The document summarizes the research-based practices used by the author to create a literate environment for students. The author used assessment activities, including non-cognitive and cognitive assessments, to understand students' literacy needs and abilities. For non-cognitive assessment, the author used the Adolescent Motivation to Read Profile survey. For cognitive assessment, the author used Accelerated Reader tests to evaluate comprehension. The author created lesson plans targeting specific literacy skills and used a variety of texts, including narrative, informational, and online texts. The assessments helped the author select appropriate texts and activities to meet all students' needs.

1. Research-Based Practices

2.  This presentation will take you through weeks two
through six of my applications.
 For this presentation, I will go through each weeks
application explaining what I had to do for the
application, some important information from that
application, and also my research-based practice. I
then will provide an analysis of how the practice
helped me to create a literate environment and I will
cite at least one learning resource from this course
that supports this practice.

3. Research-Based Practices
The research-based practices that helped me to create a literate
environment and get to know my literacy learners needs was done
by using assessment activities. These assessment activities
included:
1. A non-cognitive activity. This assessment activity was the
Adolescent Motivation to Read Profile and Survey.
2. A cognitive development assessment. This assessment is the AR
tests because by using the AR testing.

4. First Assessment Activity.
o The first assessment activity I liked was a non-cognitive activity. This assessment
activity was the Adolescent Motivation to Read Profile and Survey. The reason I
liked this activity to perform my assessment is because ―the reading survey, a
group-administered instrument, consists of 20 items using a four-point scale
assessing self-concept as a reader (10 items) and value of reading (10 items). The
conversational interview is individually administered with 14scripted items that
are open-ended to encourage free response and assess narrative reading,
informational reading, and general reading‖ (education.txstate.edu). The MRP
reading survey asks personal questions to the student about things like their desire
to read, their worries about reading, what they understand when reading, and what
they think of reading overall.
o This research-based practice helped me to create a literate environment because
through this type of assessment, I can sit with the children and talk to them to find
out what they think. I can do this by asking them their likes, dislikes, and opinions.
From here I can create a literate environment that meets their needs and is that is
full of materials they like. This will cause them to have more interest in literacy
because the environment is created from their information.

5. The Second Assessment Activity.
o The second assessment activity I liked was for student’s cognitive development. This
assessment is the AR tests because by using the AR testing, I was able to see if the
students do actually understand the text of what they have read. This is because with AR
testing, the students are tested on not just these aspects, but also it ―assess students’
reading with four types of quizzes: Reading Practice, Vocabulary Practice, Literacy
Skills, and Textbook Quizzes‖ (Renaissance Learning, 2011).
o This research-based practice helped me to create a literate environment that meets the
needs of every learner in my classroom. By assessing the students literacy skills, I can
make sure to have the appropriate reading materials for every different reading levels the
children in the classroom are on. By having the students’ do vocabulary practice and
reading practice, I can how well each student understands the words, their meanings, and
if they know how to properly read the words. From this, I can then do many things like
group children that are higher readers with children how are lower readers, work in
small groups with the different level readers, and also work one on one with different
level readers.

6. In week threes application, I was to think about how the
various considerations for analyzing text presented in the
―Evaluating Text‖ video program—as well as information
about text structures, genres, and online resources presented
this week—will guide me in selecting appropriate and
engaging texts for my students and will help you to feel
confident in supplementing any literacy program or basal
series with which you may be working. Then I was to use the
tools and resources provided to select a group of texts around
a particular topic or unit and based on the literacy needs and
characteristics of the students I worked with last week. I also
had to include at least one narrative text, one informational
text, and one online text (Walden University, 2011) .

7. About Zoo-Phonics.
Zoo-phonics is a ―Multisensory Language Arts
Program that is a kinesthetic, multi-modal approach
to learning all aspects of language arts, including
vocabulary development and articulation, based on
phonics and phonemic awareness. The principle of
Zoo-phonics maximizes understanding, memory,
utilization and transference to all areas of the
reading, spelling and writing process in a playful
and concrete manner‖ (www. zoo-phonics.com).

8. Why I chose zoo-phonics.
o The first reason I chose zoo-phonics for my unit is because when
selecting texts, my zoo-phonics unit allowed to find texts that not only
related to the unit, but were also appropriate texts for the literacy needs of
my students. By including appropriate texts for my unit, I was able to
help strengthen my students’ language and vocabulary skills while
helping to maybe create life long readers because they are being read
stories that pertain to the lesson.
o I second reason I chose to use zoo-phonics for my unit because through
zoo-phonics, my students learned an introduction of letter identification
and letter sounds. My students were also able to demonstrate listening
comprehension through following oral instructions
o The third reason I chose to use zoo-phonics for my unit is because there
are many illustrations of zoo-phonics that are established through music
and songs and language activities. By using music and songs, it makes
learning fun and exciting because students’ love to sing and dance.

