The document discusses various literacy assessment and instructional strategies for students in pre-k through 3rd grade, including using assessments to understand students' reading levels and motivations, selecting appropriate texts using a matrix, incorporating read alouds, guided reading, and independent reading into lessons, and using discussion and modeling to build students' comprehension and vocabulary. Reference sources are provided for the assessment, instructional, and engagement strategies discussed.

1. LITERATE ENVIRONMENT ANALYSIS BY CHERYL NUNNWALDEN UNIVERSITY DR. MELINDA CARVERThe Beginning Reader, Pre k-3 EDUC-6706R-6June 13,2011

2. Getting to know Literacy Learners pre-k through 3rd grade Analysis: Through the use of different types of assessment teachers can get to know their students needs and motivations for learning and reading level. There are two good assessments you can use for analysis they are; the Motivation to read and the elementary reading survey, both of these can be used with any age but the elementary reading survey is very good for the younger children (McKenna, M. C., & Kear, D. J.,1990) Reference: McKenna, M. C., & Kear, D. J. (1990). Measuring attitude toward reading: A new tool for teachers. Reading Teacher, 43(9), 626-639. Retrieved from EBSCOhost.

3. SELECTING TEXT Selecting the correct text for students needs should be completed using a matrix . The matrix is comprised of four different components. Linguistic Easy Narrative Informational Semiotic Hard Using this matrix as a guide will helps us choose the correct text for our students semiotic (Laureate, 2010a . The other part of this is, as we select our text, we must make sure we are teaching the strategies to help the students in comprehending the information in the text (Duke, N., 2004). Reference Duke, N. K. (2004). The Case for Informational Text. Educational Leadership, 61(6), 40 44. Retrieved from EBSCOhost Laureate Education, Inc., (Producer). (2010). Analyzing and selecting text. [Webcast]. The beginning reader, Prek-3. Baltimore, MD: Author.

5. Give children opportunity of independent reading several times during the day.

6. Use the basal reading program provided by your district.

7. Incorporate read aloud and guided reading into the day.

11. Literacy Lesson: Critical and Response Perspectives

13. Make a kwl chart with student participation on what we know and what we want to learn

14. odel think aloud with questions such as I wonder how deep the ocean is? Or is there really flying fish? Then ask children for some questions that they would like to know.

16. Assessments: Have student make a tri-fold chart and have then write the name of a character of the text on the paper. List how they are different and the same with themselves. Have students to write/copy the questions from the document camera and then use the text to answer the questions. Have students match pre-cut pictures in the correct columns they have created. Synthesis/Closer: What we look at to help us prepare for reading a text? What is the difference in fiction and non-fiction and what is the difference? How do we think the information in the non-fiction book can help us and how do we know it is true? Hold a discussion after each question ask in a group and check for understanding. Enrichment: Put several books on the table and tell the students they will be creating a chart of what they have learned in their readings. Reference: Abromitis, B. (2009) “Teaching Students to be Strategic in Thinking Will Improve Learning” retrieved from Metacognitive Strategies at http://www.suite101.com/content/metacognitive-strategies-for-k12-students-a135144 Laureate Education, Inc., (Producer). (2010b). “Response Perspective”. [Webcast]. Thebeginning reader, Prek-3. Baltimore, MD: Author. Molden, K. (2007). Critical literacy, the right answer for the reading classroom: Strategies to move beyond comprehension for reading improvement. Reading Improvement, 44(1), 50-56.

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