The document discusses creating an effective literate environment for students. It describes using assessments like the DIBELS and MRP to evaluate students' literacy skills and motivation. Based on the assessments, the teacher selected a variety of leveled books on dinosaurs for the students. The lesson involved activating prior knowledge, modeling reading, partner reading, and evaluating the differences between narrative and informational texts using a Venn diagram. Progress was monitored using DIBELS and students charted their own progress.

1. Literacy in the Classroom What makes a literate environment effective?

2. Getting to Know Literacy Learners Cognitive Assessments Dynamics Indicators of Basic Early Literacy Skills (DIBELS) -Assesses student oral reading fluency and retell comprehension (Kaminski and Good, 1996) . Noncognitive Assessments Motivation to Read Profile (MRP) -Assesses the how the student values reading and how they perceive their self as a reader (Gambrell, Palmer, Codling, and Mazzoni, 1996) .

3. Selecting Text: What goes into choosing text for literacy learners? I based my selection on the cognitive and noncognitive assessments. I chose a variety of books from kindergarten all the way to second grade level. This decision was based on DIBELS. The theme was dinosaurs, because most of the students mentioned science related topics during the MRP. Dinosaurs is a topic that triggers many students interest, because it is so fascinating and extreme. The books are a mixture of informational and narrative text. Most of the students seem to enjoy narrative text; however it is important to introduce informational text as much as possible to students to prepare them for the future (Tompkins, 2010).

4. Lesson: Interactive PerspectiveHow can I create an environment where literate learners can navigate the textual world independently? Begin lesson by activating prior knowledge. ~Students list 5 things they think of when they hear the word DINOSAUR. Model fluent reading to students, first 7 pgs. ~While listening students are asked to raise their hand when they hear one of their vocabulary words in the story. Students independently read the last 7pgs. with a partner. ~ Continue to look for vocabulary words in the story. Students explored the text chosen for the lesson. ~ Informational and Narrative Progress monitor ORF using DIBELS. Students chart their progress. ~ By charting progress the students are being strategic learners (Tompkins, 2010), and they are being reflective on their learning (Laureate Education, 2010).

5. Literacy Lesson: Critical and Response Perspectives Evaluate Text ~ Students decide how the characteristics of informational text and narrative text are alike and different. ~ Students use a Venn Diagram to respond to the decisions they made while evaluating text. Response ~ Students participate in “Grand Conversation” (Tompkins, 2010), to discuss their findings. The discussion is based on how informational and narrative text are alike and different.

6. References: Gambrell, L. B., Palmer, B. M., Codling, R. M., & Mazzoni, S. A. (1996). Assessing motivation to read. The Reading Teacher, 49(7), 518–533. Kaminski, R. A., & Good, R. H., III. (1996). Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Eugene: University of Oregon Center on Teaching and Learning. Laureate Education, Inc. (Executive Producer). (2010). Interactive Perspective: Strategic Processing[DVD]. The Beginning Reader, PreK-3. Baltimore, MD: Author. Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston: Allyn and Bacon