2. As Tompkins (2010) states, “The
goals of literacy instruction is to
ensure that all students achieve their
full potential” (pg.5).
3. Creating a literacy environment
Utilizing a balanced literacy approach, students are presented
with the opportunity to be successful literacy learners.
Students interests and academic levels are assessed to determine
appropriate literacy learning activities and texts.
Texts are selected by taking into consideration the literacy
matrix and the diverse needs of students.
The interactive, critical and responsive perspectives within the
Framework for Literacy Instruction is utilized to facilitate
literacy learning.
Researched based practices are implemented to create an
optimal literacy environment.
Gaining feedback from colleagues from my professional learning
community and parents will ensure student literacy success.
4. As Tompkins (2010) suggests,
teachers use assessments to support
instruction and it is an ongoing part
of both teaching and learning.
5. Getting to Know Literacy
Learners
Analysis of research based practice
Utilizing non-cognitive and cognitive assessments within the
classroom provides valuable insight into my students
academic skills, interests, and cultural backgrounds.
This valuable information is used to guide my instruction and
adjust my lessons activities to provide a optimal literacy learning
environment.
These assessments allow me to differentiate my instruction to
provide small guided level reading groups and literacy activities
to facilitate student literacy learning.
6. Non-cognitive and cognitive
assessments utilized
Cognitive Assessments
Running Records
Spelling inventory
Word recognition list
Reading inventory
Non-cognitive Assessments
Elementary Reading Attitude Survey (Johns, J. L. &
Lenski, S. D., 1994)
Parent/Teacher Survey
Informal interview
7. Getting to know
literacy learners
Research to support non-
cognitive and cognitive
assessments
As Afflerbach (2007) mentions, we
need high quality assessments that
focus on the process and products of
student reading. Assessment should
allow teachers to better understand
their students and adjust instruction
for student learning.
8. Selecting Text
As Douglas Hartman suggests, teachers need to
select text based on the needs of students and
strike a balance between narrative and
informational text. (Laureate Education, Inc.,
2010).
9. Selecting Text Using a Literacy Matrix
Utilizing a literacy matrix , as mentioned by Dr.
Douglas Hartman can allow an educator to
select text for narrative and informational
reading while defining the linguistic and
semiotic attributes of a story (Laureate
Education, Inc., 2010).
10. Selecting Text
Analysis of selecting text
Analyzing and select text according to the literacy
matrix tool
Choosing text that ensure a balance in literacy
instruction: narrative, informative and digital.
Using non-cognitive and cognitive assessments to
match students reading levels and interests to
text.
Text factors are considered when selecting text.
11. Selecting Text
Research to support selecting text
As Tompkins (2010) mentions, teacher select books that students
can read at their instructional level to support students reading
and their use of reading strategies.
In the article, “Reading adventures online: Five ways to
introduce the new literacies of the Internet through children’s
literature,” it suggests that online text provide opportunities for
students to build their understanding of story structures and
introduce new ways to develop online navigation skills
(International Reading Association, 2006).
As Marzano (2010) mentions, the best teachers find texts that
make their subject interesting with big ideas and clear
performance goals.
12. Literacy Lesson: Interactive
perspective
As suggested by Dr. Janice Almasi, the
interactive perspective is teaching students to
be strategic processors and thinkers (Laureate
Education, Inc., 2010).
13. Literacy Lesson: Interactive
Perspective
Framework for Literacy Instruction
Interactive perspective
Reading and writing accurately, fluently, and with comprehension.
Being strategic and metacognitive readers and writers.
Learners
Use a variety of informal and formal assessments to determine areas of
strength and need in literacy development.
Text
Determine texts of the appropriate types and levels of difficulty to meet
literacy goals and objectives for students.
Instructional Practices
Use instructional methods that address the cognitive and affective needs of
students and the demands of the particular text.
Promote students’ independent use of reading strategies and skills.
14. Literacy Lesson: Interactive
Perspective, Lesson Foundations
Lesson Foundations
Pre-assessment (including cognitive and noncognitive measures): The cognitive assessments utilized-
running records, word recognition and spelling inventory. The non-cognitive assessments utilized -
Elementary Reading Attitude Survey, parent survey and teacher observation.