9. Research-Based Practices
 The research-based practice helped me to create a literate environment because:
o I learned the importance of the continuum and how it is made up of different areas.
These areas include linguistic to semiotic and narrative to informational and within the
appropriate level of difficulty. When looking at the texts I chose to read to my student’s,
I have seen where each texts falls on the continuum and what level of difficulty they are
for my students. The continuum is what really helped me to select appropriate text for
my age group.
o I learned the importance texts brings to cognitive and noncognitve development. The
children’s cognitive development is helped and influenced by the texts I chose because
by reading to them, they are learning and gaining building blocks of speech and are also
learning how to ―sustain attention‖ (The Creative Curriculum pp. 32) while being read
to. The way that the texts I chose help with the children’s noncognitive development is
because the children in my class are showing an awareness of picture and print,
developing expressive and receptive language by hearing and discriminating the
sounds‖ (The Creative Curriculum pp. 32) of the letters, ―comprehending and
interpreting meaning from books and other texts, demonstrating knowledge of the
alphabet, using emerging reading skills to make meaning from print‖ (The Creative
Curriculum, pp. 32). I have learned that this is from the children ―showing an
awareness of picture and print, developing expressive and receptive language by
hearing and discriminating the sounds‖ (The Creative Curriculum pp. 32) of the letters
when hearing this story.

10. For this weeks application, I was to plan a lesson using a lesson plan template to address the specific literacy needs of the students in the
areas of word recognition and comprehension and that provides opportunities for students to think about their strategy use and become
self-regulated in their use of strategies. Based on the data I gathered for these students in Week 2, I was to develop my plan as follows:
 Identify literacy learning objectives for these students related to word recognition and comprehension. (You may plan different activities
for different students.)
 Use the textual grouping I created in the Application for Week 3, or create a different group of texts depending on the topics/themes in
my adopted literacy series or content area curriculum.
 Select instructional practices that I will use with the particular students and texts to meet literacy objectives in the area of word
recognition and comprehension and to provide opportunities for students to be strategic and metacognitive. Consider how I will shift the
responsibility to students to be strategic and metacognitive and to independently use strategies.
 Plan how I will collect data during the lesson through observation, student work, or by using other assessment methods.
 Submit my lesson plan and a reflection on my implementation. Address the following in my reflection:
 Explain how I promoted students’ strategic processing and metacognition.
 Evaluate the effectiveness of the lesson based on specific data I collected during this lesson.
 Explain what the data suggests about next steps for one or more students in the group and what I might do differently next time.

11. Research-Based Practices
Pre-assessment (including cognitive and noncognitive measures):
 Non-cognitive activity. This assessment activity was the Motivation to Read Profile and Survey.
―The MRP consists of two basic instruments: The Reading Survey and the Conversational
Interview. The Reading Survey is a Likert-type, self-report, group-administered instrument, and
the Conversational Interview is designed to be administered on an individual basis. The survey
assesses two specific dimensions of reading motivation, self-concept as a reader and value of
reading, while the interview provides information about the individual nature of students' reading
motivation, such as what books and stories are most interesting, favorite authors, and where and
how children locate reading materials that interest them most. Because the MRP combines
information from a group-administered survey instrument with an individual interview, it is a
useful tool for exploring more fully the personal dimensions of students' reading motivation‖
(http://curry.virginia.edu).
 Cognitive-A reading accuracy assessment. This is when ― a child is asked to read a passage of text
clearly, without making any mistakes. The mistakes that the child does make are analyzed to find
clues about the child’s decoding strategies (not comprehension strategies). Very often, an
assessment combines these two different assessments into one assessment — the child reads a
passage out loud while the teacher makes note of errors the child makes (sometimes called a
"running record‖), and then the child is asked some comprehension questions about the
passage‖( sedl.org).

12. My Lesson
 For my lesson plans, I had to divide it into three different plans because
my three students, students A,B, and C, are all in different grades and
have different standards. I did do a winter theme for all three lessons
because it is winter and I have many ideas about lessons that are age
appropriate about winter.
 What I did for my lessons was come up with ways to implement my state
standards as well as standards from the frame work of literacy instruction
sheet. For each age group I created ways like having my first grader
make a book on snowmen by using flashcards for the fill in the blank
words, but for my second grader, I took the book one step further and
have her making the book without the flashcards to write out the words.
For my fifth grader, I had to completely change the book into a news
article that he had to research on the internet in a small group. All of my
lessons do have activities that cover spelling, word, and letter recognition
and comprehension and allow time for assessments.

