Literate Environment Presentation

1. Literate Environment
Analysis Presentation
Kimberly H. Ivie
Walden University
Instructor: Dr. Jann James
EDUC 6706R-6

2. Hartmann introduced the literacy instruction model to keep in mind when thinking about
our literacy environment.
These are:
*Learners
*Text
*Instructional practices
In the areas of:
*Interactive Perspective
*Critical Perspective
*Response Perspective
When thinking about our learners we have to ask ourselves what do we need to know
about them and what they know (Laureate Education Inc, 2010a). In choosing the
different text we need to think about what we need to understand about the text and
how they are put together, their features, design features to help our students better
understand them (Laureate Education Inc, 2010a). The last focal point is our
instructional practices and how we bring it all together (Laureate Education Inc, 2010a).

3. My Literacy Environment includes:
Interactive Perspective:
• A variety of activities and instructional practices to meet the needs of
my students and to teach the letter and sound relationship.
• Lots of music and singing to help teach and reinforce different lessons
and skills.
• Providing different ways and methods for students to be exposed and
introduced to print.
• Including listening to a book on tape, big books, read-a-louds, shared reading, and many opportunities
to explore different books.
• Access to a wide range of text and opportunities throughout the day to peruse and discuss them.
• Use the appropriate instructional methods to help them in their literacy development.
By figuring out their different stages in regards to exposure to print, I am able to adjust
and adapt my teaching “account for these differences” (NAEYC, 1998 p. 5).

4. My Literacy Environment includes (continued):
Critical and Response Perspectives:
• Introduce them to different books that require them think about
text and to form an opinion or thought.
• Helping my students develop their own thinking and opinions
through activities that help them become aware of their own
thinking, the thinking of their classmates, giving them
opportunities to explain and share their thoughts and guiding
them to expand on these thoughts and think in different and new
ways.
The current literate environment that I have created for my students fall within the framework for
literacy instruction. I know that I am covering these in my teaching, but am always looking for
ways to add to my teaching repertoire. It is important that I keep in mind my students
(learners), text and instructional practices in relation to interactive perspective, critical perspective
and response perspective.

5. I. Getting to Know Literacy
Learners P-3

6. Getting to know my students:
When planning our instruction for our students we need to keep them in mind;
their needs, strengths, weaknesses, interests, etc. Almasi has said that we
need to really talk to our students and that it is not what were teaching, but
whom we are teaching (Laureate Education Inc, 2010b). It is important that we
know them as human beings, their motivation and interests. By knowing our
students we will be able to provide the best instruction for them and create a
positive experiences that will lead to their literacy autobiographies.
By getting to know my students I will be able to understand where my students
are in their literacy development and how I will need to change my instruction to
meet their needs.

7. Ways to get to know my students
(continued):
I will use:
*CORE diagnostic testing
*letter and sound recognition
* sound knowledge
* phonological segmentation test
* Sentences into words
* Words into syllables
*AIMSweb/Universal Screening
*letter naming fluency
*Observations
*Oral Reading Inventory
*literacy involvement at home and interest.
The information gained from these students will give me insight into their needs and how to
differentiate my instruction for them.

8. II. Selecting Texts

9. Selecting Text:
• When selecting text for students we need to select a wide variety of books for
their use to give them a well-rounded literacy experience. By providing this
variety for our students we will be able to give them skills that they will use later
in their schooling as well as into adulthood.
• Hartman introduced a Literacy Matrix that we can use to see the different types
of books we are using as well as ensuring we are providing a type of balance or
full representation for our students (Laureate Education Inc, 2010c). This matrix
includes four different areas, linguistic (word oriented), semiotic (words, pictures
or a combination of the two), narrative and informational.
• By introducing our students to informational text in the early years, we will be
able to hopefully avoid the fourth-grade slump that many students fall into when
the focus is on information text.
• Kindergarten students can have informational text read to them, through this
exposure they will be able to learn the language used in informational text
(Duke, 2009).

10. Text for teaching colors and
mixing colors
• Pete the Cat: I love my white shoes by: Eric
Litwin
• Mouse Paint by: Ellen Walsh
• Informational Text:
• Color Wheel Website
(http://www.kidzone.ws/science/colorwheel.htm)
• Tumblebooks:(http://www.tumblebooks.com/)
• Purple Green and Yellow by: Robert Munsch
• A Penguin Story by:Antonnette Portis

11. Selecting Text Conclusion:
• When using informational text I will have to modify how
I use it with them, but as Duke said I need to expose
them to the language of it (Duke, 2009).
• In addition to using information text, I need to
remember to use the new literacies available including
using the Internet and the different forms of technology
available.
• If I apply the Literacy Matrix discussed by Hartman
(Laureate Education Inc, 2010a), when selecting text I
will be able to provide this balance for my student’s
and will ensure I am meeting their literary needs.

12. III. Literacy Lesson:
Interactive Perspective

13. Interactive Perspective:
• Bedekamp said that for us to develop our students language and
literacy we need to read aloud to them in small groups and give
them a chance to be engaged in the conversation of the book
(Laureate Education Inc, 2010d).
• Using the read aloud with my students I was able to model the
reasoning involved in reading and provide them with strategies to
use when they are starting to read (The elementary science
integration project (ESIP), 2011). Shared reading also provided me
with an opportunity to engage my students in text. Through this
shared reading I was able to activate my students prior knowledge
with colors and color words as well as focus on comprehension
(Laureate Education Inc, 2010c).

