Literate environment analysis

LITERATE
ENVIRONMENT
ANALYSIS
By Kylea Scott
Walden University
Instructor: Cindee Easton
EDUC 6706R-1 The Beginning Reader, PreK-3

CREATING A LITERATE ENVIRONMENT
“Literacy is the ability to use
reading and writing for a variety of
tasks at school and outside of
school” (Tompkins, 2011 p. 4)

 Getting to Know Literacy Learners
 Selecting Texts

 Literacy Lesson: Interactive Perspectives

 Literacy Lesson: Critical and Response
Perspectives

GETTING TO KNOW LITERACY LEARNERS
 Gather data on students to gain insight of non-cognitive
aspects of students’ literacy development

Non-Cognitive Assessments provide important information about students
which contributes to their success in reading (Afflerbach, 2007)

 Gather data to gain insight of cognitive aspects of
student’ literacy development

Formative Assessments and summative assessments both provide information
about students either to determine if they made progress or determine if goals
have been met at the end of a unit.

 Non-Cognitive  Non-Cognitive
Assessments Activities
 Gain information  Interests Games (Me
Stew)
on motivations,
self concept,  Interests Surveys
interests,  Literacy
attitudes, Autobiographies
(Laureate, 2009d)
attributions
 Cognitive Activities  Cognitive
 Reading Inventories Assessments:
 DRA  Cognitive assessments
focus on the skills and
 AIMS Web strategies used by a
 MAP student as they
 Running Records develop as a reader
(Afflerbach, 2007)

Analysis:
 This practice helped me to realize that there is more to
reading then just their score on cognitive assessment. I
realized that I needed to look at the student’s attitude
toward reading as well as assess the “other” (Afflerbach,
2007).
 Gathering the data on the three students that I chose to
work with for the course helped me to create lessons
that were geared toward getting to know them better,
and gain a better understanding of the whole child.
 Having a better understanding of their literacy
development I was able to guide my instruction to meet
the needs of each individual student.

SELECTING TEXTS
 Analysis
 Selecting texts that are engaging, interest based and
skills based is important in creating a literate
environment. When I was selecting texts for my
students I often found ones that were theme based and
taught a specific skill I was needing to teach but was
also engaging for my students. The resources showed
me that I needed to consider text readability, concept
density, new words, length of the text and text structure
(Laureate, 2009
 Research
 The Literacy Matrix really helped me to analyze and
select text. This was a great tool to view literature as a
continuum both across and up/down.
 Framework for Literacy Instruction which helped me to
determine which types of text to use in relation to the
various perspectives.

LITERACY MATRIX
 A guide to use to analyze and select appropriate
texts. The continuum is divided into quadrants of
narrative or informational as well as if a text is
linguistic (more words) or semiotic (more pictures).
(Laureate, 2009a)
Linguistic

Narrative Informational

Semiotic

FRAMEWORK FOR LITERACY INSTRUCTION
Learners Texts Instructional Practices
Affective and cognitive Text structures, types, Developmentally
aspects of literacy learning genres, and difficulty levels appropriate research-based
matched to literacy learners practices used with
and literacy goals and appropriate texts to
objectives facilitate affective and
cognitive aspects of literacy
development in all learners

Interactive Perspective
Reading and writing Use a variety of informal and Determine texts of the Use instructional methods
accurately, fluently, and formal assessments to appropriate types and levels that address the cognitive
with comprehension determine areas of strength of difficulty to meet literacy and affective needs of
and need in literacy goals and objectives for students and the demands
Being strategic and development. students. of the particular text.
metacognitive readers
and writers Promote students’
independent use of reading
strategies and skills.

Critical Perspective
Judging, evaluating, and Find out about ideas, issues, Select texts that provide Foster a critical stance by
thinking critically about and problems that matter to opportunities for students to teaching students how to
text students. judge, evaluate, and think judge, evaluate, and think
critically. critically about texts.
Understand the learner as a
unique individual.

Response Perspective Find out about students’ Select texts that connect to Provide opportunities for
Reading, reacting, and interests and identities. students’ identities and/or students to read, react, and
responding to text in a interests and that have the formulate a personal
variety of meaningful Understand what matters to potential to evoke an response to text.
ways students and who they are emotional or personal
as individuals. response.

LITERACY LESSON: INTERACTIVE
PERSPECTIVE
 Analysis
 The primary goal of the Interactive Perspective is to teach
children how to be literate learners who can independently
navigate through the textual world (Laureate, 2009)
 Helps to create a literate environment because teachers help
students become strategic processors and thinkers (Laureate,
2009)
 This allowed me to focus on making meaning from the texts
by using schema, and making connections to their own lives

 Research
 A resource that helped me support this practice was utilizing
read-alouds. Through the use of read-alouds I was able to get
the students discussing the books with me, make connections
and critically think about the story

LITERACY LESSON: CRITICAL AND RESPONSE
PERSPECTIVE
 Analysis
 The critical perspective teachers children how to critically
examine text and who it was created for and think using
higher level thinking skills.
 In this perspective students are taught to think beyond the
surface line of the text (Laureate, 2009e)
 The response perspective allows students to actually
experience the text and respond to it (Laureate, 2009f)
 This perspective the students use emotion and the feelings
that tie them to the text.
 Through the use of these perspectives I was able to give
my students opportunities to really think about the text
and decide why the text was written and who it was
written for. We were able to determine where the text
could be found on the matrix and we were even able to
act out the text to gain more meaning.

THE THREE PERSPECTIVES PUT IN
PERSPECTIVE

Interactive
Perspective

Critical Effective Response
Perspetive Reader Perspective

All three perspectives are necessary to produce well rounded readers who can
read efffectively, want to read and are excited to read and think cricially
(Laureate, 2009f)

REFERENCES
 Walden University (2011). Framework for literacy
instruction. Retrieved from
http://sylvan.live,ecollege.com/ec/crs/default.learn?cours
eID=5093728
 Afflerbach, P. (2007) Understanding and using reading
assessment k-12. Newark, DE: International Reading
Association
 Hendricks, C. (2009). Improving schools through action
research: A comprehensive guide for educators. New
Jersey: Allyn & Bacon. Retireved from
http://www10.homepage.villanova.edu/deborah.schussle
r/EDU_4292/Readings/Researchpacket.pdf
 Tompkins, G.E. (2010). Literacy for the 21st century: A
balanced approach (5th ed.). Boston: Allyn & Bacon.

LAUREATE EDUCATION VIDEO REFERENCES
 Laureate Education, Inc. (Producer). (2009a). Analyzing and Selecting Texts.
[Video webcast]. In The Beginning Reader, PreK-3. Retrieved from
http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6071814&Survey=1
&47=9743528&ClientNodeID=984650&coursenav=1&bhcp=1
 Laureate Education, Inc. (Producer). (2009ab. Changes in Literacy Education.
 Laureate Education, Inc. (Producer). (2009c). Getting to Know Your Students.
 Laureate Education, Inc. (Producer). (2009d). Literacy Autobiographies. [Video
webcast]. In The Beginning Reader, PreK-3. Retrieved from
 Laureate Education, Inc. (Producer). (2009e). Stategic Processing. [Video
 Laureate Education, Inc. (Producer). (2009de. Critical Perspective. [Video
 Laureate Education, Inc. (Producer). (2009f). Response Perspective. [Video

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