1. Interactive
Perspective
Critical
Simone
Perspective Garnett
Literate Environment Analysis
Walden University
The Beginning Reader, PreK-3
Responsive February 14, 2012
Perspective

2. Foundation of Early Literacy Learning
An effective learning environment should be
well organized. It is important to have the
presence of print everywhere in the classroom.
Having a variety of reading materials is essential
for learning. Teachers must provide support of
literacy skills by being systematic and explicit
(Tompkins 2010). Instructional plans and
guidelines should be organized in
developmental order and literacy skills should
be introduced systematically during learning
activities.

3. Understanding Literacy Learners
Analysis Research
It is important for teachers to use different It is important for classroom teachers to create
assessments to decide the stages of literacy an environment that aid in students’ success
development. The students in my classroom (NRP), 2000). Literate classroom environment
range from emergent readers to beginning fosters students’ interest in literacy (Tompkins,
readers. To begin the process of reading, we 2010). Teachers must continue to use
focus on the concept of print, phonological strategies, materials, knowledge, instructional
awareness, phonics, fluency, vocabulary, practices and resources that foster positive
comprehension and writing (Laureate learning in reading and writing. An exciting
Education, Inc., 2009a). To determine the and inviting rich environment encourages
instructional level of learners, I use the Basal students to take part in the many learning
Reading Program to assess their ability to experiences provided in the classroom. In
decode and pronounce individual sound in order to discover children’s interest in reading,
words (Tompkins, 2010). I also use the Direct I use the multiple intelligences theory to
Reading Thinking Activity (DRTA) in minilessons differentiate instruction. such as reading
to identify students’ individual comprehension groups, literacy circles and center times. I
levels. The data from the assessments help to learned that using a wide variety of ways such
make decision to facilitate students’ literacy as music, cooperative learning, art activities,
needs. role play, multimedia, field trips, and inner
reflection to present lessons proposes a major
transformation in the way my classroom is run
(Armstrong, 2009).

4. Linguistic
Narrative Selecting Texts informational
Research
Analysis
During guided reading students are
Text selection is important to exposed to a variety of fantasy texts.
students’ classroom instruction. We are reminded that selecting text
Using literacy rubrics can help must be done with the need of children
in mind (Laureate Education Inc.,
teachers to develop a complex 2010a). The texts were selected to help
understanding of cognitive aspects connect lesson to goals desire from
of learners and evaluate their students. The texts are fantasy stories
students’ performance in reading fall on the continuum from linguistic to
according to criteria and levels of semiotic and narrative to informational.
achievement (Affelerbach 2007b). I found that specific text selection
Teachers are able to select text for increased the communicative
purposes such as informational and competence among the students and
narrative reading while describing they were motivated to use materials,
the semantic and other important information presented to self-learn, and
attributes of a story. encourage self-confidence and peer
unity.
semontic

5. Interactive Perspective
Analysis Research
The interactive perspective of teaching,
The students will use embrace the idea of students using
strategies and metacognitive skills in
interactive, reading and writing. Within the plan,
teacher used a variety of formal and
perspective. They will informal assessments to measure students’
strengths and their needs in literacy
use comprehension in development. Activities are used to
measure the development of students
reading and writing, reading process, their phonemic
awareness, comprehension, fluency and
use critical thinking vocabulary. Through the literacy activities,
we are able to use techniques such as
and responds to text in observation, response to literature and
performance assessments to help
a variety of meaningful evaluate students’ performance in the
learning environment (Cooper, 1997).
ways(Walden
University, 2010).

6. Critical and Responsive
Perspective
Analysis Research
Effective literacy focus occurs when
Students look at multiple teachers purposefully link the activities
view and use their to the broader purpose of
communication and explicitly focus on
knowledge critically. children’s interest (Teachstone, 2011).
The evaluate text to and Narrative and informational text were
used to help students to think critically.
use their knowledge to The students imagined and gather
measure validity of facts using the five (who, what, where
when, why and how. Once the
information. questions are reviewed the students
They gather, categorize and can compare and contrast text
elements. The text falls on the
process information and use continuum narrative to semiotic
the data to develop insight because it gives accounts of a
sequence of events with illustrations.
and thinking skills. Tompkins
(2010).

7. References
Armstrong, T. (2009). Multiple intelligences in the classroom (3rd ed.).
Alexandria, VA:
Association for supervision and curriculum development.
Cooper, J. D. (1997). Literacy assessment techniques: Helping children
construct meaning (3rd ed.)Boston: Houghton Mifflin Company.
Funk, J. (2008). Creating a literacy-rich environment. Retrieved from
http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?Artic
leID=481.
Laureate Education, Inc. (Executive Producer). (2010b). Getting to know your
students
[Webcast]. In The beginning reader, PreK–3. Baltimore, MD: Author.
Laureate Education, Inc. (Executive Producer). (2010a). Analyzing and
selecting text [Webcast]. In The beginning reader, PreK–3. Baltimore, MD:
Author.
Laureate Education, Inc. (Executive Producer). (2010b). Informational text in
the early years [Webcast]. In The beginning reader, PreK–3. Baltimore, MD:
Author.
National Reading Panel. (2000). Teaching children to read. Retrieved from
http://www.nichd.nih.gov/publications/nrp/upload/smallbook_pdf.pdf
Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach
(5th ed.). Boston: Allyn & Bacon.
Walden University. (2011). Framework for literacy instruction. Minneapolis, MN:
Author