This document discusses the importance of literacy education and creating a literate environment for students. It emphasizes getting to know individual students' cognitive and noncognitive development through assessments in order to select appropriate texts and lessons. The document provides examples of assessments, interactive reading techniques, and ensuring students are active participants in their literacy learning.

1. Creating a Literate Environment in the 21 st Century By: Kameela Martin

7. Conclusion It is imperative to realize that we, as educators, teach students and not texts and so we need to ensure we get to know the whole human being, to know how to successfully instruct them (Laureate Education, Inc., 2010e). Although it is important to know a students’ cognitive development, it is as equally important to know a students’ noncognitive development. Afflerbach states, “reading attitudes are closely related to reader motivation and reader self-concept” (Afflerbach, 2007, pg. 161). Educators should use research-based assessment practices to properly assess a students’ cognitive and noncognitive development. From these assessments it is important to study and analyze data, to know the proper research-based instructional practices to use. Texts are powerful tools to use in the classroom and so when selecting texts for students, we must ensure they are appropriate to teach the skill identified as a need and that they are just right for the student. We must remember, that in order for students to comprehend the text, they must bring something to the text and so the must be active participants in their learning (Laureate Education, Inc., 2010f). One way to ensure students are active participants in their learning is by getting to know them, finding out what they are interested in, in order to incorporate and build on that in the classroom.

8. References Afflerbach, Peter. (2007). Understanding and using reading assessment, K–12. Newark, DE: International Reading Association. Framework for Literacy Instruction (2010). Retrieved from http://sylvan.live.ecollege.com . Laureate Education, Inc. (Executive Producer). (2010a). Perspectives in early literacy. [Webcast]. Learning experiences. Baltimore, MD: Author. Laureate Education, Inc. (Executive Producer). (2010b). Changes in literacy education. [Webcast]. Learning experiences. Baltimore, MD: Author. Laureate Education, Inc. (Executive Producer). (2010c). Analyzing and selecting appropriate texts. [Webcast]. Learning experiences. Baltimore, MD: Author. Laureate Education, Inc. (Executive Producer). (2010d). Critical perspective. [Webcast]. Learning experiences. Baltimore, MD: Author.

9. References Continued Laureate Education, Inc. (Executive Producer). (2010e). Getting to know your students. [Webcast]. Learning experiences. Baltimore, MD: Author. Laureate Education, Inc. (Executive Producer). (2010f). Perspectives in early literacy. [Webcast]. Learning experiences. Baltimore, MD: Author. McKenna, M. C., & Kear, D. J. (1990). Measuring attitude toward reading: A new tool for teachers. The Reading Teacher, 43(9), 626–639. National Association for the Education of Young Children. (1998). Learning to read and write: Developmentally appropriate practices for young children. Washington, DC: Author. Rathvon, Natalie. (2006). DRA review. Retrieved from natalierathvon.com/images/ DRA _Review-08-25-2006.pdf. Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston: Allyn & Bacon.