Literate Environment Analysis Presentation

1. Literate
Environment
Analysis
Presentation
Melissa Monroe
EDUC 6706 The Beginning Reader
Walden University
August 9,2014

2. Creating A Literacy Environment ….
The Literacy Environment of a classroom continues to change as the
needs of the student changes and the world changes. Creating a
literacy environment to meet the needs of students requires a
Framework or specific guide that will challenge and move students
through various stages of developing these skills to be successful in
literacy. The Framework for Literacy Instruction located in appendix
provides specific criteria based on three perspectives Interactive,
Critical, and Response ("Framework," n.d.).
Research has proven there is a greater strength, and greater
opportunity when we read and write based on the new advantages in
literacy and it is a vision of reality (Laureate Education, Inc., 2010).

3. Getting To Know Literacy Learners, P-3
In order to learn about the attitude each student held about reading an activity
that I use is the Elementary Reading Attitude Survey (ERAS). I created a reading
scale rubric divided into two sections Recreational and Academic which allows each
student to chose an emotion based on the question asked. The following questions
are asked using the sample items from Table 21 (Afflerbach, 2012).
1.How do you feel when you read a book on a rainy Saturday?
2.How do you feel about getting a book for a present?
3.How do you feel about reading instead of playing?
4.How do you feel when the teacher asks you questions about what you read?
5.How do you feel about reading your school books?
6.How do you feel when you read out loud in class? (example in appendix)
Researchers state in the video Literacy Autobiographies that reading is an intimate
way of communicating and opening up a new world to you (Laureate Education, n.d.a).

4. Getting To Know Literacy Learners, P-3
An additional activity used in getting to know your learners is Jennings Informal
Reading Assessment, an informal reading inventory (IRI) that consists of an oral
passage and a word list of 25 words (Jennings, 2001). The word list entails 25 words
that appear in the story. The words that appear in the oral reading passages allows
the teacher to compare students’ ability to recognize words in isolation and in
context. The comprehension questions consisted of 4 literal and 4 inferential
questions.
My favorite activity that I have implemented in the classroom to create a Literate
Environment is the Me Stew or what I like to call Getting to Know You Activity. The
basics are the following:
1. Give students a brown paper lunch bag
2. Fill with 3-5 items that will help me know more about your interests
3. Conference with individual students and discuss what they brought and how that
helps me choose books that interest you.
4. Take notes!

5. Selecting Texts
The Framework for Literacy Instruction defines the texts portion to include text
structures, types, genres, and difficulty levels that are matched to literacy
learners, goals and objectives ("Framework," n.d.).
Independent reading combined with read aloud, and guided reading can provide
students with a variety of experiences. When selecting texts for students there is a
need to identify the purpose for the text and how to plan instructional strategies to
meet the students needs to create a Literate Environment.
The Literacy Matrix Continuum is used to analyze texts based on the linguistic to
semiotic and narrative to informational(Laureate Education, n.d.b).
Linguistic (word use)
Narrative Informational
Semiotic (pictures)

6. Selecting Texts
Linguistic Informational - guided reading is important in learning how to handle multisyllable
words, expand vocabulary and develop comprehension skills.
Linguistic Informational- read aloud model
comprehension and thinking strategies, a
strategy used to demonstrate how to
approach, question and think about what they
are reading.
Linguistic Narrative-The text offers the
opportunity for students to question how one’s life
changes using sequence, comparison, cause and
effect or problem and solution type of questions.
Semiotic Informational-
used during independent
reading to practice known
skills and guided reading
will help the student
develop new and advanced
skills. Students who
practice with independent
reading improve
proficiency and build
fluency.

7. Literacy Lesson: Interactive Perspective
I learned to use the strategies more effectively in the classroom and this has
created a better Literate Environment to address the needs of my students.
When planning lessons I purposely implement the Interactive Perspective as stated
in the Framework for Literacy Learners in which the use of instructional methods
that address the cognitive needs of students and the demands of the text in order
to promote students’ independent use of strategies and skills("Framework," n.d.).
Lessons should give the opportunity for students to think about reading by
identifying strategies they currently use and add to their toolbox. The
researchers state that metacognitive realization is key to strategic processing
(Laureate Education, n.d.c).

8. Literacy Lesson: Interactive Perspective
I have learned to extend lessons by
encouraging students to record their
strategies on sticky notes as they
independently read. This teaches
students to think critically about
what they are doing and provides the
opportunity to write about what they
are doing when reading.
In order to reach strategic
processing there is a need for
scaffolding instruction to teach
students to be reflective on their
own, make predictions, and process
text independently.

