This document summarizes a student's analysis of creating a literate environment for early literacy learners. The student learned that it is important to get to know students, monitor their literacy skills, and use various assessment tools. The student administered a reading motivation profile and used a literacy matrix to select a balanced variety of narrative, informational, and semiotic texts at different readability levels. The student incorporated interactive, critical, and response perspectives to teach reading in a holistic way and help students make emotional connections to texts. Overall, the student gained a better understanding of the key elements needed to create an enriched literate environment for early learners.

1. A Literate Environment Analysis
Karrissa Stahli
Walden University
EDUC 6706G-10
Dr. Bosier

2. Getting to Know Literacy Learners, P-3
Creating a Literate Environment
o Students are often read to at home, learn to read
many different signs, begin writing, and much more
(Tompkins, 2010).
o Teachers need to know more now than ever before
(Laureate Education, Inc., 2011c).
o Getting to know our students and their interests will
allow for a more positive literacy environment.
o "Monitoring is vital to student success”
(Tompkins, G., 2010, p.81). I began the process by
monitoring how the students held books, looked at
the books, and how they “read” the books.
o I then administered the Motivation to Read Profile
(Afflerbach, P. 2007).

3. Literacy Matrix
Linguistic
Narrative
Literacy Informational
Matrix
Semiotic
oUsing the literacy matrix will determine whether or not your texts match
your goals and whether or not you are using a balanced type of texts (Laureate
Education, Inc, 2011a).

4. Selecting Texts
o During this time, I have learned that a well balanced selection
of books are crucial for later learning.
o Students need to be exposed to more informational texts in
the earlier grade levels, therefore they will not be stuck in the
“fourth grade slump” (Laureate Education, Inc, 2011 b).
o Dr. Almasi states there are there are several considerations to
take into consideration before selecting texts.
oThese include:
Readability
Text Length
Text Structure
Size of Print
Concept Density
(Laureate Education, Inc, 2011 b).

5. Selecting Texts Continued
o When selecting texts for my students, I chose a variety
of different texts.
o Many of the texts I chose fell between different
categories. They were mostly Informational, but were still
age appropriate for my group of students.
oI also chose a book online that was printed and colored
and personalized by each student.
o These books were:
 Our Apple Tree by Gorel Kristina Naslund
 Apples for Everyone by Jill Esbaum
 Watch Plants Grow! Watch Apple Trees Grow by
Mary Ann Hoffman

6. Interactive Perspective
o This perspective is basically based on teaching the students
how to read.
oThis shows when students should use what strategies to help
them while reading a specific text.
o I feel it is used most often because it comes more naturally.
oThroughout this course, I have learned this is not the only way
would should be teaching. We should be using all three
perspectives to enrich our students’ learning.

7. Critical Perspective
o This perspective teaches students how to critically examine
texts.
o Be sure to ask questions such as:
 Who created it?
 Where did they come from?
 Gender/Race/Social Status.
 (Laureate Education, Inc, 2011 c).
o This perspective allows students to see the characters or
author’s point of view.
o For this particular activity I used the book, Diary of a
Worm.
o The students were able to get an understanding of how a
worm might feel. They were very interested in this book
and what the worm had to say about his life.

8. Response Perspective
o This perspective may be the most beneficial for our
students.
o Students are able to use this perspective to make an
emotional connection to the text.
o This allows time for the students to respond and relate
their experience to the text.
o We need to be sure to change the perspective to have
well-rounded readers
o (Laureate Education, Inc, 2011 c).
o During this point, I was aware that I needed to allow my
students to make a connection to the text. They did a great
job at this point. They gave me many example, in which I
was sure they understood the story and that they were able
to make a connection with that story.

9. Overall Learning of Making a
Literate Environment
o During this course, I was able to enrich my
understanding of what it takes to make a literate
environment.
o I currently have a much better understanding of what
it takes to enrich the learning of my students.
o Before completing this course, I thought I had a
clear understanding of how to teach literacy, but I now
know there are more key elements that I need to add
in order to have a “true” literate environment.
o Thank you for taking the time to participate!

10. .
References
Afflerbach, P. (2007). Understanding and using reading assessment, K–12. Newark,
DE: International Reading Association
Laureate Education, Inc. (Executive Producer). (2011a). Analyzing and Selecting Text.
[Webcast]. The beginning reader PreK-3. Baltimore, MD: Author.
Laureate Education, Inc. (Executive Producer). (2011b). Informational Text in the Early
Years. [Webcast]. The beginning reader PreK-3. Baltimore, MD: Author.
Laureate Education, Inc. (Executive Producer). (2011c). Perspectives on Early Literacy.
[Webcast]. Baltimore: MD
Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.).
Boston: Allyn & Bacon