The document discusses the importance of developing a literate environment in the classroom. It describes using reading inventories and running records to assess students' literacy levels. Examples of literacy lessons are provided that incorporate the interactive, critical, and response perspectives. Activities include reading centers, reader's theater, evaluating story endings, and rewriting endings. The goal is for students to build comprehension, fluency, and respond critically to texts.

1. LITERATE ENVIRONMENT
ANALYSIS PRESENTATION
Developing a literate environment is
essential for every classroom and every
student.
By Shannon Leu
The Beginning Reader, Pre K-3 (EDUC - 6706G - 4)
Walden University Professor Moore

2. I. GETTING TO KNOW LITERACY
LEARNERS, P-3
 Learning and understanding your students is essential to
creating a positive and effective literate classroom
environment.
 To better help learn student’s literacy levels, reading
inventories can be taken.
 “Reading inventories, in one form or another have existed
for as long as teachers have been interested in better
understanding their students’ reading development
(Afflerbach, 2012, p.27).
 “Teachers use diagnostic reading assessments to identify
students’ strengths and weaknesses (Tompkins, 2010, p.
86)

3. COGNITIVE MEASURES
RUNNING RECORDS
 Giving the students the running record allowed me
to ask questions about each student’s reading.
 A couple questions that I was able to ask about my
students reading were “Does the reader self-correct
the miscue?” and “Does the miscue change the
meaning of the sentence (Tompkins, 2010, p. 86)?”
 Learning where students are struggling can help to
determine where they need to go and how we can
get there.
 These results will identify how well students are
fluently reading grade level material.

4. NON-COGNITIVE MEASURES
STUDENT INVENTORIES
 Learn about each and every student in the
classroom.
 Learns student’s likes and dislikes.
 Forms a bond between teacher and student that
can never be broken.
 Using this information will help gear lessons to
students’ interests and help individual students find
books that would interest them.

5. RESEARCH
Afflerbach, P. (2012). Understanding and using
reading assessment, K-12 (2nd ed). Newark,
DE: International Reading Association
Tompkins, G.E. (2010). Literacy for the 21st century a
balanced approach. New York:
PearsonCuston Publishing.

6. II. SELECTING TEXTS
 Having experience with text can help to build
background knowledge, content knowledge, and help to
minimize the difficulty that comes along with the
increase of difficulty in texts (Laureate, Education
2010b).
 Texts need to be carefully selected to relate to the
students in the classroom.
 The texts that were chosen were based on my students
interest inventory of having a love for animals.
 To analyze text to be helpful for students you can use a
literacy matrix to decide if the text falls in the narrative to
informational region and the linguistic to semiotic region
(Laureate, Education 2010a). A multiple variety of each
region need to be implemented in the classroom.

7. II. SELECTING TEXTS
 “Why Frog and Snake
Never Play Together”
by Ashley Bryan
Matrix
Narrative Semiotic
 “A Kettle of Hawks and Other
Wildlife Animal Groups”
by Jim Arnosky
Matrix
Information Semiotic

8. II. SELECTING TEXTS
 National Geographics for Kids
Matrix
Informational Linguistic
Using this literacy matrix will help to create an even
balance of genres in the classroom. When a teacher
can balance the multiple genres in her classroom it
allows for meaningful text to be taught to all students.

9. RESEARCH
 Laureate Education, Inc. (Producer). (2010a)
Analyzing and selecting text. Retrieved from
https://class.waldenu.edu/webapps/portal/frameset.j
sp?tab_tab_group_id=_2_1&url=%2Fwebapps%2F
blackboard%2Fexecute%2Flauncher%3Ftype%3D
Course%26id%3D_4066 335_1%26url%3D
 Laureate Education, Inc. (Producer). (2010b)
Informational text in the early years. Retrieved
fromhttps://class.waldenu.edu/webapps/portal/fram
eset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapp
s%2Fblackboard%2Fexecute%2Flauncher%3Ftype
%3DCourse%26id%3D _4066335_1%26url%3D

10. III. LITERACY LESSON:
INTERACTIVE PERSPECTIVE
State/District Standards
C.S.5 Describe the overall structure of events, ideas,
concepts, or information in a text or part of a text. V.A.4 Determine
or clarify the meaning of unknown and multiple-meaning words or
phrases based on grade 4 reading and content, choosing flexibility
from range of strategies. F.4 Read with sufficient accuracy and
fluency to support comprehension. R.R.L.T.C.10 By the end of year,
read and comprehend informational text.
Learning Objective
I can fluently and accurately read grade level texts. I can
comprehend informational and fictional texts.
Pre-assessment
The students took the STAR test to determine their reading
comprehension and DIBELS NEXT to test each student’s reading
fluency.

