Literate environment analysis presentation

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  • 1. Stephanie Parsons Walden University Dr. Cassandra BosierThe Beginning Reader, PreK- 3 EDUC 6706
  • 2.  Getting to Know Literacy Learners Selecting Texts Literacy Lesson: Interactive Perspective Literacy Lesson: Critical and Response Perspectives
  • 3. Students in the classroom possess a complex array ofreading skills and strategies (Afflerbach, 2007) Analysis: The cognitive assessment I implemented with my students was Word Journeys. This assessment told me students’ spelling stage: emergent, letter-name alphabetic, with-in word pattern, syllables and affixes, or derivational relations. The noncognitive assessment I implemented with my students was “Read All About Me” posters. This assessment helped me get to know my students better. I used the Word Journey assessment to assess my students through dictation sentences at the end of each word study lesson. I used the “Read All About Me” posters to guide my choices in picking leveled readers for the group of beginning readers.
  • 4.  The literacy matrix is a great tool to use to help analyze and select text for the classroom. When selecting text teachers should consider readability, text lengths, text structure, size of font and visual support. Analysis: The common topic I chose for my group of beginning readers was bats. All of my students had an interest in reading and learning more facts about animals.
  • 5.  The text I chose related to my students cognitive aspects by being on their independent reading level. The books contain easy, short length sentences that contain concept density. I also considered text that would gain their interest through beautiful illustrations. Linguistic information text: All About Bats by Jennifer Jacobson Linguistic narrative text: Stellaluna by Janell Cannon The online text I chose gave my students facts related to the topic while providing great photographs of bats. Linguistic narrative and information text online:
  • 6.  Using the literacy matrix will allow teachers to see a balance in the different types of texts, see how students respond to the texts, and allow teachers to assess goals for their classroom (Laureate Education, Inc., 2011a).
  • 7.  Interactive perspective teaches students how to be strategic processors (Laureate Education, Inc., 2011b). Goal: Promote students’ strategic processing and metacognition. Worked with a group of five beginning readers in second grade. I focused on reading passage fluently with appropriate changes in voice, timing and expression. Texted used: Gingerbread Baby by Jan Brett, Gingerbread Man by Karen Lee Schmidt A Venn diagram was used to help students compare the two stories.
  • 8.  Students used the Venn diagram to write a short summary of the stories. Students shared their summaries by reading them fluently to their peers. Analysis: I used course resources and what I had learned about interactive perspective to create a literate environment. Addressing the needs of my students was the most important part of planning and conducting this literacy lesson.
  • 9.  The critical perspective can help teachers meet the needs of their students by teaching students how to think about the text they read. Critical and response perspectives are important to challenge students to think beyond the literal comprehension of text to real-life implications. Worked with same group of five second graders who are beginning readers. Goal: Make predictions and support those predictions with examples from the text.
  • 10.  Text used: Shoes Like Miss Alice by Angela Johnson Students made predictions before reading by looking at the cover and title. After I finished the book I asked several open-ended questions. I had the students do a verbal retelling of the story to a partner. Finally, the students wrote me a retelling of the text. They used a checklist to evaluate their retelling.
  • 11.  Analysis: I used course resources and what I had learned about critical and response perspective to create a literate environment. I was able to provide my students with an opportunity to think critically about the text and respond to what they read. This opened up new connections and ideas.
  • 12.  Take a few minutes and answer each question. ◦ What insight did you gain about literacy and literacy instruction from viewing this presentation? ◦ How might the information presented change your literacy practices and 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?
  • 13. Afflerbach, P. (2007) Understanding and using reading assessment, K-12. Newark, DE: International Reading Association.Laureate Education, Inc. (Executive Producer). (2011a). Analyzing and selecting text [Webcast]. The beginning reader PreK-3. Baltimore, MD: Author.Laureate Education, Inc. (Executive Producer). (2011b). Interactive Perspective: Guided Reading [Webcast]. The beginning reader PreK-3. Baltimore, MD: Author.