This presentation analyzes how several key elements as discussed in the framework for literacy helped me create a literate environment in my classroom.
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4. The more information teachers have on their students the
better they can connect them with text that will have an
impact in a deep and powerful way (Laureate Education,
n.da).
• I worked with three scholars, two are
emergent readers and writers and the
other scholar is an advanced reader
and writer.
• Their abilities were assessed using a
variety of cognitive and non-cognitive
assessments.
5. Examples of
Cognitive Assessments
Cognitive assessments
help teachers determine
the literacy level, skills,
and thinking strategies a
student has (Tompkins,
2010). Cognitive
assessments will inform
teachers of their students’
abilities and guide them
as they plan future
instruction.
Story Telling's
Running Records
Think Aloud’s
6. Examples of Non-
Cognitive Assessments
Non-cognitive
assessments will help
teachers learn more
about their student’s
interests, motivations,
self-concept, and
attribution (Afflerbach,
2012). What makes the
student excited about
reading?
Elementary Reading Attitude Survey
(Tompkins, 2010)
Observations
Conferences
7. The data from the cognitive and non-cognitive assessments
brought insight for my future instruction.
I learned that my emergent scholars are slowly decoding
words and blending them together as they read.
They have excellent reading comprehension skills, but can use
extra support in the areas of critical thinking.
I learned that my advanced scholar is excelling in reading and
has excellent critical thinking abilities.
The advanced scholar is ready to be challenged to the next
level by engaging in a variety of text not one genre and
reading with a purpose.
8. It is very important to select text
that are based on the needs of the
scholars. When selecting text
whether it is informational,
narrative, or an online text, using
the Literacy Matrix (shown to the
left) will help determine the level
of each text on the continuum
(Laureate Education, n.db).
Selecting text from different levels
in all four areas of the matrix will
expose students to multiple
perspectives.
The size of print, visual support,
and length of text are crucial in the
selecting of text.
Linguistic
Semiotic
Narrative Informational
9. Teachers should consider the following when they are
selecting a text for their students:
o Readability
o Text Length
o Text Structure
o Size of Print
o Visual Support (Laureate Education, n.db)
10. The Literacy Matrix brought insight to the needs of the
emergent scholars. They will benefit from narrative, or
informational semiotic books with minimum writing. They are
now beginning to blend and decode words and books with
visual support would be highly beneficial to them.
Text that have large font print and short in length will be
appealing to the emergent scholars.
The size of print, visual support, and length of text are crucial
in the selection of text.
11. The Literacy Matrix brought insight to the needs of the advanced
scholars.
Because the advanced scholar is fluently reading, I believe they will
benefit from linguistic books however, in my future text selection I
will choose books that also have visual representations that depict
the story.
Implementing books that are in the middle of linguistic and semiotic
are ideal for my advanced scholar (Laureate Education, n.db).
Selecting a text with the right text length is crucial for the advanced
scholar because he is easily bored and choosing a text that
challenges him, excites him, and is of interest will meet his literacy
needs (Laureate Education, n.db).
12. Reading and
writing accurately,
fluently, and with
comprehension in
addition to being
strategic and
metacognitive
readers and writers
(Walden, 2015)
Interactive
Perspective:
Strategic
Processing
Phonics
Phonemic
Awareness
Fluency
Comprehension
Vocabulary
13. The interactive perspective helped me create a literate
environment with my scholars when I facilitated a lesson on
decoding and creating new words in word family /an/.
The interactive perspective taught scholars how to
independently decode and process words and text they are in
contact with (Laureate Education, n.dc).
The scholars learned through modeling as I taught decoding
strategies and fluency while reading words in the /an/ family.
Teaching scholars to take a risk and trying their best when
they are reading, decoding, and apply metacognitive strategies
will only help them become strategic readers and writers.
14. The Critical Perspective is judging, evaluating, and thinking
critically about a text whereas the Response Perspective is
how the students connect to the text in a purposeful way
(Walden, 2015).
The Critical Perspective gives students an opportunity to think
about the underlying meaning behind the story and identify the
authors purpose.
Asking higher order thinking questions will engage students in
critical thinking.
The Response Perspective gives students opportunities to
make text to self-connections by applying the text to real life
situations.
15. I was able to create a literate environment by selecting a text
that fostered critical thinking opportunities and was relatable
to the scholars in my group.
During a read-aloud, students were exposed to critical
perspectives as they answered critical thinking questions,
before, during, and after the story. They were asked to
collaborate and discuss the authors intent. They thought deeply
of the message the author is sending to the reader.
I successfully implemented the response perspective with my
scholars when I asked them to make a text to self-connection
of the problem in the story to themselves
This was an interest to the students because they brought their
knowledge and experiences to the classroom.
16. Afflerbach, P. (2012). Understanding and using reading assessment, K–
12 (2nd ed). Newark, DE: International Reading Association.
Laureate Education (Producer). (n.da.). Getting to know your students. The Beginning
Reader, Pre-K-3. Retrieved from https://class.waldenu.edu.
Laureate Education (Producer). (n.db). Analyzing and selecting text. The Beginning Reader,
Pre-K-3. Retrieved from https://class.waldenu.edu.
Laureate Education (Producer). (n.dc.). Interactive perspective: Strategic processing. The
Beginning Reader, Pre-K-3. Retrieved from https://class.waldenu.edu.
Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.).
Boston: Allyn & Bacon.
Walden University (2015). Framework For Literacy Instruction. The Beginning Reader,
Pre-K-3. Retrieved from http://academicanswers.waldenu.edu/a.php?qid=386082.
