A literate environment is important for creating successful and motivated readers and writers. It lays the foundation for reading and writing skills, which are important for future academic success. The document discusses assessing students' reading levels, selecting engaging texts matched to their levels, and using a variety of literacy strategies and perspectives to provide effective literacy instruction. These include interactive, critical, and response perspectives to help students learn to read and interact with texts.

1. Kasie Mitchell
Walden Universtiy

2. Why is creating and having a literate environment
so important? Based on my research I determined
that , A literate environment is important in order to
create a classroom of successful and motivated readers
and writers (Tompkins, 2010).
It is imperitive to understand that the foundation
of reading and writing begins long before the child
enters Kindergarten. Reading and writing is a
foundational skill and can determine the success of a
student in future academics (Molden, 2007).

3.  I learned more about my students as learners.
 Completed reading assessments
 Used the Framework for literacy instruction
 Selected texts that would be engaging.
 Created lessons that were appropriate for students
level.
 Allowed for interaction , critical thinking, and
response to text.

5. At the beginning of every school year teachers across the nation are
assessing the reading level of their students. Whether it is a struggling
reader or an unmotivated reader the first step in getting to know the
student is to assess for their independent, instructional, and
frustrational reading level (Aff lerbach, 2012).
A book can take you away it can change your life, the better you know
your students the better you can help them connect to a text and become
lifelong learners (Laureate Education, 2012a).

6.  Used an interest Inventory
 Completed a Basic Reading Inventory
 Selected engaging
 Open Conversations with students and parents
Student response journal
entry.

7. Johns, Jerry L., (2012). Basic Reading Inventory: Pre-Primer
through Grade Twelve and Early Literacy Assessments

9. Text selection for students involves many different factors including
genres, text structures, and text features, and difficulty (Tompkins, 2010).
In Analyzing and Selecting Texts, Dr. Hartman and Dr. Almasi presented
a literacy matrix to help analyze and select texts for the students. The matrix
allows for texts to be considered in terms of narrative/informational,
linguistic/semiotic, and levels of difficulty (Laureate Education, 2012b).

10. My student is a huge fan of superheroes. I wanted to provide her
with engaging text that incorporated her love of superheroes. I chose
these texts because they allowed her to read independently or with
shared reading.

11. My school provides our students with a wide
variety of printed texts and online programs.
My student was involved in using several reading
programs to gain access to digital fiction and non
fiction texts:
Raz Kids
Reading Eggspress
Bookflix

12.  Media Chalk was created to provide an online,
educational platform for digital storytelling and
project-based learning. Unlike many of the
educational websites today, which focus on aspects of
gaming to attract student attention, MediaChalk uses
age-appropriate images, stimulating music, and the
thrill of creativity and originality to engage students in
learning.

14.  The framework for literacy instruction includes 3 perspectives:
interactive perspective, critical perspective, and response perspective
(Walden University, 2009). In order to provide the best literacy
instruction a teacher should pull from all 3 perspectives.
 These perspectives create a well rounded reader by focusing on
students learning to read and interacting with the text. Learning to
read, for some students can be a challenging process and as a teacher
we need to model good interaction with a text.
 Literacy for the 21st Century reinforces the understanding that, reading
is a process of creating meaning that involves the reader, a text, and
personal experiences (Tompkins, 2010).
 Students gain meaning of a text by relating to the information and
using strategies they have learned. Getting students to read a text is
just the first step. Equally important is, teaching students to examine
and respond to a text. This process is necessary to create successful
readers and writers.

15. Pre-assessment (including cognitive and noncognitive measures):
Poll questions to review the concept of character traits.
Use a KWL chart to discuss what she knows about heroes and their traits.
Curricular Focus, Theme, or Subject Area:
Character Traits
State/District Standards:
Students apply reading strategies to comprehend texts. They draw on their prior knowledge and experience to evaluate a text.
Learning Objectives:
Students will access prior knowledge of character traits and apply their knowledge by defining traits of superheroes.
Adaptations for ELLs, Students with Special Needs, and/or Struggling Readers:
Perspective(s) addressed in this lesson (Interactive, Critical, and/or Response):
Interactive Perspective
Texts:
Superhero ABC by Bob McLeod
Other Materials/Technology/Equipment/Resources:
ELMO ( Document Camera)
LiveLesson Room with Acrobat Adobe
Grouping structures (one-on-one, small group, whole class):
One on one

16. Lesson Sequence
Learning Activities
Introduction/Anticipatory Set
Student will enter the LiveLesson room for discussion. Review the prior
knowledge of character traits. I will use examples of characters that they are
familiar with , e.g Superman , Spiderman, Wonder woman, Thor, etc. Ask
students to define the term superhero. The student will need to explain the
usual traits and record all the adjectives they use for the description.
Building/Applying Knowledge and Skills
Before reading the text ask: What information would you like to know about
heros?
Read the story Superhero ABC by Bob McLeod using the document camera.
This story contains several types of heroes all with different abilities and
character traits.
Synthesis/Closure
Ask Questions:
What characters remind you of someone you know?
What is the best way to describe that character?
Would you want to be their friend?
What makes their character traits better or different from other superheroes?
What did you learn about character traits of superheroes?
Assessment Opportunities
Ask student to use a
Use a note pod like chart paper to allow student s to provide a definition of
superhero.
( formative)
Document answers on the KWL chart.
Document answers on the KWL chart.
Document answers on the KWL chart. Review concept if answers are not
appropriate.
Extension/Enrichment/Transfer of Generalization of Knowledge:
Student will write a statement explaining which character from the book was their favorite and why they like them. I will review for understanding of
appropriate traits.

19.  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?

20. Afflerbach, P. (2012). Understanding and using reading assessment, K–12 (2nd ed). Newark,DE: International Reading
Association.
Boniface, William.(2006 )The Extraordinary Adventures of an Ordinary Boy. Harper Collins.
Holm, Jennifer.(2009). BabyMouse. Random House Children’s Books. Harper Collins.
Johns, Jerry L., (2012). Basic Reading Inventory: Pre-Primer through Grade Twelve and Early Literacy Assessments
Laureate Education, Inc. (2012a). Literacy autobiographies [Video webcast]. In The Beginning Reader, Pre K-3. Retrieved
from
https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2F
execute%2Flauncher%3Ftype%3DCourse%26id%3D_3467456_1%26url%3D
Laureate Education, Inc. (2012b). Analyzing and selecting text [Video webcast]. In The Beginning Reader, Pre K3. Retrieved from
https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2F
execute%2Flauncher%3Ftype%3DCourse%26id%3D_3467456_1%26url%3D
McLeod, Bob. ( 2006) Superhero ABC. Harper Collins Publishers.
Molden, K. (2007). Critical literacy, the right answer for the reading classroom: Strategies to move beyond comprehension
for reading improvement. Reading Improvement, 44(1), 50–5
Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston: Allyn & Bacon