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Creating a literate environment 


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Creating a Literate Environment Analysis

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Creating a literate environment 

  1. 1. Literate Environment Analysis Presentation By Angie Aguilar
  2. 2. Getting to Know Literacy Learners Analysis• In order to create a literate environment it is essential to get to know your students, this includes their interests as well as their reading abilities. The more information you have the better equipped to connect text with them(Laureate Education, 2009a).• I used cognitive and non-cognitive assessments to gather information on my students. Tompkins states that effective teachers link instruction with assessment ( 2010).
  3. 3. Getting to Know Literacy Learners Analysis Continued• One key factor in determining whether students will be life long readers is their motivation to read (Laureate Education, 2008).• In order to find my students interest and help motivate them to read I used The Elementary Reading Attitude Survey (ERAS) with my students (McKenna & Kear, 1990).
  4. 4. Getting to Know Literacy Leaners Analysis Continued• I chose to use the Motivation to Read Profile assessment (MPR), found in the article, “ Assessing Motivation to Read,” (Gambrell, Palmer, Codling, & Mazzoni, 1996). Since there is a strong link between motivation and achievement, I wanted to find out as much as I could that would help me in motivating these beginning readers (Gambrell et al., 1996).
  5. 5. Getting to Know Literacy Learners Analysis Continued• To help me determine my students’ independent reading and instructional level, which in turn can guide my literacy instruction I used the Leveled Reading Passages Assessment Kit (Houghton Mifflin, 2003). It also addressed three of the five literacy pillars, comprehension, fluency, and vocabulary (Walden University, 2012).
  6. 6. Getting to Know Literacy Learners Research• The information I obtained from the assessments is vital for me to guide them to the right books for recreational reading as well as for instructional reading (Tompkins, 2010).• Administering oral interviews as those found in the motivation assessments lends itself to knowing valuable personal information about our students (Laureate Education, 2009a).
  7. 7. Selecting Texts• Dr. Hartman describes the Literacy Matrix and its usefulness for selecting texts ( Laureate Education, 2010b). This tool was useful in evaluating the text on the informational vs. the narrative continuum ( Laureate Education, 2010b).• This matrix helped balance the amount of narrative and informational text. This matrix along with what we know about our students can help to select informational texts that match my students’ needs and goals.• When selecting a text we must consider length, readability, and structure according to Dr. Almasi (Laureate Education, 2009b).
  8. 8. Interactive Perspective• The goal of interactive perspective is to teach students how to read and write accurately, fluently, and with comprehension (Laureate Education, 2009b).• The perspective focuses on the five pillars of literacy instruction: phonemic awareness, phoincs, fluency, comprehension, and vocabulary development (Laureate Education, 2009 c).• It is the teachers’ responsibility to teach these students how to use literacy strategies on their own to become metacognitive in the use of strategies (Laureate Education, 2009c).
  9. 9. Critical and Response Perspective• This critical perspective provides students with opportunities to think analytically about text and make judgments about the validity of the text (Laureate Education, 2009c).• The response perspective allows students to take risks and share what they are thinking about the text and with their peers. They connect personally with the texts they are reading (Laureate Education, 2009d).• Making personal connections to the text helps students with comprehending the text (Tompkins, 2010).
  10. 10. References:• Afflerbach, P. (2007). Understanding and using reading assessment, K–12. Newark, DE:• International Reading Association.• Gambrell, L. B., Palmer, B. M., Codling, R. M., & Mazzoni, S. A. (1996). Assessing• motivation to read. The Reading Teacher, 49(7), 518–533. 
Retrieved from the Education Research Complete database.• Laureate Education, Inc. (Executive Producer). (2009a).Getting to know your students.• The Beginning Reader, PreK–3. Baltimore,MD: Author.• Laureate Education, Inc. (Producer). (2009b). The Beginning Reader, Prek-3 [DVD].• Analyzing and Selecting Text. Baltimore, MD: Author.•• Laureate Education, Inc. (Executive Producer). (2009c). Critical Perspective: Word Study[Video webcast] The beginning reader, Prek-3 . Baltimore: Author. Retrieved from•• Laureate Education, Inc. (Executive Producer). (2008). Motivation [DVD]. Baltimore,• MD: Author.• Laureate Education, Inc. (Executive Producer). (2009d). Response Perspective: Word Study [Video webcast] The beginning reader, Prek-3. Baltimore, MD: Author. Retrieved from• 1&47=8683062&ClientNodeID=984650&coursenav=1&bhcp=1• McKenna, M. C., & Kear, D. J. (1990). Measuring attitude toward reading: A new tool• for teachers. The Reading Teacher, 43(9), 626–639. 
Retrieved from theEducation• Research Complete database.•