The document discusses creating an effective literacy environment that meets students' needs. It emphasizes getting to know students individually, including their interests and cultures, in order to best support their literacy development. Creating a literacy environment requires finding out about the "whole child" through conversations to learn about their identity and how to meet their needs. The document also provides examples of selecting texts that interest and engage students at their reading level.

1. Literate Environment
Analysis

2.  An effective and efficient literacy environment addresses the needs of
students. A teacher must take every opportunity to get to know his/her
students, in order to meet their needs. Dr. Amasi stated that we teach to
students and not to the text, the subjects, or the grade levels (Laureate
Education Inc., 2010a).
 Creating a literacy environment, requires teachers to find out about the
whole child. The child’s interest, what motivates them, and what they love
will assist the teacher in learning about the child’s identity, to include:
culture and language. Interacting with all children in the classroom through
conversations can provide a plethora of information that can be utilized to
help meet the child’s needs (Laureate Education Inc., 2010b).
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3.  In my classroom, I was able to create a literacy environment because the
research-based practice from this course has provided me with the appropriate
resources to be effective as a literacy teacher. I have increased my understanding
of both cognitive and noncognitive aspects of literacy learners.
 Tompkins (2010) emphasized that it is beneficial to reflect on students’
individual, instructional, and frustration reading levels in relation to Vygotsky’s
(1934/1978) theories of learning and the zone of proximal development ―the zone
of proximal development is the area in which we can expect student growth, aided
by our focused instruction and support‖ (p. 41). I am cognizant of the diverse
student population in my classroom and their variant learning styles.
 Differentiated instruction, effectively facilitated in the classroom, can assist in
closing the achievement gap at the elementary level. Simply, different learners
require different modes of instruction. In any one classroom, a variety of student
learning styles and skill levels—including ability level, learning styles, interest
levels, and achievement expectations—needs to be addressed to determine if
students’ needs are being met. Various forms of formative and summative
assessments must be administered in juxtaposition with prior data to identify
weaknesses and strengths (Garrison & Ehringhaus, 2007).
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4.  Multiple teaching techniques operate in direct correlation to differentiated
instruction as it relates to Gardner’s (1983) MI theory and Vygotsky’s (1978)
ZPD. All children are different, and they learn differently, as do adults. In an
interview, Gardner claimed that children are smart in different ways (State of
the Art, 1997). The eight intelligences described by Gardner (1983) and
Vygotsky’s (1978) ZPD theory validate differentiated instruction in the
classroom.
 In my classroom I formulated learning centers with different resources and
materials that appeal to the different types of learners in order to facilitate
differentiated instruction. Additionally, I introduced situations that resemble
real-life experiences to engage students in learning. I am the facilitator of
learning therefore, I must always be available to scaffold my children to the
next level of learning.
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5.  Reflecting on what I have learned about assessing cognitive and noncognitive
aspects of reading and literacy, I am able to gain insights about my students’
self-perceptions, attitudes, and beliefs about themselves as literacy learners.
I utilized reading inventories and the Motivation to Read Profile (MRP) as
assessment tools and was able to evaluate pertinent data to drive my
instructions. Tatum (2008), discussed that many young students are grossly
disengaged, not because they lack skills but because their voices are not
being allowed to be heard by teachers in the classrooms and therefore their
textual lineage has not been developed (Laureate Education Inc., 2008b).
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6.  Analyzing and selecting text today comes in many forms, from books to
digital text (Laureate Education, Inc., 2010c). Children in today’s classroom
are technology savvy and we, as educators must present and facilitate
literacy through the use of technology, to make a substantial difference in
the lives of struggling readers and learners.
 According to Macrine and Sabbatino (2008), in many schools today, there is
currently a discrepancy in the way the instruction of reading is conducted
and the system in which students’ reading is evaluated. Macrine and
Sabbatino (2008) designed a program, Dynamic Assessment and
Remediation Program (DARA), with a social-constructivist model of
assessment and remediation theoretical framework. The study involved the
use of scaffolding to ensure a continual assessment of the students’ reading
through dialogue. This method provided insight into the ways students
processed information contained within the text.
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7.  The topic that I selected was about Animals, because I think that most
children love animals and can relate to them in terms of having pets, visiting
zoos, petting farms, and watching the Discovery channel. The narrative book
that I chose were Frog and Toad are Friends, Frog and Toad Together, by
Arnold Lobel, Charlotte’s Web, by E. B. White, the informational book was
The Magic School Bus Explores the World of Bugs, by Nancy White. Finally, I
found from the resources provided for the 3rd week’s assignments, the
following link http://ctell.uconn.edu/cases/newliteracies.htm. When I viewed
the list, my eyes targeted the Starfall.com link, because I use it in my
classroom all the time. Therefore, I decided to use an online text from the
Starfall’s website (http://www.starfall.com/). The Starfall.com site is self-
paced. The ―Learn to Read‖ segment has instructional goals labeled. The site
is arranged by scope and sequence. Other reading software and websites do
not have these features. The books that I selected were from the nonfiction
column, entitled Penquins and Wolves, by Margaret Hillert.