13. Literate Environment
 Assessments of my students really helped me to create a literate environment for
many reasons. Trough my assessments, I was able to come up with ideas on how
my lesson plans can help implement the interactive and response perspectives.
1. Interactive Perspective- ―Reading and writing accurately, fluently, and with
comprehension. Being strategic and metacognitive readers and writers‖ (Walden
University, 2011). This done through the ―use a variety of informal and formal
assessments to determine areas of strength and need in literacy development,
determining texts of the appropriate types and levels of difficulty to meet
literacy goals and objectives for students, and using instructional methods that
address the cognitive and affective needs of students and the demands of the
particular text. As well was promoting students’ independent use of reading
strategies and skills‖ (Walden University, 2011).
2. Response Perspective-―Reading, reacting, and responding to text in a variety of
meaningful ways‖ (Walden University, 2011). Through the MRP, I will find out
about ―students’ interests and identities‖ (Walden University, 2011) . I will also
find out and ―understand what matters to students and who they are as
individuals‖ (Walden University, 2011).

14. Literate Environment
 Through my research-based practice of assessments , I was able to come up with ideas and
activities to help with reading, spelling, word, and letter comprehension, which I think are not
only fun and educational, but are also age appropriate.
 Through my research-based practice of assessments, I also found ways to change around some
information and tie in other information to help ELLS and I also I found ideas to help children
that are lower and higher level learners. By tweaking my lessons to help ELLS and lower as well
as higher level learns, I have made sure my lesson fits the needs of all learners not matter where
they fall.
 Through my research-based practice I was able to create a literate environment because I was able
to assess them and their needs. I then created a literate environment based on not only their needs,
but the needs of the entire class so everyone gets their needs met. What I did for my lessons was
come up with ways to implement my state standards as well as standards from the frame work of
literacy instruction sheet. For each age group I created ways like having my first grader make a
book on snowmen by using flashcards for the fill in the blank words, but for my second grader, I
took the book one step further and have her making the book without the flashcards to write out
the words. For my fifth grader, I had to completely change the book into a news article that he had
to research on the internet in a small group. All of my lessons do have activities that cover
spelling, word, and letter recognition and comprehension and allow time for assessments.

15.  For this weeks’ application, I was to select a text or texts from the textual grouping I created in Week 2 that provide
opportunities for taking a critical stance (e.g., offer multiple perspectives, present controversial issues, bring into question
the author’s intent, etc.) and that will allow students to respond to the text in a personal and meaningful way all based on
the literacy needs and interests of these students. .I was also allowed to add one or more texts to the grouping or create a
different group of texts depending on the topics/themes in my adopted literacy series or content area curriculum. I was to
consider texts that would foster students’ respect for individual, cultural, religious, and racial differences.
 For my lesson, I am suppose to:
1. Identify literacy learning objectives for these students related to critical thinking about a text and responding to text. (I
may plan different activities for different students)
2. Select instructional practices (from this week’s Learning Resources or the "Compendium of Instructional Procedures" in
your Tompkins course text) that I will use to promote your students’ critical reading of the text or texts and foster their
own personal response. Include ideas for how I will promote students’ metacognition as they engage in critical literacy
activities and respond to text.
3. Consider how I will monitor student progress and support students’ critical thinking about and responses to text.
4. Plan how I will collect data during the lesson through observation, student work, or by using other assessment methods.
 Then I am suppose to submit a lesson plan (2–3 pages) and a reflection on your implementation (approximately 2
pages) that includes the following:
1. Based on the data I collected, evaluate the effectiveness of my lesson including the text I selected and my instructional
practices. Describe practices that were particularly effective in helping students become more metacognitive (provide
examples from my implementation). Explain what the data suggests about next steps for one or more students in the
group and what I might do differently next time.
2. Share my thoughts about how including the critical and response perspectives in literacy instruction can prepare students
to think critically about important issues in their lives, become productive and contributing members of society, and
respect individual, cultural, religious, and racial differences.

16. Research-Based Practices
Pre-assessment (including cognitive and noncognitive measures):
 Non-cognitive activity. This assessment activity was the Motivation to Read Profile and Survey.
―The MRP consists of two basic instruments: The Reading Survey and the Conversational
Interview. The Reading Survey is a Likert-type, self-report, group-administered instrument, and
the Conversational Interview is designed to be administered on an individual basis. The survey
assesses two specific dimensions of reading motivation, self-concept as a reader and value of
reading, while the interview provides information about the individual nature of students' reading
motivation, such as what books and stories are most interesting, favorite authors, and where and
how children locate reading materials that interest them most. Because the MRP combines
information from a group-administered survey instrument with an individual interview, it is a
useful tool for exploring more fully the personal dimensions of students' reading motivation‖
(http://curry.virginia.edu).
 Cognitive-A reading accuracy assessment. This is when ― a child is asked to read a passage of text
clearly, without making any mistakes. The mistakes that the child does make are analyzed to find
clues about the child’s decoding strategies (not comprehension strategies). Very often, an
assessment combines these two different assessments into one assessment — the child reads a
passage out loud while the teacher makes note of errors the child makes (sometimes called a
"running record"), and then the child is asked some comprehension questions about the
passage‖( sedl.org).

