Literacy Environment Analysis by Mary Ann Lopez Dr. Pam Fitzgerald The Beginning Reader - Pre K - 3 (EDUC - 6706R - 2) July 17, 2014

1. By Mary Ann Lopez

2. Research:The better you know the students the better you can connect them to
the text that will impact them to profound way (Laureate Education (Producer), n.d.a).
Text can transform a reader (Molden, 2007)!
Analysis: Knowing the students helped me to improve my skills and knowledge
in...
✦ Informing instruction
★ Collaborating with others
★ Making learning visible to parents
★ Creating a safe, caring, and supportive learning environment
(Laureate Education (Producer), n.d.b)
★ Creating lesson around student’s schema
★ Planning around student’s interest and learning preference/s

3. Research: In getting to know the
students teachers must conduct...
Pre - Assessments Measures
Cognitive Noncognitive
*it is very important to assess learners motivation to
learn, for these motivator can be used to make learning
more meaningful, purposeful, and transformational.*
Cognitive assessment
Measures for young
learners
!
• Observation
• Work Samples
• Conferences
• Verbal responses
during Guided
Listening Thinking
Activity, shared
reading, and reading
aloud
Noncognitive assessment, such
as Motivation to learn adopted
from student’s reading
motivators by Edmunds and
Bauserman (2006) (i.e. teachers,
peers, choice, personal interest,
and text).
Analysis: Assessments result to inform instructions
that meet the learning needs of each student. I learned that
assessment is done best during one-on-one conversation and
small-group activities.

4. Analysis: Texts are great tools for literacy development. In
addition, texts also change readers. I used Eric Carle’s From Head to
Toe (1999) story to teach self-efficacy. Self-efficacy is a key for
literacy development (Scott, 1996). I also extended learning during
outdoor playtime and Physical Education time. After a few weeks,
some of the students are beginning to say, I can do it!” Furthermore,
through appropriate text the young learners develop important skills,
such as focusing attention, and following instruction.
Research: Teachers who are skilled in selecting appropriate texts make reading an adventure that
extends imagination and makes learning fun as well (Castek, Bevans-Mangelson, & Goldstien, 2006, p. 717).
In addition, ‘just right’ texts (not too hard, not too easy) (Reading Recovery Council of North America,
2012-2014) inspire children to participate actively during story times, and learn new vocabularies within
their own pace. Selecting a text needs consideration, most especially for English-language learners;
readability, length of the text, text structures, size of the prints, and visual support (Laureate Education
(Producer), n.d.c).
http://offbeatmama.com/wp-content/
blogs.dir/2/files/2011/02/from-head-to-
toe.jpg

5. Analysis: Young learners who are in
the interested in learning the letters,
phonic, sight words, emerging writing and
reading interest (emergent stage). I learnt
that they need to be supported in
different kinds of literacy experiences (i.e.
example, through text, songs, games,
dramatic play, learning centers, and
vocabulary role play).
Research: The ultimate goal is to teach children how to be literate learners who
can navigate the world independently (Laureate Education (Producer), a.d.b). Learning
environment must be text rich, and teachers use age appropriate instructional
strategies and texts to make learning meaningful, purposeful, and in context.

6. Sense of Care
Through critical and response perspective, students transform!
Care for others
Sense of World
Lastly, students apply, build, and gain new schema through text.
Research:Texts motivate students to wonder,
examine texts, and reflect on their character and self-
conception....
http://blog.lib.umn.edu/
tuomi047/architecture/
children_holding_hand
s_around_the_world.g
if

7. Analysis: My intentions of reading to
the children are clearer now. I am
beginning to share a preview, and what the
children are going to learn from the text.
Since I started sharing about the book
prior to reading it, the children have
become more motivated and engaged, for
their curiosity has been activated. In
addition, I have given the children more
time to reflect about the text give them
the opportunity to think about the text,
and how it can transform them to be a
better person. I have used some of Mo
Willems’ books to teach sense of self,
others, and world.

8. Laureate Education (Producer). (n.d.c). Analyzing and selecting text [Video file]. Retrieved from https://class.waldenu.edu
Laureate Education (Producer). (n.d.a). Getting to know your students[Video file]. Retrieved from https://class.waldenu.edu
Laureate Education (Producer). (n.d.b). Interactive perspective: strategic processing [Video file]. Retrieved from https://class.waldenu.edu
Castek, J., Bevans-Mangelson, J., & Goldstone, B. (2006). Reading adventures online: Five ways to introduce the new literacies of the Internet through
children's literature. Reading Teacher, 59(7), 714–728.
Scott, J. E. (1996). Self-efficacy; a key for literacy learning. Retrieved from
!
http://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1313&context=readinghorizons
!
Reading Recovery Council of North America. (2012-2014). Selecting text that are just right. Retrieved from
http://fdf.readingrecovery.org/imagesdocuments/Selecting_Texts_That_Are_Just_Right.df
Molden, K. (2007a&b). Critical literacy, the right answer for the reading classroom: Strategies to move beyond comprehension for reading
!
improvement. Reading Improvement, 44(1), 50–56.
Herrell, A., & Jordan, M. (2009). 50 strategies for teaching English language learners (Laureate custom ed.). Upper Saddle River, NJ:Pearson.
Tompkins, G. E. (2010a&b). Literacy for the 21st century: A balanced approach (5th ed.). Boston: Allyn & Bacon.