3. Students in the classroom possess a complex array of
reading 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:
http://np.harlanK12.ia.us/secondgradebats.htm
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.
14. 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.
