1. Rachel E. Strubinger
Walden University
Professor Cindee Easton
The Beginning Reader, prek-3: EDUC 6707R-2
December 18, 2011

3. Questions teacher should ask each year:
What is my over all goal?
What are my students interests?
What are my students Literacy Autobiographies?
What materials am I going to use this year to
maintain their interests?
Teachers should reevaluate their students every year!

4. In My Classroom …
My students’ interests, abilities, and learning
styles are important
Students’ are able to work at their own pace, yet
data is collected to document their growth and
progress
Use informal and formal assessments frequently
to document their progress

5. I use Assessments …
Use a variety of assessment throughout the year to learn
my students interest.
Send home a questionnaire at the beginning of each year
for my students to complete with their parents!
Examples of assessments that work for my students:
Motivation to Read Profile, Conversational
Interview, Elementary Reading Attitude Survey, and
Reading Interests Inventories

6. For My Students …
Encouraged to read at their own pace
Provide learners with fiction, non fiction, and
informative texts, at their reading level
Use Dr. Hartman’s Literacy Matrix to make sure
the material is balanced and students are
exposed to books across the matrix continuum.

7. Linguistic (word oriented)
Narrative Informational
(Stories) (websites)
Semiotic (Use icons/pictures to communicate)

8. Interactive Perspective
Teach children how to read and write, while
becoming critical thinkers
Informal and formal assessments to determine
strengths and weakness
Appropriate types and levels of text to meet
learners literacy goals

9. Interactive Perspective Strategies
Interactive Read-Alouds
Choral Reading
Comprehension Activities
Leveled Reading Groups

10. Critical Perspective
Teach children how to think critically about the
text they are reading
Helping students think about and identify the
purpose of the text
Identify authors purpose for writing the text and
including specific characters

11. Critical Perspective Strategies
Open-mind portraits
Character Hot Seat
Questioning the Author
Sketch-to-Stretch

12. Response Perspective
Promote the opportunity for children to
read, react, and respond by experience
meaningful text
Reader becomes transformed by the text on an
emotional or personal level
Slow down this process to engage students in
reading and writing

13. Response Perspective Strategies
Shared Writing
Story Writing
Learning logs
Character Journal
Grand Conversations

14. Edmunds, K. M., & Bauserman, K. L. (2006). What teachers can learn about reading motivation through
conversations with children. The Reading Teacher, 59 (5), 414-424. Retrieved from the Education Research
Complete database.
Gambrell, L. B., Palmer, B. M., Codling, R.M., & Mazzoni, S.A. (1996). Assessing Motivation to Read. The
Reading Teacher, 49 (7), 518-533.
Google Docs. (November 10, 2011). Reading Interest Inventory. Retrieved from:
http://docs.google.com/Doc?docid=0AZvjnHKMsQhRZDV3ZjdqZ183YzM2emJ3Z3o&hl=en&pli=1
Laureate Education,Inc. (Executive Producer). (2010a). Video Program: Analyzing and Selecting Texts. The
Beginning Reader, PreK-3. Baltimore, MD: Author.
Laureate Education, Inc. (Executive Producer).(2010b). Video Program. Critical Perspective. PreK-3.
[webcast] Baltimore, MD: Author.

15. Laureate Education, Inc. (Executive Producer).(2010b). Video Program. Response Perspective:
Reading and Writing Connections. PreK-3. [webcast] Baltimore, MD: Author.
McKenna, M. C., & Kear, D. J. (1990). Measuring attitude towards reading: A new tool for
teachers. The reading Teacher, 49(9), 626-639.
Walden University (2011). Framework for Literacy Instruction. Retrieved November 21, 2011
from
http://sylvan.live.ecollege.com/ec/courses/37910/CRSWUPSYC62053502436/Frameworkforl
iteracyinstruction03.10.doc