Literate environment


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Literate environment

  1. 1. By Michelle BrightEDUC-6706G-11 The Beginning Reader, PreK-3
  2. 2. A literate environment is built on the process of understanding students as literacy learners, determining texts of the appropriate types and levels of difficulty, as well as adopting an interactive, critical and response perspective to instructional practices (Laureate Education, Inc., 2009a). Thus, as educators, we can begin to create a literate environment by to getting to know our students.
  3. 3.  Research Cognitive assessments can provide details into a student’s ability to make sense of text (Afflerbach,2007). In addition, data on a student’s motivation to read, self-concept as a reader, or attitude and interest toward reading can be collected as meaningful information (Afflerbach, 2007).
  4. 4.  Analysis I often use reading inventories to determine my students’ reading levels. Recently, I included the Elementary Reading Attitude Survey (ERAS) to identify how my students felt about themselves as readers (McKenna & Kear, 1990). With this information in mind, I was able select texts that best fit my students’ needs.
  5. 5.  Research When selecting appropriate and engaging text, there needs to be an understanding by educators of the various types of texts and text factors to best match students to suitable materials and create clear goals (Laureate Education, Inc., 2009b).
  6. 6.  Research Using a literacy matrix can support educators in the selection of texts based on whether a text is a narrative or informational, as well as whether a text is linguistic or semiotic (Laureate Education, Inc., 2009b).
  7. 7.  Analysis In selecting appropriate texts, I am often guided by my students’ reading level and interest. In addition, I select books that facilitate student’s learning, engage the reader, and encourage discourse.
  8. 8.  Research The interactive perspective focuses on instructional procedures that support students literacy development in phonemic awareness, fluency, comprehension, and writing (Laureate Education, Inc., 2009c). The interactive perspective also focuses on creating students that are strategic and metacognitive in their learning (Laureate Education, Inc., 2009c).
  9. 9.  Analysis Building schema and making predictions are a couple of the instructional procedures that I use to support my students’ strategic processing. In addition, this year, I have implemented the Daily Five to promote students’ independent use of reading strategies and skills (Boushey & Moser, 2006).
  10. 10.  Research The critical and responsive perspectives teaches students how to judge, evaluate, and think critically about texts, as well as how to read, react, and respond to texts (Laureate Education, Inc., 2009d).
  11. 11.  Analysis In my classroom, students have the opportunity to react and respond to text through reading logs and group discussions. Students also have opportunities to make a critical stance about texts by identifying the author’s purpose.
  12. 12. Tompkins (2010) states that “the goal ofliteracy instruction is to ensure that allstudents achieve their full literacy potential”(p.5). Creating a literate environment willsupport our students in becoming lifelongreaders and writers.
  13. 13. Afflerbach, P. (2007). Understanding and using reading assessment, K–12. Newark, DE: InternationalReading Association.Boushey, G. and Moser, J. (2006). The daily five: fostering literacy independence in the elementarygrades. Portland, ME: Stenhouse Publishers.Laureate Education, Inc. (2009a). Framework for literacy instruction [Chart]. Retrieved from Education, Inc. (Executive Producer). (2009b). Analyzing and selecting text. [Webcast]. TheBeginning Reader, PreK-3. Baltimore, MD: Author.Laureate Education, Inc. (Executive Producer). (2009c). Perspectives on literacy learning. [Webcast].The Beginning Reader, PreK-3. Baltimore, MD: Author.Laureate Education, Inc. (Executive Producer). (2009d). Critical Perspective. [Webcast]. The BeginningReader, PreK-3. Baltimore, MD: Author.McKenna, M. C., & Kear, D. J. (1990). Measuring attitude toward reading: A new tool for teachers. TheReading Teacher, 43(9), 626–639. Retrieved from:, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston: Allyn& Bacon.