1) The document discusses creating a literate environment in the classroom by getting to know students as literacy learners, selecting appropriate texts, and adopting interactive, critical, and responsive instructional practices. 2) It emphasizes the importance of understanding students' interests in order to engage them and plan meaningful lessons. Selecting a balanced variety of texts aligned with instructional goals is also discussed. 3) The presentation describes using strategies like 3-2-1 to help students with comprehension and responding critically to texts. It aims to help students become strategic, lifelong readers.

1. Literate Analysis
Presentation
Tayler Deamer
Walden University
Professor Casey Stoll
EDUC 6706R The Beginning Reader, Pre K-3

2. Creating a Literate Environment
A literate environment is built on the process of
understanding students as literacy learners, determining texts of
the appropriate types and levels of difficulty, as well as
adopting an interactive, critical and response perspective to
instructional practices. In order for these to take place in our
classrooms, it is important for the teacher to get to know their
literacy learners. We will be able to take that knowledge and
apply it in our teaching to select texts that will help our
students to be lifelong readers.

3. Getting to Know Literacy
Learners
If academic instruction is going to be effective it must
be engaging for the student (Alvermann, 2002). I have learned
the importance of this statement as I have learned more about
getting to know my literacy learners. It is
important to understand what matters to
students and identify their interests and I
was able to learn ways that would help
me to better prepare meaningful and
and effective lessons for my students.
This research based practice has helped
me to recognize the importance as a
teacher in getting to know the students, their interests, and
what motivates them. By getting to know my
literacy learners I have been able to create
more meaningful lessons that would engage
students to be successful readers and writers.

4. References
 Alvermann, D. E. (2002). Effective Literacy Instruction
for Adolescents. University of Georgia. Retrieved from
http://jlr.sagepub.com/content/34/2/189

5. Selecting Texts
Through the practice of selecting texts, I have
learned ways that I can select appropriate and engaging texts
for my students. I recognize the importance of selecting
books that are appropriate for my students and understand
that the books should be interesting and offer an appropriate
level of challenge (Reading Recovery Council, 2001). I have
learned how to look at a wide range of texts form linguistic to
semiotic and from narrative to information and then
determine how this will allow a teacher to consider a variety
of literacy experiences that with best fit the students needs.
The text I selected encouraged successful problem solving
and offered an appropriate level of challenge for my group. I
also took into consideration the properties of the text and if
they were appropriate to read together as a class, partners,
or individually (Laureate Education, n.d.).

6. References
 Laureate Education (Producer). (n.d.). Analyzing and
selecting text. [Video file]. Retrieved from
https://class.waldenu.edu
 Reading Recovery Council of North America (2001). Early
Literacy Intervention. Retrieved from
http://fdf.readingrecovery.org/selecting-texts

7. Selecting Texts Continued….
The literacy matrix is useful
for me to see the texts in a
new perspective and how I
am using them in my
instruction. I am able to
ensure that my goals are
aligned with the text and also
that I have a balanced
classroom library (Laureate
Education, n.d.). It allows me
to connect with what I am
teaching and helps me to
think about my goals and
ensure that they are ever
present in my mind.
Linguistic
Semiotic
InformationalNarrative

8. Selected Texts
Texts used for my
lesson on recycling.

9. References
 Laureate Education (Producer). (n.d.). Analyzing and
selecting text. [Video file]. Retrieved from
https://class.waldenu.edu

10. Interactive Perspective
The goal of the interactive perspective is to help
students become strategic readers and writers (Laureate
Education, n.d.,a).
It focuses on instructional procedures that supports
students literacy development in phonemic awareness,
fluency, comprehension,
and writing (Laureate
Education, n.d.,b).
We To Read!!!!!!!

11. References
 Laureate Education (Producer). (n.d.,a). Interactive
perspective: Strategic processing. [Video file].
Retrieved from https://class.waldenu.edu
 Laureate Education (Producer). (n.d.,b). Perspectives
on literacy learning. [Video file]. Retrieved from
https://class.waldenu.edu

12. Interactive Perspective
Continued..
My lesson focused on comprehension and word
recognition with a theme of recycling. We used the 3-2-1
method to help my students with the comprehension of
the story. I allowed my students the opportunity to share
their schema of what they knew about recycling and the
value in doing that practice (Laureate Education, n.d.).
We reviewed why it is important that we understand and
comprehend what we are reading. The students already
had a foundation to both of these strategies, which were
taught by their homeroom teacher.

13. References
 Laureate Education (Producer). (n.d.,a). Virtual field
experience™: Strategic processing [Video file].
Retrieved from https://class.waldenu.edu

14. 3-2-1 Strategy

15. Interactive Perspective
Continued……
We took time to review and go over the process and I was
able to assess their prior knowledge. To aid their comprehension,
skillful readers ask themselves questions before, during, and after
they read (Teacher Vision, 2014). Throughout the lesson we
completed our 3-2-1 chart and the students were able to think
critically and respond to the text. It was evident that they were
engaged and had understood the strategy in comprehension skills
by the quality of their answers on the 3-2-1 papers. As I planned
the lesson it was important to keep in mind that I needed to
provide my students with several opportunities to read, react, and
formulate personal responses to texts (Laureate Education, n.d.). I
was able to accomplish this when students worked in small groups
and had pair share and were able to talk with their partners about
what they discovered while reading. From the data I was able to
see that the students were progressing with their comprehension
and word recognition skills.

16. References
 Laureate Education (Producer). (n.d.). Changes in
literacy education. [Video file]. Retrieved from
https://class.waldenu.edu
 Teacher Vision. (2014). Questions before, after, and
during reading. Pearson Education. Retrieved from
https://www.teachervision.com/skill-builder/reading-
comprehension/48617.html?page=1

17. Critical & Responsive
Perspective
Continued...
The critical and
responsive perspectives
teach students how to
judge, evaluate, and
think critically about
texts, as well as how to
read, react, and respond
to texts (Laureate
Education, n.d.).

18. Critical and Responsive
Perspective Continued….
It is a goal in my classroom to provide my students
the opportunity to react and respond to texts. Throughout
my lesson students participated in quality discussion in
small groups and with the whole class by generating and
evaluating questions from a text and determine the
questions that lead to the most thoughtful and engaging
discussion. Students made connections through the
responses and interpretations of their peers through
literacy discussions and developed a critical awareness of
themes and how those themes connect to themselves,
other people, and the world.

19. Final Thoughts
In order for our students to become lifelong
readers and writers, we must ensure that we are creating
a literate environment that will support this learning. The
goal of literacy instruction is to ensure that all students
achieve their full literacy potential and that is a goal that
I will strive to achieve every year with my students
(Tompkins, 2010).

20. References
 Tompkins, G. E. (2010). Literacy for the 21st century:
A balanced approach (5th ed.). Boston: Allyn & Bacon.

21. Feedback
 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?