11. III. LITERACY LESSON:
INTERACTIVE PERSPECTIVE
 Interactive Perspective
The Interactive Perspective deals with reading and
writing accurately, fluently, and with comprehension (Walden,
2010).
The interactive perspective was addressed in part of this
lesson. The part of the lesson that it was addressed in was
during the reading center of reading through the story and
also in the fluency center with reader’s theater.
When the perspectives of literacy are used in the
classroom students can grow into lifelong learners that will
always think critically and respond to the text they read
(Laureate Education, 2010).

12. III. LITERACY LESSON:
INTERACTIVE PERSPECTIVE
 The students will be reading through “Why Frog and
Snake Never Play Together” by Ashley Bryan and “A
Kettle of Hawks and Other Wildlife Groups” by Jim
Arnosky.
 Reading in whole group and small group focuses on
comprehension and fluency with our Fab Four
Bookmarks. 1. Predict, 2. Clarify 3. Question, 4.Summarize
 Centers will be completed on two days out of the lesson.
The centers will focus on comprehension and fluency.
The fluency center will have the students completing
reader’s theaters and the comprehension will focus on
reading and summarizing with the story.

13. RESEARCH
 Laureate Education, Inc. (Producer). (2010)
Perspectives on literacy learning.Retrieved from
https://class.waldenu.edu/webapps/portal/frameset.j
sp?tab_tab_group_id=_2_1&url=%2Fwebapps%2F
blackboard%2Fexecute%2Flauncher%3Ftype%3D
Course%26id%3D_4066335_1%26url%3D

14. IV. LITERACY LESSON:
CRITICAL AND RESPONSE PERSPECTIVE
 Critical Perspective
The Critical Perspective is judging, evaluating, and
thinking critically about text (Walden, 2010).
 Response Perspective
The Response Perspective is reading, reacting, and
responding to text in a variety of meaningful ways
(Walden, 2010).

15. IV. LITERACY LESSON:
CRITICAL AND RESPONSE PERSPECTIVE
State/District Standards
R.R.L.T.C.10 By the end of year, read and comprehend informational
text.C.S.5 Describe the overall structure of events, ideas, concepts, or
information in a text or part of a text.
Learning Objective
I will respond to a text in a way that I can show the text has
related to my thoughts and feelings.
Pre-assessment
The students will be filling out a student inventory sheet that will
help to learn about each student in the classroom on an individual level.
This will allow the students to review what interests them but will also
help guide the lessons that I teach.

16. IV. LITERACY LESSON:
CRITICAL AND RESPONSE PERSPECTIVE
 For students to become better readers they need to
understand what they are reading, sharing with
others, and growing from their responses and other
student’s responses (Laureate Education, 2010). It
is essential to allow children the opportunity to
experience and respond to text (Laureate
Education, 2010).

17. IV. LITERACY LESSON:
CRITICAL AND RESPONSE PERSPECTIVE
 The Critical Perspective was
addressed in this lesson by
the judging and evaluating of
the students with the ending
of the story. The Critical
Perspective is also addressed
when the students are talking
about the story’s original
ending. They are judging and
evaluating the ending to see if
they agree with how the
author ended the story.
 The Response Perspective was
addressed with the students
participating in rewriting and
illustrating a new ending for the
text “Why Frog and Snake
Never Play Together.” This will
give the students the
opportunity to end the story in a
way that they create by putting
their own ideas and illustrations
on paper. Each student in the
classroom will be able to learn
about other students’ feelings
and emotions.
Critical Perspective Response Perspective

18. IV. LITERACY LESSON:
CRITICAL AND RESPONSE PERSPECTIVE
 The teacher will start by introducing the objective to the students by
giving them an example of what they are doing by modeling the
example with a “think aloud.” “Think alouds” can help readers to
become better readers by understanding what they are reading,
sharing with others, and growing from their responses and other
student’s responses (Laureate Education, 2010). The students will
then use the Response Perspective to create a new ending for the
story that they have read. The will have to evaluate and judge the
original ending to see if they have different feelings of how it should
end individually, in partners, or in a small group. After they respond
to the ending of the story and create their new endings, they will
share their new endings with the class. Each student in the
classroom will be able to learn about other feelings and emotions
that other students may have had from the story when the partners,
groups, or individuals share their new endings.

19. RESEARCH
 Laureate Education, Inc. (Producer). (2010)
Perspectives on literacy learning.Retrieved from
https://class.waldenu.edu/webapps/portal/frameset.j
sp?tab_tab_group_id=_2_1&url=%2Fwebapps%2F
blackboard%2Fexecute%2Flauncher%3Ftype%3D
Course%26id%3D_4066335_1%26url%3D