9. Literacy Lesson: Critical and Response Perspective
The Critical and Response
Perspective as stated in the
Framework for Literacy Learners
entails teaching students how to
judge, evaluate, and think critically
about the text and proving
opportunities for students to read,
react, and formulate a personal
response ("Framework," n.d.).
The reality is second grade students
spend a lot of time comparing and
contrasting objects during their
daily lives. It often goes unnoticed
that the act of comparing and
contrasting is actually helping them
develop their critical thinking skills.

10. Literacy Lesson: Critical and Response Perspective
According to Dr. Janice Almasi the critical perspective is used to "teach
children how to critically examine text" while the response perspective is
geared to "allow children the opportunity to experience and respond" (Laureate
Education, Inc. n.d.).
A lesson I taught was using compare and contrast on Characters Experiences
and Characters Experiences that are Similar and Different.
Examples:
Both books gave students the opportunity to
engage in the response perspective by
connecting their feeling s and sharing stories.
In the article Using Interactive Read-alouds
and Reader Response to Shape Students'
Concept of Care states a reader’s response
can be written or verbal and it enables
students to explore thoughts and emotions
about a text (Durand, Howell, Schumacher, &
Sutton, 2008).

11. To Establish a Literate Environment I must..
• Get to know my literacy learners
• Select variety of texts to meet goals and needs
• Develop instructional practices that lead students to become
strategic thinkers
• Teach students how to judge, evaluate, and think critically about
texts

12. References
Afflerbach, P. (2012). Understanding and using reading assessment, K–12 (2nd ed). Newark, DE: International Reading Association
Durand, C., Howell, R., Schumacher, L. A., & Sutton, J. (2008). Using interactive read-alouds and reader response to shape students' concept
of care. Illinois Reading Council Journal, 36(1), 22–29.
Framework for literacy instruction [course handout]. (n.d.). Retrieved from https://class.waldenu.edu
Gibbons, G., (1991). Monarch Butterfly. Holiday House
Heard, G. (1997). Creatures of Earth, Sea, and Sky: Animal Poems. Wordsong.
Henkes, K. (1990). Julius, the baby of the world. New York: Greenwillow Books.
Jennings, J. (2001). Jennings informal reading assessment. Retrieved from
http://wps.ablongman.com/wps/media/objects/2688/2753469/Richek_AppD.pdf
Keats, E. J. (1967). Peter's chair. New York: Harper & Row.
Laureate Education, Inc. (Executive Producer). (2010). Changes in literacy education. [Webcast]. Baltimore, MD: Author.
Laureate Education (Producer). (n.d.a). Literacy autobiographies. [Video file]. Retrieved from https://class.waldenu.edu
Laureate Education (Producer). (n.d.b). Analyzing and selecting text [Video file]. Retrieved from https://class.waldenu.edu
Laureate Education (Producer). (n.d.c). Interactive perspective: Strategic processing. [Videofile]. Retrieved from https://class.waldenu.edu..
Rylant, C. (1988). Every Living Thing. Modern Curriculum Press.
Sidman, J. (2006). Butterfly Eyes and Other Secrets of the Meadow. HMH Books for Young Readers.

13. Learners
Affective and cognitive
aspects of literacy learning
Texts
Text structures, types, genres,
and difficulty levels matched to
literacy learners and literacy
goals and objectives
Instructional Practices
Developmentally appropriate
research-based practices used
with appropriate texts to
facilitate affective and
cognitive aspects of literacy
development in all learners
Interactive Perspective
Reading and writing
accurately, fluently, and
with comprehension
Being strategic and
metacognitive readers and
writers
Use a variety of informal and
formal assessments to
determine areas of strength
and need in literacy
development.
Determine texts of the
appropriate types and levels of
difficulty to meet literacy goals
and objectives for
students.
Use instructional methods that
address the cognitive and
affective needs of students
and the demands of the
particular text.
Promote students’
independent use of reading
strategies and skills.
Critical Perspective
Judging, evaluating, and
thinking critically about text
Find out about ideas, issues,
and problems that matter to
students.
Understand the learner as a
unique individual.
Select texts that provide
opportunities for students to
judge, evaluate, and think
critically.
Foster a critical stance by
teaching students how to
judge, evaluate, and think
critically about texts.
Response Perspective
Reading, reacting, and
responding to text in a
variety of meaningful ways
Find out about students’
interests and identities.
Understand what matters to
students and who they are as
individuals.
Select texts that connect to
students’ identities and/or
interests and that have the
potential to evoke an
emotional or personal
response.
Provide opportunities for
students to read, react, and
formulate a personal response
to text.
Framework for Literacy Instruction
Appendix

14. Appendix continued