Literate Environment Analysis Presentation Walden University Summer 2014

1. Mr. Patrick R. Shirah
Alice Drive Middle School
Professor: Dr. Martha Moore
Walden University
EDUC – 6706: The Beginning Reader

2. Literacy can be described in the following
ways:
 Explicit instruction with authentic
application
 Integrating reading and writing
 Plethora of texts
 Effective instructional approaches
 Technology
 Differentiated instruction
 Assessments are linked to instruction

3. Getting to know your students is
important. The following research-based
practices show us how to reach our
students through getting to know them.
We focus on their cognitive and non-
cognitive needs through various
strategies and approaches (Afflerbach,
2012). In this presentation, we will focus
on three.

4. Cognitive Activities and Assessments:
Focus heavily on the learning aspect of literacy.
The cognitive aspect is what students are
learning about the content.
Non Cognitive Activities and Assessments:
Focus heavily on the personal rapport between
teacher and student. The non cognitive aspect
is what students are learning that does not
involve the content (Tompkins, 2010).

5. Students have the opportunity to select a
book from a collection in the library.
After choosing the book, they were given
10 minutes to read aloud. This gives me
the opportunity to quietly observe their
ability to read, and their habits. This
practice helps provide the observer with
a clear understanding of both strengths
and weaknesses.

6. Students are given 1 to 3 minutes to write
as many words as possible. Once these
words are recorded, they are checked for
integrity and correct spelling. This
strategy serves as a great formal
assessment to gauge the reader’s stage of
literacy. The three stages are emergent,
beginner, and fluent.

7. The Elementary Reading Attitude Survey
or ERAS is a survey given to elementary
students in various grades. The survey
reveals the student’s outlook on reading
and writing. This survey can help
provide a greater amount of information
pertaining to the student’s internal and
external motivation. (McKenna & Kear,
1990)

8. Using both cognitive and non-cognitive
pre-assessments helps the teacher make a
more calculated decision when selecting
texts. The students ability levels and
interests are taken into account when
choosing books to use for various activities.
The selected texts and activities will create
an environment that emphasizes the power
of reading to foster an appreciation for
writing (Allington, 2012).

9. The interactive perspective is a branch of
literacy instruction that focuses on direct
teaching. The teacher and students build
upon the five pillars of literacy, phonics,
vocabulary, fluency, comprehension, and
phonemic awareness through interactive
lessons (Laureate Education, n.d).

10. The critical perspective is a second branch
of literacy that focuses on the critiquing
the work. More specifically, using the
author’s craft and intent to gain a better
understanding of the selected text.
Students take time to examine the text
closely (Tompkins, 1010).

11. The response perspective is the third and
final perspective in literacy development.
The focus shifts to the students as they
take time to discuss the text. Students
should be taking the time to reveal how
they feel about the text (Tompkins, 2010).

12. Please take a moment to gather you thoughts
concerning literacy. Then, answer the
following questions:
1. What was the biggest learning moment for
you today?
2. Name the three perspectives of literacy,
followed by the five pillars of management.
3. List some ideas you could use to get to know a
new reader.

13. Afflerbach, P. (2012). Understanding and using reading
assessment, K–12 (2nd ed). Newark, DE: International
Reading Association.
Allington, R. L., & Gabriel, R. E. (2012). Every Child, Every
Day. Educational Leadership, 69(6), 10-15.
Laureate Education (Producer). (n.d.). Virtual field
experience™: Strategic processing [Video file]. Retrieved
from https://class.waldenu.edu
McKenna, M. C., & Kear, D. J. (1990). Measuring attitude
toward reading: A new tool for
teachers. The Reading Teacher, 43(9), 626--639.
Tompkins, G. E. (2010). Literacy for the 21st century: A
balanced approach (5th ed.). Boston: Allyn & Bacon.