Curricular Focus, Theme, or Subject Area: The curricular focus is related to the science common core
standards. The theme is animal’s needs and environment.
State/District Standards: English Language Arts Standards RI.K. 10 Actively engage in group reading
activities with purpose and understanding, RI. K. 1. With prompting and support, ask and answer questions
about key details in a text. RI. K. 4. With prompting and support, ask and answer questions about
unknown words in a text.
15. Learning Objectives: Students will use pre-reading strategies to identify and list prior knowledge about
night animals. They will identify and recall high frequency words within the text. Students will read with
purpose and monitor comprehension by responding to questions. Then, students will write multiple
sentences about animals within the text.
Adaptations for ELLs, Students with Special Needs, and/or Struggling Readers: Vocabulary picture cards
will be used to clarify unfamiliar vocabulary within text.
Perspective(s) addressed in this lesson (Interactive, Critical, and/or Response): Interactive, Critical and
Response
Texts: Non-fiction text Night Animals by Terry Patterson from www.readingk-2.com
Other Materials/Technology/Equipment/Resources: Vocabulary cards, chart paper, pens, response journals
Grouping structures (one-on-one, small group, whole class): Small group guided reading instruction.
16. Lesson Sequence
Lesson Sequence
Learning Activities Assessment Opportunities
Introduction/Anticipatory Set The teacher will be able to access prior knowledge
Teacher and students will brainstorm and list prior knowledge about of animals through teacher observation. This
animals on a graphic organizer called a circle map in black ink. Then, information will be beneficial to determine if
the teacher will frontload targeted vocabulary (active, shines, dark, students have an understanding of text content
night, day) with picture cards and high frequency words (some, these, and high frequency words. Anecdotal notes will be
when, most, them, find) that are found in text to assist in fluency and taken as teacher observes students within the
comprehension. Next, through a picture walk students will make learning activities.
predictions about the story and highlight key concepts. The teacher will
read the title and discuss cover illustrations and the language patterns
within the story. Prediction questions will be asked: What do you think
animals do at night? What are the different places they might live?
Finally, the students will review reading strategies by referencing
previously taught strategies listed on a poster entitled What good
readers do.
17. Building/Applying knowledge and
skills
Building/Applying Knowledge and Skills The teacher will assess student’s
For the first read of the text through a small group guided reading fluency, word attack and use of
experience students will read the text simultaneously using one to one reading strategies as students read the
correspondence. The teacher will pause and ask inference questions text. Through anecdotal records, the
about the text: What makes night animals special? What do these teacher can re-teach and adjust the
animals do during the day? Where do night animals live? While they following lessons to meet the needs of
are reading, students will monitor their reading for understanding of students within the group.
text. They will clarify and identify difficulties with text by restating,
re-reading and reading on to check for understanding. Teacher will
provide support to students with monitoring strategies and decoding
through prompt/praise support as needed.
18. Synthesis/Closure
Synthesis/Closure Teacher will assess students
After reading the story, the students will discuss and connect prior understanding of text and use of reading
knowledge to new knowledge. The teacher will ask students to strategies through teacher observation
retell the animals that were in the story, where they live and how and anecdotal notes. If needed, teacher
they live. The new information learned about night animals will be will assess student’s reading level and
written on the circle map with a blue pen to denote the new make adjustments if needed for future
knowledge gained through reading the text. Clarification will be lessons.
made regarding monitoring text and student’s understanding of
difficult vocabulary within the text. Students will review the text
and highlight with a yellow crayon the high frequency words and
targeted vocabulary.
19. Extension/Enrichment/Transfer of
Generalization of knowledge
Extension/Enrichment/Transfer of Generalization of Knowledge:
Students will extend their knowledge gained through reading the text about
animals in their response journals. Students will write multiple sentences about one
animal that was within the text and draw a picture. The responses can be shared
in the small group during independent reading time in the author’s chair.
20. Literacy Lesson: Interactive
Perspective
Analysis
Implementation of the components of the reading process
fostered the literacy development of students: Phonemic
awareness, word identification, fluency, vocabulary,
comprehension.