14. Activities to promote the Interactive
Perspective:
• Read Aloud’s
• Big Books
• Shared reading
• Online stories
• Books on Tape
• Through these activities I provided for my students I started the process of teaching
them to be literate learners that are able to independently explore text, I look forward to
providing more lessons that will expand on these skills.

15. Interactive Perspective
Conclusion:
• Through the read-aloud and shared readings, I was able to expose my
students to text and to activate their prior knowledge. Through these
different types of text I was also able to stop and ask questions and review
vocabulary words and there meaning (Laureate Education Inc, 2010b).
• Using the read aloud with my students I was able to model the reasoning
involved in reading and provide them with strategies to use when they are
starting to read (The elementary science integration project (ESIP), 2011).
• Shared reading also provided me with an opportunity to engage my
students in text. Through this shared reading I was able to activate my
students prior knowledge with colors and color words as well as focus on
comprehension (Laureate Education Inc, 2010c).

16. • The other aspects of this lesson provided practice and
exposure for my students that had beginning reading
skills by being able to track and follow along with text
as well are reinforce recognizing certain words (color
words). They were able practice reading and worked
on their comprehension skills through retelling and
dramatization of the different stories that were used.
Students were also introduced to new literacies by
using technology to listen individually to two different
stories. Through this method my students were able to
work on their listening skills, following oral directions
and comprehension skills.

17. IV. Literacy Lesson:
Critical and Response
Perspectives

18. • The critical perspective teaches our students to think more
deeply about text (Laureate Education Inc, 2010e), it goes
beyond I liked the book.
• The critical perspective wants us as teachers to provide
opportunities for our students to think analytically about text
(Laureate Education Inc, 2010e).

19. Activities to promote the Critical
and Response Perspectives:
• Discuss author’s intent and why they wanted us to
read this particular story.
• For example: Why Linda Sue Park wanted us to read Bee-Bin
Bop
• Express how the story made them feel.
• Example: Since Bee-Bin Bop was about another
culture, students discussed how it made them feel
• Rating the story with a thumbs up or thumbs down and
then give reasoning.
• Students explained why the either liked or disliked the story.
They also were able to mention if there were certain parts that
they like or disliked.

20. • Using the critical and responsive perspectives, I was
able to guide my students to make predictions, think
about the author’s intent and make a personal
connection in their own lives with the text. Through
these discussions students were able to express their
ideas and see themselves as thinkers. They started
learning to become aware of their thoughts and their
classmates and learning how to express these
thoughts for others to understand
(Dombro, Jablon, and Stetson, 2011 pg. 79).
• We want our students to personally and emotionally
connect to text (Laureate Education Inc, 2010f).

21. References:

22. • AIMSweb Assessment and Data Management for RTI (2010). Retrieved September
2, 2011 from http://www.aimsweb.com/
• Core common core standards. (2011). Retrieved September 5, 2011 from
http://www.corelearn.com/Services/Common-Core-Standards/
• Dombro, A. L., Jablon, J., & Stetson, C. (2011). Powerful interactions how to connect
with children to extend their learning. Washington, DC: National Association for the
Education of Young Children (NAEYC).
• Duke, N.K., (2009). Informational text and young children, when, why, what, where
and how. Available from www.ngsp.com/Portals/0/downloads/SCL22-
0469A_AM_Duke.pdf
• The elementary science integration project (ESIP). (2011). The elementary science
integration project (ESPI). Available from
http://www.esiponline.org/classroom/foundations/reading/readalouds.html
• Laureate Education, Inc. (Executive Producer). (2010a). Changes in literacy education
[DVD]. The Beginning Reader, PreK-3. Baltimore, MD: Author
• Laureate Education, Inc. (Executive Producer). (2010b). Getting to know your students
[DVD]. The Beginning Reader, PreK-3. Baltimore, MD: Author

23. • Laureate Education, Inc. (Executive Producer). (2010c). Analyzing and selecting text
[DVD]. The Beginning Reader, PreK-3. Baltimore, MD: Author
• Laureate Education, Inc. (Executive Producer). (2010d). Developing language and
literacy [DVD]. The Beginning Reader, PreK-3. Baltimore, MD: Author
• Laureate Education, Inc. (Executive Producer). (2010e). Critical perspectives [DVD].
The Beginning Reader, PreK-3. Baltimore, MD: Author
• Laureate Education, Inc. (Executive Producer). (2010f). Response perspective [DVD].
The Beginning Reader, PreK-3. Baltimore, MD: Author
• Litwig, E. (2010). Pete the cat I love my white shoes. New York, NY: HarperCollins.
• Munsch, R., (1992). Purple, green and yellow. New York, NY: Annick Press
• National Association for the Education of Young Children. (1998). Learning to read and
write: Developmentally appropriate practices for young children. Washington, DC:
Author.
• Portis, A., (2008). A penguin story. New York, NY: HarperCollins.
• Wash, E., (1995). Mouse paint. New York, NY: Harcourt and Red Wagon.

24. Feedback

25. Feedback Questions:
• 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?