1) The presentation analyzed 4 research-based literacy practices: getting to know learners, selecting texts, interactive literacy lessons, and critical/response perspectives. 2) For each practice, the presenter explained how it helped create a literate environment and provided a research source supporting the practice. 3) Key practices included understanding readers to engage them, using a literacy matrix to select diverse texts at appropriate levels, modeling reading skills through interactive lessons, and developing critical thinking through student discussion and writing responses.

1. LITERATE ENVIRONMENT ANALYSIS
PRESENTATION
Lauren Seredich
EDUC 6707: The Beginning Reader, PreK-3

2. INTRODUCTION
In this PowerPoint, there are 4 research-based
practices:
1) Getting to Know Literacy Learners
2) Selecting Texts
3) Literacy Lesson: Interactive Perspective
4) Literacy Lesson: Critical and Response
Perspectives
In this presentation, I will provide an analysis for each
research-based practice. In the analysis, I will explain
how this practice helped me create a literate environment.
I will also provide one learning resource that supports
each research-based practice.

3. GETTING TO KNOW LEARNERS
 Analysis: Understanding and
knowing the reader helps me select texts
and tailor instructional practices that
excite them.
 Research: “Students who are engaged
are intrinsically motivated, do more
reading and writing, enjoy these
activities, and have higher achievement”
(Tompkins, 2010, p. 8).

4. SELECTING TEXTS
Analysis:
 A literacy matrix helps me select appropriate texts
for students and ensure they receive the various
types of text needed consistently.
 Students are engaged when students participate
in selecting their texts.
 Students improve in comprehension when they
understand how and why an author organizes her
or her writing.

5. SELECTING TEXTS
Research:
 The Literacy Matrix (Laureate Education, 2010) was helpful in
analyzing books I use too often or books I need to introduce.
 “Facilitating book discussions and analyzing how authors use
various qualities of good writing, teachers can encourage
children to model their stories after the experts (Paquette,
2007, p.163)”.
 Tompkins (2010) states “when students understand how
authors organize and present their ideas in texts, [then] this
knowledge about text factors serves as a scaffold by making
comprehension easier” (p. 290).

6. INTERACTIVE PERSPECTIVE
Analysis:
 Students evolved into more metacognitive learners
during the lesson as we engaged in modeling and
using guided practice for literacy skill concepts.
 Students learned valuable reading skills:
 Rereading and using context clues to comprehend
unfamiliar words.
 I tailored my teaching to meet my individual
students’ needs.

7. INTERACTIVE PERSPECTIVE
Research:
 “Differentiated instruction is based on the
understanding that students differ in important
ways” (Tompkins, 2010, p. 362).
 Students will be better prepared to make
sense of text with more exposure and
practice, which aids their strategic
processing(Laureate Education, 2010b).
 “The ultimate goal of the interactive
perspective is to teach children how to be
literate learners who can navigate the textual
world independently” (Laureate Education,
2010b).

8. CRITICAL AND RESPONSE PERSPECTIVE
Analysis:
 Critical perspective was achieved when
each student discussed what they
thought about the lesson of the story.
 Response perspective was met when
students responded in writing using their
own voice.
 Students also made connections to their
own life through text to self connection.

9. CRITICAL AND RESPONSE PERSPECTIVE
Research:
 Student and teacher “one-on-one conference”
helps students focus their ideas to one
subject and find example to support their
responses (Tompkins, 2010, p. 76).
 Critical response is met when each student
brings their own perspectives about the
lesson of the story, and then we each make
judgments based on believability (Laureate
Education, 2010a).
 Responsive perspective has a transforming
effect on your personal and emotional level
(Laureate Education, 2010b).

10. FEEDBACK
 What insights did you gain about literacy and
literacy instruction from viewing this
presentation?
 How might the information presented change
your literacy practices and/or your literacy
interactions with students?
 In what ways can I support you in the literacy
development of your students or children?
How might you support me in my work with
students or your children?
 What questions do you have?

11. REFERENCES
Laureate Education, Inc. (Executive Producer). (2010).
Analyzing and selecting text [DVD]. In The beginning
reader, PreK–3. Baltimore: Author.
Laureate Education, Inc. (2010).Critical Perspective
[Webcast].The Beginning Reader, PreK-3.
Laureate Education, Inc. (2010). Response
Perspective[Webcast]. The Beginning Reader, PreK-3.
Paquette, K. (2007). Encouraging primary students’ writing
through children’s literature. Early childhood education
journal, 35(2), 155-165.
Tompkins, G. E. (2010). Literacy for the 21st century: A
balanced approach (5th ed.). Boston: Allyn& Bacon.