Five stages of the reading process is considered for literacy
instruction: activating prior knowledge, reading,
responding, exploring and applying.
Five types of reading are utilized for quality literacy
instruction: independent reading, buddy reading, guided
reading, shared reading and reading aloud to students.
Students utilize their metacognitive skills to reflect and have
control over their reading and understanding of text.
21. Literacy Lesson: Interactive
Perspective
Research that supports the Interactive Perspective
As Tomkins (2010) mentions, both reading and writing are a process that
begin during pre-reading as students activate their background knowledge
and preview the text, and it continues as students read, respond, discover
and apply their reading.
As Johns and Lenski state (2004),”Our goal as teachers is to instruct students,
both directly and indirectly, about which strategies are appropriate for a
reading task, how to use the strategy, and how to determine the
effectiveness of the strategy”(pg. 299).
As Dr. Janice Almasi suggests, the ultimate goal of the interactive
perspective is to teach students how to be literate learners who can navigate
the textual world independently (Laureate Education, Inc., 2010).
22. Literacy Lesson: Critical and
Response Perspectives
Dr. Janice Almasi suggests, students need to
connect with text in life changing ways and
learning occurs when students are given
opportunities to share their feelings and
emotions about text they have read (Laureate
Education, Inc., 2010).
23. Literacy Lesson: Critical and
Response Perspectives
Framework for Literacy Instruction
Critical Perspective
Judging, evaluating, and thinking critically about text
Learners
Find out about ideas, issues, and problems that matter to students.
Understanding the learner as a unique individual
Texts
Select texts that provide opportunities for students to judge,
evaluate, and think critically.
Instructional Practices
Provide opportunities fro students to read, react, and formulate a
personal response to text.
24. Literacy Lesson: Critical and Response Perspectives
Lesson Foundation
Lesson Foundations
Pre-assessment (including cognitive and noncognitive measures): The cognitive assessments utilized-
running records, word recognition and expressive vocabulary test. The non-cognitive assessments
utilized - Elementary Reading Attitude Survey, parent survey and teacher observation.
Curricular Focus, Theme, or Subject Area: The curricular focus is related to social studies. The theme of
this lesson is about respecting people as individuals and self-esteem.
State/District Standards: English Language Arts Standards RI.K. 10 Actively engage in group reading
activities with purpose and understanding, RI. K. 1. With prompting and support, ask and answer
questions about key details in a text. W.K.1. Use a combination of drawing, dictating, and writing to
compose an opinion piece in which they tell a reader a topic or the name of the book they are writing
about and state an opinion or preference about the topic or book.
25. Learning Objectives: Students will activate their prior knowledge to identify and list describing
words about positive feelings about themselves. They will recall key vocabulary and identify
characters actions within a text related to the theme of feelings and actions. Then, students will
choose a vocabulary word that describes something positive about themselves as individuals
and write multiple sentences and illustrate.
Adaptations for ELLs, Students with Special Needs, and/or Struggling Readers: Vocabulary
picture cards will be used to clarify unfamiliar vocabulary within text.
Perspective(s) addressed in this lesson (Interactive, Critical, and/or Response): Critical and
Response.
Texts: Narrative text called I’m Gonna Like me Letting off a little self-esteem, by Jamie Lee
Curtis & Laura Cornell. The text falls in the critical and response perspective on the framework
for literacy instruction.
Other Materials/Technology/Equipment/Resources: Vocabulary cards, chart paper, pens,
response journals
Grouping structures (one-on-one, small group, whole class): Small group interactive reading
26. Lesson Sequence
Learning Activities Assessment Opportunities
Introduction/Anticipatory Set The teacher will be able to access
Teacher and students will brainstorm and list prior prior knowledge about vocabulary
knowledge about positive words to describe themselves related to caring and self-esteem
(I am…) on a graphic organizer called a circle map in through teacher observation. This
black ink. Then, the teacher will frontload targeted information will be beneficial to
vocabulary (brave, sharing, strong, friend, safe) with determine if students have an
picture cards that are found in text to assist in understanding of text content and
comprehension. Next, students will make predictions the stories message.
about the story as the teacher reads the title and
discuss the cover illustrations of the story. Prediction
questions will be asked: What makes the characters on
the cover different? What are some things that are the
same about the characters? What do you think they
are going to like about themselves?