17. My Lesson
 For my lesson plans, I had to divide it into three different plans because my three students,
students A,B, and C, are all in different grades and have different standards. I did do an around the
world theme for all three lessons because through this lesson, it ―will foster students’ respect for
individual, cultural, religious, and racial differences‖ (Walden, 2012). This is done by reading
different books and talking about different information about other countries in the world and how
they are like ours and how they are different. In my past paper, app5, I did have help from my
from my co-workers who read all the information. My first co-worker, Darlinda, helped me with
the original first and second grade idea of the book. From here for these lesson plans, I expanded
on the book idea and changed it for these lesson plan ideas. My co-worker Julie, she gave me the
Dolch sight words and helped explain them to we and how to use them in a lesson. From here, I
continued using these in my current lesson plans because of their importance. I went to them for
some help because I do not create lessons for the grades and really needed some ideas on how to
create lessons for these students.
 What I did for my lessons was come up with ways to implement my state standards as well as
standards from the frame work of literacy instruction sheet. For each age group I created ways
like having my first grader make a book on different countries by using flashcards for the fill in
the blank words, but for my second grader, I took the book one step further and have her making
the book without the flashcards to write out the words. For my fifth grader, I had to completely
change the book into a research project that he had to research on the internet in a small group. All
of my lessons do have activities that cover spelling, word, and letter recognition and
comprehension and allow time for assessments.

18. Literate Environment
 My research-based practice was assessments. The assessments of my students
really helped me to create a literate environment for many reasons. Trough my
assessments, I was able to come up with ideas on how my lesson plans can help
implement the interactive and response perspectives.
1. Critical Perspective- ―Judging, evaluating, and thinking critically about text‖
(Walden University, 2011). By reading a book about the world and where
different children come from, the children are judging and evaluating the text
about the different countries and their people. The children will think critically
about the text when they are asked to describe where each child comes from,
what languages the children in the countries speak, and even what they eat.
2. Response Perspective-―Reading, reacting, and responding to text in a variety of
meaningful ways‖ (Walden University, 2011). Through the MRP, I will find out
about ―students’ interests and identities‖ (Walden University, 2011). I will also
find out and ―understand what matters to students and who they are as
individuals‖ (Walden University, 2011).

19. Literate Environment
 By doing my research-based practice of assessments of my students, I was able to come up with
ideas and activities to help with reading, spelling, word, and letter comprehension, which I think
are not only fun and educational, but are also age appropriate.
 I found by adding the compendium of instructional procedures really helped my lessons. This is
because I was able to plan out what to do for them and how to implement them. I was also able to
come up with ideas on how to implement the students learning words form their grade appropriate
Dolch lists.
 By doing assessments, I was come up with ideas for students A,B, and C that were helpful for not
only them, but also the entire class on teaching them what I wanted them to learn. I also did a lot
of research on my own for these lessons. I had to break each student up into three separate lessons
because each is not only in a different grade, but also on a different level of learning.
 Also by doing assessments, I was able to come up with three individual lesson plans for each
student and their class. By doing the lesson for the class as well as for the individual students, the
students would not be singled out and would gain skills by working with the class. I also would
have more time to asses them because they would be working in the class with other students and
while the students worked quietly, if students A,B, or C needed one on one attention, I would be
able to give it to them.

20. Literate Environment
 Through my research-based practice of assessments, I also found ways to change around some
information and tie in other information to help ELLS and I also I found ideas to help children
that are lower and higher level learners. By tweaking my lessons to help ELLS and lower as well
as higher level learns, I have made sure my lesson fits the needs of all learners not matter where
they fall.
 Through my research-based practice I was able to create a literate environment because I was able
to assess them and their needs. I then created a literate environment based on not only their needs,
but the needs of the entire class so everyone gets their needs met. What I did for my lessons was
come up with ways to implement my state standards as well as standards from the frame work of
literacy instruction sheet. For each age group I created ways like having my first grader make a
book on snowmen by using flashcards for the fill in the blank words, but for my second grader, I
took the book one step further and have her making the book without the flashcards to write out
the words. For my fifth grader, I had to completely change the book into a news article that he had
to research on the internet in a small group. All of my lessons do have activities that cover
spelling, word, and letter recognition and comprehension and allow time for assessments.

21. Research-Based Practices