This presentation provides an overview of literacy instruction strategies and assessments. It discusses selecting engaging texts based on student interests and abilities. The presentation also describes using interactive reading strategies like K-W-L charts, shared reading, and comparing texts. Feedback was gathered from colleagues and students' families on insights around literacy instruction and how to support students' literacy development. Resources on topics like schema theory, readability, and specific children's texts are also provided.

1. Literate Environment
Analysis Presentation
Kristin Lewis Tallon
Walden University
The Beginning Reader
Dr. Love
EDUC 6706
December 18, 2011

2. GETTING TO KNOW LITERACY
LEARNERS
“Successful student readers must be motivated, of positive attitude, of good self
concept and capable of making accurate attributions for their performances”
(Afflerbach, 2007 p155)
It is our responsibility as educators to look at all aspects of every student. This will
lead to healthier, happier and more successful students.
Assessments I used:
• Classroom Reading Inventory (Sivalroli & Wheelock, 2001)
• Cognitive
• Elementary Reading Attitude Survey (McKenna & Kear, 1990)
• Non-cognitive
“We teach students, not subjects or grade levels” (Laureate, 2008)

3. SELECTING TEXTS
Considerations when selecting text:
•Difficulty
•Readability
•Concept Density Hard
Linguistic
•Text Length
•Text Structure
•Size of Print Narrative Informational
•Visual Supports
(Laureate, 2008)
Easy
Semiotic

4. SELECTING TEXTS CONT.
Selecting engaging texts is a way to make connections for your
students as well as get them engaged and excited about literacy.
By gathering information about your students’ motivations, self
concepts, interests and attitudes you can make true connections
(Afflerbach, 2007).

5. LITERACY LESSON: INTERACTIVE
PERSPECTIVE
As educators it is our job to “help every student become strategic
readers, writers and thinkers” (Laureate, 2008).
“Metacognition is often defined as thinking about your own thinking”
(Tompkins, 2010 p12).
Schema: “Schema Theory views organized knowledge as an
elaborate network of abstract mental structures which represent
one's understanding of the world” (LinguaLinks Library, 1999).

6. LITERACY LESSON: INTERACTIVE
PERSPECTIVE CONT.
•To activate prior knowledge within my lesson I used the
development of a KWL chart. The chart was used to gather
information about the common fairy tale The Three Little Pigs as
well as factual information about pigs and wolves.
•We did a shared reading of the selected texts after I read them
aloud to the students.
•We completed a group Venn Diagram to compare and contrast
The Three Little Pigs (Walt Disney, 2004) and The True Story of
The Three Little Pigs (Scieszka, 1989).
•We explored an informational website containing factual
information about wolves (National Geographic, 2001).

7. LITERACY LESSON: CRITICAL AND
RESPONSIVE PERSPECTIVES
•Critical Perspective: to teach children how to critically examine
text.
•Who created the text?
•What perspective might the author have?
•Was the author male or female?
•What was the role of race, ethnicity or social status?
•Response Perspective: allow children the opportunity to
experience and respond to texts.
•Journaling
•Dramatic Response
•Artistic Response
•Multisensory Experiences
•Quiet Time to Respond
(Laureate, 2008)

8. LITERACY LESSON: CRITICAL AND
RESPONSIVE PERSPECTIVES
CONT.
•In my lesson we used an interactive read aloud of The Three Little
Pigs and The True Story of The Three Little Pigs.
•We also had a sharing time where the students shared their
journal activities from the previous lesson.
•Recorded responses to critical thinking questions on a poster
board into a web.
•Older two students completed a double entry journal while the
younger student completed a simpler version of the double entry
journal with me one on one.

9. FEEDBACK FROM COLLEAGUES AND
FAMILY MEMBERS OF STUDENTS
•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?

10. RESOURCES
Afflerbach, P. (2007). Understanding and using reading
assessment, K-12. Newark, DE: International Reading Association.
Laureate Education, Inc. (Producer). (2008). Analyzing and selecting texts.
[Video webcast]. Retrieved from
http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=607194
1&Survey=1&47=8613253&ClientNodeID=984650&coursenav=1&bhc
p=1
Laureate Education, Inc. (Producer). (2008). Getting to know your students.
[Video webcast]. Retrieved from
http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=607194
1&Survey=1&47=8613253&ClientNodeID=984650&coursenav=1&bhc
p=1
Laureate Education, Inc. (Producer). (2008). Perspectives on literacy learning.
[Video webcast]. Retrieved from
http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=607194
1&Survey=1&47=8613253&ClientNodeID=984650&coursenav=1&bhc
p=1

11. RESOURCES CONT.
LinguaLinks Library (1999). Schema theory of learning. Retrieved from
http://www.sil.org/lingualinks/literacy/ImplementALiteracyProgram/Sc
hemaTheoryOfLearning.htm
McKenna, M.C., & Kear, D.J. (1990). Measuring attitude toward reading: A
new tool for teachers. The Reading Teacher, 43(9), 626-639.
National Geographic (2011). Gray wolf facts and pictures. Retrieved on
November 15, 2011 from
http://kids.nationalgeographic.com/kids/animals/creaturefeature/gray
wolf/
Scieszka, J. (1989). The true story of the three little pigs. New York, NY: Puffin
Books.
Silvaroli, N.J., & Whellock, W.H. (2001). Classroom reading inventory. New
York, NY: McGraw-Hill
Tompkins, G.W. (2010). Literacy for the 21st century a balanced approach.
Boston, MA: Allyn & Bacon.
Walt Disney (2004). The three little pigs. New York, NY: A Golden Book.