READ 6706: Literate Environment Analysis

1. S A R A H S M I T H
W A L D E N U N I V E R S I T Y
D R . P H Y L L I S M C C U L L Y
R E A D 6 7 0 6 L I T E R A C Y D E V E L O P M E N T P R E K - 3
J U N E 1 2 , 2 0 1 6
LITERATE
ENVIRONMENT
ANALYSIS

2. *Getting to Know Emergent and Beginning Literacy Learners
*Analyzing and Selecting Texts
*Emergent Literacy Learner Lesson
*Beginning Literacy Learner Lesson
*Reflection
*References
LiterateEnvironment
Analysis

3. "Learning to read proficiently in the primary grades is one
of the cornerstones of academic achievement and the
foundation for children's later success in school"
(Ciampa, 2012, p.2)

4. GettingtoKnowEmergentand
BeginningReaders
What background knowledge do students bring?
-It is important to consider a child's culture, background, and prior experiences
-Use a child's interests as a springboard for planning learning experiences
Build Text-to-Self Connections
-Me Stew
Create a Language-Rich Environment
-Engage students in conversations about school subjects
-Listen to students talk about familiar topics
-Discuss word meanings and model use of new words
-Collaborative learning
Each student brings different strengths and skills into the classroom. It is the job of
the classroom teacher to determine what they are and tailor learning experiences
that meet the needs of diverse learners.

5. GettingtoKnowEmergentand
BeginningReaders
Read aloud to children
Provide fiction and non-fiction texts
-Tap into student interests
-Build on background knowledge
Extend children's vocabularies
-Engage in extended discourse by using open-ended questions
Use direct instruction when appropriate
Teach alphabet and letter sounds in a meaningful context

6. AnalyzingandSelectingTexts
When analyzing texts for student use, it is important to consider factors
that may pose challenges to emergent and beginning readers. Dr.
Douglas Hartman's literacy matrix is a tool that allows teachers to analyze
and select appropriate texts for students.
1. Readability
2. Text Length
3. Size of Text
4. Visual Support
Linguistic
Semiotic
Narrative Informational

7. AnalyzingandSelectingTexts:
InformationalText
"Content-rich instruction is important at all grade levels and
there are many different types of text that can support it"
(Neuman & Roskos, 2012, p. 208).
-Teachers need to increase the amount of informational text being used in the
classroom for utility and employment purposes
-Revised publisher's criteria calls for fifty percent literary and fifty percent informational
text in grades K-5
-Contributes to positive social change
-Helps students to become more literate twenty-first century learners
-Research shows that the availability of non-fiction texts can motivate some children
to read
-Informational texts help to expand vocabulary and background knowledge and
exposes the language and structure of expository writing

8. EmergentLiteracyLearner
Sam is a Chinese-American kindergarten student who comes from a two-parent
working household. Although Sam speaks fluent English at school, he speaks both
Chinese and English at home with his parents and one older brother. Prior to starting
kindergarten, he spent two years at an English-speaking private preschool but is well
behind his grade-level peers.
PRODUCTS
CALIFORNIA,USA
I knew that I would need to motivate this struggling reader using his interests as a springboard for planning instruction so it is for this reason that I chose to teach a three day unit on the topic of ocean animals.
I knew that I would need
to motivate this struggling
reader using his interests
as a springboard for
planning instruction so it
is for this reason that I
chose to teach a three
day unit on the topic of
ocean animals.

9. EmergentLiteracyLearner
-Making connections to himself, to other texts, and to the real world
-Phonemic awareness: Sam worked on the ability to manipulate sounds in words by
reading grade-level texts that focused on decodable CVC and sight words.
-Vocabulary: Students need variety of words to go from oral to written comprehension so I
worked one-on-one with this student to analyze content vocabulary prior to reading the
texts.
-Fluency: Sam worked on his ability to read at a natural pace and with expression during
each lesson.
-Comprehension: Through retelling and written comprehension assessments, Sam proved
to me that he is able to understand text read aloud.
During these lessons, I had my emergent reader focus on elements of literacy
instruction that were tailored to his level of reading and writing development.

10. BeginningLiteracyLearner
PRODUCTS
CALIFORNIA,USA
I knew that I would need to motivate this struggling reader using his interests as a springboard for planning instruction so it is for this reason that I chose to teach a three day unit on the topic of ocean animals.
My emergent reader Jack is a kindergartener with a diverse multicultural background. Prior to starting
kindergarten, he spent one year in a church-based preschool and was then enrolled for two years at a local
private preschool. I noted that the emergent reader I assessed went to the same preschool as my beginning
reader, yet they displayed markedly different attitudes toward reading and writing experiences in kindergarten.
Jack’s background, prior experiences, and family culture have all played an important role in his academic and
personal development.
Based on information I collected
during Jack's pre-assessments, I knew
he enjoyed reading non-fiction books
and writing for authentic purposes. I
used data I gathered from his non-
cognitive assessments to choose
three texts on the topic of ocean
animals.

11. BeginningLiteracyLearner
My beginning reader is further along in his reading development than my
emergent reader and had to have his lessons differentiated accordingly.
-We used informational text to make connections to the outside world.
- Phonemic awareness: Jack is able to decode and segment words in text and I was able
to transfer learning to him as he read the texts with minimal guidance and support.
-Vocabulary: I knew Jack would need vocabulary scaffolding because of his dual-
language background so I front-loaded challenging vocabulary prior to reading.
-Fluency: Data collected from pre-assessments showed me that Jack struggled to read
with fluency. We worked on this as I modeled fluent reading and expression and he
mirrored my reading.
-Comprehension: We focused on oral language and written comprehension as we
engaged in dialogue and authentic writing tasks connected to each text.

12. Reflections
Although there were similarities in the content that
was taught, each element needed to be
differentiated to meet the developmental needs of
the specific reader.
As a result of these lessons and our weekly
learning resources, I feel as though I now have the
tools I need to effectively teach learner and help
them reach proficiency.
In the future, I will be implementing research-
based strategies that will allow me to effectively
manage my classroom and create a positive
literacy environment for all students.

13. Ciampa, K. (2012). Reading in the digital age: Using electronic books as a teaching tool for beginning readers.
Retrieved from http://files.eric.ed.gov/fulltext/EJ981797.pdf
Correia, M. P. (2011). Fiction vs. informational texts: which will kindergarteners choose? Retrieved from
http://www.naeyc.org/yc/files/yc/file/201111/Correia_Fiction_vs_Informational_Texts_Online%201111.pdf
Laureate Education (Producer). (2014a). Analyzing and selecting texts [Video file]. Baltimore, MD: Author.
Laureate Education (Producer). (2014c). The beginning reader [Video file]. Baltimore, MD: Author.
Laureate Education (Producer). (2014f). Developing language and literacy [Video file]. Baltimore, MD: Author.
Laureate Education (Producer). (2014j). Getting to know your students [Video file]. Baltimore, MD: Author.
Laureate Education (Producer). (2014l). Informational text in the early years [Video file]. Baltimore, MD: Author.
Neuman, S. B., & Roskos, K. (2012). Helping children become more knowledgeable through text. Reading Teacher,
66(3), 207–210.
Reutzel, D. R., & Cooter, R. B., Jr. (2016). Strategies for reading assessment and instruction: Helping every child
succeed (5th ed.). Boston, MA: Pearson.
References