Creating A Literate Environment

1. S
Creating a Literate
Environment
By J.Reitmeier
The Beginning Reader, Pre K-3 (EDUC - 6706R – 2)
Dr. Pamela Fitzgerald

2. Getting to Know Literacy
Learners, P–3
• Reading Inventories
provide educators the
information they need to
determine what a young
readers strengths and
weakness are which will
help the teacher determine
the students reading level.
Reading Inventories
S World Lists
S Oral Reading
Passages

3. Word Lists
S I administer word list’s because it
will allow me to learn about
students decoding ability and
also information on sight words
and vocabulary.
S The words should correspond
with the student’s grade level but
can contain a few upper or lower
level words. The second reading
assessment I chose to administer
when learning about my student
is an oral reading passage.
S This will help me determine the
students’ fluency level, which is
calculated by the number of
words, read correctly per minute.

4. Oral Reading Passages
S This inventory will help me
determine the students’ fluency
level, which is calculated by the
number of words, read correctly
per minute.
S The way we score oral reading
passages is through miscue
analysis. Miscue analysis may be
reflected through omissions,
repetition, substitutions, and
insertions the reader makes.
S The reading inventories have
helped me learn about a large
group of students and each
individuals strengths, and
weaknesses.

5. Selecting Texts
S Traditionally, at the lower grade
levels, texts have been more
narrative and semiotic. This
means that the books are a
story and may contain a lot of
pictures. In today’s educational
world, new standards have put
more emphasis on
informational linguistic texts that
provide students with real world
information.
S I also selects texts based on
students interest because it will
help motivate them read and
allow for a deeper level of
comprehension.

6. Interactive Perspective
S The interactive
perspective has helped
me create a literate
environment by assisting
me as I developed the
effective use of the
guided reading strategy.
S Guided Reading is an
effective strategy
because the students are
reading out loud and the
teacher is their to support
the students as much as
S In this perspective
students learn and grow
within the 5 Components
of Literacy:
S Phonics
S Phonemic Awareness
S Fluency
S Vocabulary
S Comprehension

7. Interactive Perspective
S “During guided readings, teachers can model the reading
process by using think-aloud throughout the stories. In
order to enhance students’ literacy learning, teachers must
activate prior knowledge by reviewing each student’s
schema about different topics. At the emergent level of
literacy development, read-aloud are ideal because the
teacher can be there to support the students with
challenging key vocabulary words.”
S Laureate Education, Inc. (Producer). (2008). Interactive perspective: Strategic
processing. [DVD]. The beginning reader, prek-3. Baltimore, MD: Author.

8. Critical Perspective
S The research based practice of
the Critical and Response
Perspectives have helped me
create a literate environment by
helping me create activities
where students obtain a deeper
level of comprehension.
S When creating lessons based
around the critical perspectives I
prefer to have my students read
about a current social issue such
as racism.
S I not only have me the students
understand the authors
perspective but others as well. I
would have my student’s answers
questions from a white
perspective and then analyze
how an African Americans point
of view of the same issue may be
dramatically different.

9. Response Perspective
S The Response Perspective is
where student make a personal
connection to the story.
S Teachers must select texts that
connect to students' identities
and/or interests and that have
the potential to evoke an
emotional or personal
response.(Walden University
Framework for Literacy
Instruction)
S While teaching within the
response perspective, I like to
have my students write about
how the texts relates to them
personally. For example, my
students may read a book
based on the Revolutionary
War. I would then have my
students journal about how their
lives may be different if they
were living during this time
period.

10. References
S Afflerbach, P. (2012). Understanding and using reading
assessment, K–12 (2nd ed). Newark, DE: International
Reading Association.
S Laureate Education (Producer). (n.d.). Analyzing and
selecting text [Video file]. Retrieved from
https://class.waldenu.edu
S Laureate Education (Producer). (n.d.). Critical
perspective. [Video file]. Retrieved from
https://class.waldenu.edu

11. References
S Laureate Education (Producer). (n.d.). Critical perspective.
[Video file]. Retrieved from https://class.waldenu.edu
S Laureate Education, Inc. (Producer). (2008). Interactive
perspective: Strategic processing. [DVD]. The beginning
reader, prek-3. Baltimore, MD: Author.
S Laureate Education (Producer). (n.d.). Reading inventories.
[Video file]. Retrieved from https://class.waldenu.edu
S Laureate Education (Producer). (n.d.). Response perspective.
[Video file]. Retrieved from https://class.waldenu.edu