs, can offer rich information from which we infer stutents
reading strengths and challenges. (Afflerbach, 2012, pg. 40).
Non-Cognitive- In the text Understanding and Using Reading
Assessment K-12 It states Our use of assessment materials and
procedures that focus on the other in reading helps fill in the gap
in our understanding of how students are challenged and how they
may develop. The information compliments what we know about
students cognitive achievement. (Afflerbach, 2012, pgs.
186-187).
7. II. Selecting Texts Analysis In my classroom I strive to
select texts that are appropriately leveled, cover a wide range of
topics and interests, include both narrative and informational
genres, have the correct level of difficulty for the chosen
activities, align to the standards, help students meet their
individual and grade level goals, and can relate to students
cultural backgrounds and life experiences. The Literacy Matrix
(shown below) helps me to ensure that there is balance and
coherence in my literacy program. It provides me with a model I can
use to determine whether a text falls into one of the four
quadrants in the matrix. Literacy Matrix
8. II. Selecting Texts Research In the video Analyzing and
Selecting Text it states that in order to meet the goals of each of
our students in our classrooms, teachers must use a rage of texts
from narrative based to informational, as well as texts that range
from being more linguistic to more semiotic. (Laureate Education,
n.d., b)
9. III. Literacy Lesson: Interactive Perspective Analysis
Teaching my students to be strategic, metacognitive learners can be
a challenge at the Kindergarten level. However, using strategies
such as explicit modeling and scaffolding can increase my students
success in using these higher level skills when reading and
writing. When students are explicitly taught these strategies and
when to use them, they will eventually gain automaticity and
ultimately a greater understanding of what they are reading.
10. III. Literacy Lesson: Interactive Perspective Research In
the video Interactive Perspective: Strategic Processing, Dr. Janice
Almasi describes how teacher must not just teach children how to
read but how to become strategic, metacognitive thinkers in terms
of how they are going to attack a text. Children must use these
strategies across all of the five pillars of reading including
phonics, phonemic awareness, fluency, comprehension, and
vocabulary. (Laureate Education, n.d.c)
11. IV. Literacy Lesson: Critical & Response Perspectives
Analysis Critical Perspective- Thinking critically about texts
allows students to examine them from multiple perspectives
including the authors purpose for writing the text and or including
specific details. In the text I Can Read About Johnny Appleseed my
students were able to determine the authors purpose for writing
about Johnny Appleseed. Response Perspective- The Response
Perspective allows the student to have a personal connection with
the text. The students in my class acquired the necessary knowledge
about apples through several activities and books that they were
able to make several connections with the content of the new text I
can read about Johnny Appleseed. Therefore my students were able to
respond with their thoughts and feelings about the new story.
12. IV. Literacy Lesson: Critical & Response Perspectives
Research Critical Perspective- In the video Critical Perspective
Dr. Janice Almasi explains that by teaching our students to examine
texts critically they will be able to see them from multiple
perspectives, evaluate their validity, and discover the authors
intent or purpose. (Laureate Education, n.d.d) Response
Perspective- In the video Response Perspective Dr. Janice Almasi
discusses allowing students to have a transaction with a text
rather than a reaction. As educators we want or students to be
changed or transformed by a text. Our goal is for our students to
personally and emotionally respond to text. (Laureate Education,
n.d.,e).
13. Closure Teachers must consider all of the components of the
Framework for Literacy Instruction including the 3 perspectives;
interactive, critical, and response as well as the 3 main
components; the learners, the texts, and the instructional
practices. I have gained a greater understanding of these
components during this course, and I now feel confident in my
ability to incorporate all of these literacy components in order to
create an effective literacy environment in my classroom.
14. Questions to Consider What insights did you gain about
literacy and literacy instruction from viewing this presentation?
How might the information presented change your literacy practices
and/or your literacy interactions with students? 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? What questions do you have?