27. Building/Applying Knowledge
and Skills
Building/Applying Knowledge and Skills The teacher will assess students
Through the interactive procedure the teacher will read aloud the understanding of concepts within the lesson
text with student involvement. While reading the story to the by utilizing observations of student’s
students, the teacher will pause and ask inference questions about interaction during the reading of the text.
the text: What are some things that the characters like about Anecdotal notes will be made to determine
themselves? What are some of the words they are using to describe if students connected to intended lesson
themselves? What good things are the girl and boy doing in the story objectives.
for friends and family? How do the characters feel about themselves
at the end of story? Why do they feel happy?? While the teacher is
reading and pausing to discuss the text, she will monitor their
understanding of text. The teacher will clarify and identify
difficulties with comprehension by restating, re-reading and reading
on to check for understanding.
28. Synthesis/Closure
Synthesis/Closure Teacher will assess students
After reading the story, the students will discuss and understanding of the lessons concepts
connect prior knowledge to new knowledge. The through teacher observation and
teacher will ask students to retell the feeling words anecdotal notes.
that were used within the text and discuss what the
characters did in the story to show that they were
happy to be themselves. Then, on the circle map
new information learned about feelings will be
added in blue ink to denote new learned information
about the topic.
29. Extension/Enrichment Transfer of
Generalization of Knowledge
Extension/Enrichment/Transfer of Generalization
of Knowledge:
Students will extend their knowledge gained
through reading the text about positive feelings
about being self-confident about who they are
as individuals in their response journals.
Students will write multiple sentences about
themselves using the frame I am… and draw a
picture to match the writing. The responses can
be shared in the small group during
independent reading time in the author’s chair.
30. Literacy Lesson: Critical and
Response Perspectives
Analysis of Critical and Response
Perspectives
Chose quality text that evoke emotional
discussion and responses about stories topics.
Carefully plan literacy lessons that implement the
critical and response perspectives to give students
an opportunity to think deeply about text.
Afford the opportunity for students to think
critically about their place in the world as
responsible members of society through
responding to text.
31. Literacy Lesson: Critical and
Response Perspectives
Research
As Tompkins (2010)suggests, teachers use grand conversations
to have students share their personal responses and tell what
they liked about the text. Students make connections between
the text and their own lives or to other literature they have
read.
As Dr. Janice Alamsi suggests, when students are allowed to
respond to text they will understand, and grow as readers and
as a person (laureate Education, Inc., 2010).
32. Feedback from colleagues and
Family Members of Students
Questions
What insights did you gain about literacy and literacy
instruction from viewing this presentation?
How might the information presented changed your
literacy practices and/or your literacy interactions with
your 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?
33. References
Afflerbach, P. (2007). Understanding and using reading assessment, k-12. Newark, DE: International
Reading Association.
Castek, J., Bevans-Mangelson, J. & Goldstone, B. (2006). Reading adventures online: Five ways
to introduce the new literacies through children’s literature. The Reading Teacher,
59(7).
Johns, J.L. & Lenski, S.D. (1994). Improving reading: A handbook of strategies. Dubuque, IO:
Kendall/Hunt Publishing Company.
Laureate Education, Inc. (Producer). Selecting and analyzing text. In The beginning reader,prek-3.
Retrieved from https://class.waldenu.edu/webapps/
Laureate Education, Inc. (Producer). Critical perspective. In The
beginning reader, prek-3. Retrieved fromhttps://class.waldenu.edu/webapps/
Laureate Education, Inc. (Producer). Perspectives on literacy. In The beginning reader, prek-3.
retrieved from https://class.waldenu.edu/webapps/
Laureate Education, Inc. (Producer). Response perspective. In The beginning
reader, prek-3. Retrieved from https://class.waldenu.edu/webapps/
Marzano, R. J. (Ed). (2010). On excellence in teaching. Bloomington, IN: Solution Tree press.
Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach
(5th ed.). Boston, MA: Allyn & Bacon.