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8.  The text selected for the group of students that I worked with were appropriate and related to
what they knew in relationship to what they were learning. I decided to conduct an interest
survey with my students and found that each loved learning about animals. The results of the
data prompted me to select narrative and informational books about animals. Tompkins (2010)
reported that researchers claimed that ―readers make three types of connections between the
text and their background knowledge; text-to-self, text-to-world, and text-to-text
connections (Harvey & Goudvis, 2007). Teachers must provide students the opportunity to
select their own books to read and allow more time for independent reading. Students feel
confident and their intrinsic motivation heightens when their teacher encourage them and
shows genuine concern about what interest students.
Writing
 Reading and writing are reciprocal processes and because I utilized the rich data I obtained
from the interest survey, I believe that any text that I selected from the books that we read, for
a writing exercise would be successful. However, I would allow the children to determine which
two books that they would like to write about. I would inform them that I value their thoughts
and ideas and will encourage them to take an active part in their learning. I would discuss with
each student, one-on-one about what they wanted to write about, I would help them organize
their ideas and thoughts. I would model a writing piece, explaining the different stages of
writing. We would brainstorm together different ideas and supporting evidence that we derived
from the stories. I would also facilitate a story web that we would complete together to help
generate ideas.
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9. These components of the dimension of
difficulty assist teachers in determining the
appropriate fit for his/her students. (Laureate
Education, Inc. 2010e).
Dr. Amasi indicated that there must be a balance in
regards to the level of difficulty. If a text is too hard,
the student will abandon the book. However, if the text
is too easy, the students will not find the book
challenging enough (Laureate Education, Inc. 2010f).
 Dr. Hartman discussed the use of the
―Literacy Matrix‖ in regards to utilizing
this tool for analyzing and selecting
text. When teachers utilize this tool,
they will be able to provide a balance of
the texts that they use in their
classrooms.
 Dr. Amasi talked about the third
dimension of the matrix that dealt with
level of difficulty. She explained the
components of this third dimension to
include ―readability‖, ―text length‖, ―text
structure‖, ―size of print‖, and ‖visual
supports‖.
 The Continuum, designed by Dr. Hartman
and Dr. Amasi is a tool for analyzing and
selecting text, (Laureate Education, Inc.
2010d).
Linguistic Hard Informational
Narrative Easy Semiotic
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10.  The main objective or driving force of an effective teacher is for his or her
students to become strategic processors as noted by Dr. Almasi (Laureate
Education, Inc., 2010g). Teachers must use a variant amount of research-
based strategies to meet the needs of the diverse population of students in
classrooms of today. Teachers must use developmentally appropriate
assessment in order to gain viable data to evaluate student performance.
Students must be taught how to use a smorgasbord of strategies and to be
held accountable as their needs are being met.
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11.  I promoted my students’ strategic processing and metacognition by providing
small group interactions to teach about various strategies that may be used to
decode words and strategies to help with a better understanding of the text,
through summarizing, questioning, and conversating. Also, allowing them more
time to practice independently with different strategies to better clarify their
understanding of the text.
 Tompkins (2010) explained that according to research ―teachers explain strategies
and model its use and then students practice using it independently. Through this
instruction, students develop metacognitive awareness, their ability to think about
their strategy (Paris, Wasik, & Turner, 1991). I monitored my student’s use of
various strategies during independent practices and provided support when
needed. The students that I have been working with for the duration of this course
have left me in awe as to their progress.
 Cohen and Cowen (2008) concurred that ―once data has been collected through
observations, student surveys, homework assignments, writing samples, oral
reading samples, and comprehension questions answered by the students,
teachers need to use it to make decisions about classroom instruction and
meeting the needs of students‖ (p.351).
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12.  Dr. Almasi stated that ―we must allow our students to look at the text and
examine it, think critically about it, and evaluate it from multiple
perspectives to determine if it is believable‖ (Laureate Education Inc., 2010h).
The video demonstration with the third grade teacher Ms. Stabewski and her
students was very impressive. She informed her students that they will have
to think analytically about the text and be able to figure out how the author
wrote. They will have to make judgments and determine what motivates the
author to include certain characters in the text (Laureate Education Inc.,
2010i).
 Dr. Almasi discussed the responsive perspective by stating that ―you are
transformed from reading the text‖ (Laureate Education Inc., (2010j). She
further explained that books can change one’s identity because of the power
of words and the power of the response. Dr. Almasi discussed the reader’s
response theory by Lois Rosenblatt and explained that the theory is the
reader and text relationship is like two clay balls colliding together and a
dent is left on them. This dent represents the transformation, the change of
your identity, the emotions generated from reading the text. (Laureate
Education Inc., 2010k).
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13.  Viewing the various videos and reading the assigned articles and our textbook
have provided me with the tools that I will need to become more aware of
strategies that can be used to evoke more critical and responsive thinking from
my students. I will model through more read alouds and think alouds. The main
objective or driving force of an effective teacher is for his or her students to
critically view the text from multiple perspectives as noted by Dr. Almasi (Laureate
Education, Inc., 2010l).
