The document discusses Cynthia Sabatasso's analysis of using various literacy assessments and instructional strategies in her classroom. She used ERAS, MRP, and DORF assessments to understand students' motivations, attitudes, and literacy skills. Sabatasso ensured her lessons included a variety of text genres and incorporated interactive, critical, and response perspectives. Her goal was to help students become strategic, metacognitive learners who can think critically and connect personally to what they read.

1. Literate Environment Analysis
Presentation
Cynthia Sabatasso
Walden University
Dr. Lin Carver
EDUC -6706R-6
June 20, 2014

2. I. Getting to Know Literacy
Learners, P-3

Analysis

To find out more about my emergent, beginning and transitional
learners on a non-cognitive level, I utilized two inventories called
ERAS and MRP to find out more about the student’s motivation,
attitude and interests. Both are closely related.

Finding out about a student's interest will guide my instruction
according to a student's needs and enable me to make effective
instructional decisions to improve my students’ learning and to also
advance my teaching.

I use my districts DORF assessment that measures the benchmark
goals and cut points for at-risk students. In using this I can better
understand a student’s growth and diagnose their strengths and
weaknesses over time using a running record.

3. Getting to Know Your Literacy
Learners, P-3
Research

“Successful student readers are motivated, have a positive attitude,
possess a good self-concept, and are capable of making accurate
attributions for their performance” (Afflerbach, 2012, p. 173).

It is important to understand developmental stages of a child so you
can plan and organize lessons at the appropriate level (Laureate
Education,2010).

“Running records can be conducted in conjunction with many
classroom reading tasks and reflect important perspective on teacher-
student relationships in reading assessment” (Afflerbach, 2012, pg.
40).

References
Afflerbach, P. (2012). Understanding and using reading assessment, K–12 (2nd ed). Newark, DE
International Reading Association.
Laureate Education, Inc.,(Executive Producer). (2010). [Webcast}. Getting To Know Your Students. Baltimore,
MD:

4. II. Selecting Texts
Analysis
Use the Matrix to make sure you are not relying on just one genre and
providing the students with a variety of text.

In this course, I am beginning to broaden my thinking to include
a wide range of texts from linguistic to semiotic and from
narrative to informational. In doing this I am able to consider a
variety of literacy experiences to best fit my student’s needs and
interests

I explored the matrix and mapped out the texts to make sure I
had full representation of all types of texts. Both digitally and
printed.

5. II. Selecting Texts
Research
“Lack of content Knowledge” (Laureate, n.d.) is
what is causing children to struggle with their
reading. We need to balance reading instruction
and make sure we include informational text
now when they are learning to read so that our
children can succeed in their upcoming years in
education.

References
Laureate Education (Producer). (n.d.a). Analyzing and selecting text [Video file]. Retrieved
from https://class.waldenu.edu

6. III. Interactive Perspective
Analysis

In addition to learning specific literacy skills and strategies,
students need to learn to become strategic and metacognitive
learners in order to be in control of their learning.

In my lesson on “Family Traditions and Culture”, I implemented
instructional practices with this goal in mind to assist in my
students in becoming strategic processors and metacognitive
learners.

I included strategies like:

The “Riddle Game”-helped motivate them and made them make a
personal connection to their families.

Vocabulary Chart-making predictions in the meaning of words

Cloze reading-highlight the vocabulary words

7. II. Interactive Perspective
Research

“The ultimate goal of Interactive Perspective is to teach children
to be literate learners who can navigate the textual world
independently” (Laureate, n.d.)

“Setting the purpose activates a mental blueprint, which aids in
determining how readers focus their attention and how they will
sort out relevant information” (Tompkins, 2010, p.268).

References
Laureate Education (Producer). (n.d.a). Interactive perspective: Strategic processing. [Video file].
Retrieved from https://class.waldenu.edu
Tompkins, G. (2010). Literacy for the 21st Century: A Balanced Approach. (5th ed.). Boston:
Allyn & Bacon

8. IV. Critical and Response
Perspectives
Analysis

I did a lesson that provided opportunities for my students to think
critically about text and respond to what they read based on their own
thoughts and feelings using poems and the interactive read aloud
strategy.

I included critical and response perspectives in my literacy instruction
so I could begin to foster my students appreciation of family traditions
and values, which I hope will ultimately contribute to their sense of
self-esteem and their respect for individual , cultural, and racial
differences.

Students were given opportunities to judge,evaluate, and think
critically about text about ideas and issues that mattered to students
and found out about students' identities and interests.

9. IV. Critical and Response
Perspectives
Analysis

Critical and Response Perspectives is essential because this helps
students learn to critically evaluate the text they encounter, (Laureate,
n.d.,b).

By Integrating the response perspective in my literacy instruction, it
helped students connect personally and emotionally to text, (Laureate,
n.d.,a).
References
Laureate Education, Inc. (Producer). (n.d., a). Response perspective. [Video file]. Retrieved from
http://class.waldenu.edu/webapps/portal/framset.jsp
Laureate Education, Inc. (Producer). (n.d., b). Critical perspective. [Video file]. Retrieved from
http://class.waldenu.edu/webapps/portal/framset.jsp

10. IV. Critical and Response
Perspectives
Analysis

Critical and Response Perspectives is essential because this helps
students learn to critically evaluate the text they encounter, (Laureate,
n.d.,b).

By Integrating the response perspective in my literacy instruction, it
helped students connect personally and emotionally to text, (Laureate,
n.d.,a).
References
Laureate Education, Inc. (Producer). (n.d., a). Response perspective. [Video file]. Retrieved from
http://class.waldenu.edu/webapps/portal/framset.jsp
Laureate Education, Inc. (Producer). (n.d., b). Critical perspective. [Video file]. Retrieved from
http://class.waldenu.edu/webapps/portal/framset.jsp