1. Karen Whitley
EDUC-6706R-2 PreK-3rd PT2
Dr. Bernice Gregory
February 22, 2015

2. Traditional Definition!
Literacy the ability to read and write.
Now Literacy Definition!
Literacy is considered a tool, to use in the
technological society of the 21st century.
New Literacies Kress (2003) and Kist (2005)

3. Research-based Practices
consist of:
Getting to Know Your Literacy
Learners PreK-3rd
Assessments
 Cognitive-Students’ skill level
 Non Cognitive-Student’s Motivation
Interacting with Parents
 Culture
 Building Background knowledge

4. Selected Text
Linguistic
Semiotic
Narrative
Informational
Literacy Instruction
Three Literacy Perspectives
Interactive Perspective
Critical Perspectives
Response Perspectives

5. Cognitive Assessment Non Cognitive Assessment
 Curriculum Based
Measurement (RTI)
www.easycbm.com
 Running Records (IRA,
2006)
 Reading Inventories
 Brigance
Comprehension Skill
Assessment
 Mastery Test in Reading
 Teacher-made Test
 Interest Surveys
 Interest Inventories
 Observations
 Students’ Interviews
finding what
motivates them

6.  I have learned that assessment tools are very
helpful in getting to know your students
(Literacy Learners)
 Cognitive Assessment helps to locate your
students skill level
 NonCognitive Assessment helps to identify
your student’s reading interest and
determine what motivates them to read
(Afflerbach,2007)

7.  I have learned that there are great benefits
in interacting with the parents about your
literacy learner
 Culture
 Background Knowledge
This was very insightful because I learned that
parents can give teachers information about
their child’s culture and we as educator’s can
create an environment welcoming diversity
through text and books in the classroom

8.  I learned that all text can be analyzed on a Literacy
Matrix, which helps teachers balance the text they select
to be a part of their literate environment. (Laureate
Education, 2010)
Literacy Matrix- Linguistic, Informational, Narrative and
Semiotic
Defined:
Semiotic- text with more pictures or only picture
Linguistic- text with words no pictures or few
Narrative-text that is fictional and nonfictional
Read Alouds
Informational-text that provides information
(Non-Fiction)

9. Linguistic
Narrative Informational
Semiotic
(Laureate Education,2009)

10. Linguistic Semiotic
Narrative Informational

11. I also learned that there are 4 additional important
things to consider when selecting text.
Length
Font Size
Structure
Readability

12. In my research-based practices in
delivering literacy instruction
there are 3 perspectives to
implement in the literacy lesson
planning.
3 Perspectives Defined:
Interactive Perspective- teaching students to read and
write
Critical Perspective-evaluating, examining and
thinking critically about the text . Think about who
created the text and think behind the text
Response Perspective- read, reacting to the text. The
student engages with the text

13.  Interactive Perspective
 5 Pillars of Essential Skills to develop literacy
 Phonemic Awareness
 Phonics
 Vocabulary
 Fluency
 Comprehension (NRP, 2001)
Examples:
Concept of print
Letters and Sound
Read Aloud
Making a Connection with the text
Vocabulary Development
Background Knowledge

14.  Critical Perspective
 Evaluate the Text
 Examine the Text
 Judge the Text
(Tompkins, 2010)
I have learned that I want my students to learn how to
think critically about the text. I also learned that it is
important to teach the students strategies to learn how to
think critically about the text. This is a higher-ordered
thinking skill developed in literacy instruction
(Tompkins, 2010)

15.  Response Perspective
read
reacting
responding to the text
The student engages with the text
Examples:
Infer
to make a connection with the text
discuss the text
give the students time to respond to the text

16. Cont’d Response Perspective
I learned that this perspective is crucial in learning
the text. The students are able to share their
thoughts and feelings about the text
I also learned that a some text requires a Quiet
response because the text is more emotional at
different parts and no words are needed. We need
to give our students that time… to respond quietly
For Example-Charlotte’s Web

17.  How beneficial has this presentation been to you in learning about Literacy
Instruction?
It informed me what literacy was and now what it is Now. It gave a clear
understanding of the different areas of Literacy and how to help the adult as
well as the child combat their struggles and impact their lives in literacy .
It helps the reader to understand how important literacy is
 What was some meaningful information that you would implement in your
literacy instructional classroom?
I would implement the Literacy Matrix and 3 Literacy Perspectives
(Interactive, Critical and Response) in my literacy instructional classroom
 After reading this how can I be a support with literacy in your class or with your
children?
Help my child have a clear understanding of reading and writing. Do an
assessment on my child so, I will know their skill level; Incorporate additional
books, reading materials and technology resources for their reading level to
work at home.

18.  Tompkins, Gail E., (2010) Literacy for the 21st
Century. A balanced approach (5th), Boston, MA:
Allyn & Bacon
 Laureate Education, Inc (2010d), Getting to know
your students(Video). The beginning reader, PreK-
3rd Baltimore, MD Author
 Afflerbach, P(2007), Understanding and using
reading assessment , K-12, Newark, DE
International Reading Association, Inc
 www.easycbm.com