 Teachers must use a variant amount of research-based strategies to meet the
needs of the diverse population of students in classrooms of today. Teachers
must use developmentally appropriate assessment in order to gain viable data to
evaluate student performance.
 Students must be taught how to use a smorgasbord of strategies and to be held
accountable as their needs are being met. Teachers across the globe use
assessments to make informed decisions about the curriculum, about classroom
activities and to determine various strategies to use to help students with their
weaknesses. character.
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14.  Cohen and Cowen (2008) noted that according to research ―assessment is
the broad process of collecting, synthesizing, and interpreting information to
measure achievement, plan instruction, and improve student performance‖
(Airasian, 1997; Tucker & Stronge, 2005). The texts that I used to implement
my lesson using the critical and response perspectives were: Charlotte’s Web,
Frog and Toad Together, and Frog and Toad are Friends, I promoted my
students’ critical thinking and metacognition by providing one-on-one
sessions. After reading the stories to the whole group, I decided to conduct a
small group session with the three students I had been working with during
the summer enrichment program. We would discuss the story and I asked
each child to tell me the main themes of each story and to expound on the
significance of each.
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15.  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?
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16.  Airasian, P. W. (1997). Classroom assessment: Concepts and applications, New York:
McGraw Hill.
 Cohen, V. L. & Cowen, J. E. (2008). Literacy for children in an information age:
Teaching reading, writing, and thinking. Belmont, CA: Thomson Higher
Education.
 Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York, NY:
Basic Books.
 Garrison, C., & Ehringhaus, M. (2007). Formative and summative assessments in the
classroom. Retrieved from www.amle.org/Publications/WebExclusive/Assess
ment/tabid/1120/Default.aspx.
 Harvey, S., & Goudvis, A. (2007), Strategies that work: Teaching comprehension for
understanding and engagement (2nd ed.). Portland, ME: Stenhouse.
doi:10.1080/0885625042000319061
 http://ctell.uconn.edu/cases/newliteracies.htm
 http://www.starfall.com/
 Laureate Education, Inc. (Producer). (2008b). Engaging text [Video]. Foundations of reading
and literacy. Baltimore, MD: Author.
 Laureate Education, Inc. (Producer). (2010a). Getting to know your students
[Webcast]. The beginning reader, prek-3. Baltimore, MD: Author.
Laureate Education, Inc. (Producer). (2010b). Getting to know your students
[Webcast]. The beginning reader, prek-3. Baltimore, MD: Author.
 Laureate Education, Inc. (Producer). (2010c). Selecting text. [Webcast]. The beginning
reader, prek-3. Baltimore, MD: Author.
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17.  Laureate Education, Inc. (Producer). (2010d). Selecting text [Webcast]. The beginning
reader, prek-3. Baltimore, MD: Author.
 Laureate Education, Inc. (Producer). (2010e). Selecting text [Webcast]. The
beginning reader, prek-3. Baltimore, MD: Author.
 Laureate Education, Inc. (Producer). (2010f). Selecting text [Webcast]. The
beginning reader, prek-3. Baltimore, MD: Author.
 Laureate Education, Inc. (Producer). (2010g). Interactive perspective [Webcast]. The
beginning reader, prek-3. Baltimore, MD: Author.
 Laureate Education, Inc. (Producer). (2010h). Critical perspective [Webcast]. The
beginning reader, prek-3. Baltimore, MD: Author.
 Laureate Education, Inc. (Producer). (2010i). Critical perspective [Webcast]. The
beginning reader, prek-3. Baltimore, MD: Author.
 Laureate Education, Inc. (Producer). (2010j). Response perspective [Webcast]. The
beginning reader, prek-3. Baltimore, MD: Author.
 Laureate Education, Inc. (Producer). (2010k). Response perspective [Webcast]. The
beginning reader, prek-3. Baltimore, MD: Author.
 Laureate Education, Inc. (Producer). (2010l). Critical perspective [Webcast]. The
beginning reader, prek-3. Baltimore, MD: Author.
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18.  Macrine, S., & Sabbatino, E. (2008). Dynamic assessment and remediation
approach: Using the DARA approach to assist struggling readers. Reading and
Writing Quarterly, 24(1), 52–76. doi:10.1080/10573560701753112
 Paris, S. G., Wasik, D. A., & Turner, J. C. (1991). The development of strategic readers, In
R. Barr, M. L., Kamil, O. B. Mosenthal, & P. D. Pearson (Eds.), Handbook for reading
research (Vol. 2, pp. 609-640), New York
 State of the Art. (Producer). (1997). Big thinkers: Howard Gardner on multiple
intelligences [Online video]. Retrieved from http://www.edutopia.org/multiple-
 Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.).
Boston: Allyn & Bacon. intelligences-howard-gardner-video
 Vygotsky, L. S. (1934). Thought and language.Cambridge, MA: MIT Press.
 Vygotsky, L. S. (1978). Mind and society: The development of higher mental processes.
Cambridge, MA: Harvard University Press.
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