Literacy in the Elementary classroom.

1. Literate Environment in
the Elementary Classroom
RONDA GARNER
WAL DE N UNI V E RS I T Y
DR. MARTHA MOORE
THE BEGINNER READER, P – 3 (EDUC-6706)
FEBRUARY 19,2012

2. GETTING TO KNOW LITERACY LEARNERS, P - 3
A book can take you away and it can change your life
(Laureate Education, Inc., 2010b)!
Get to know the students by learning of
their interests and their backgrounds.
Interview the students to find out all the
special things about them.
I gave the students an
interest inventory to see
what their interests were
with
hobbies, sports, and
reading books.

3. COMPREHENSION IS THE GOAL OF READING
(TOMPKINS, 2010).
COGNITIVE
Making Connections
Making Inferences
Comprehension Predicting
Asking Questions
strategies
Main Idea
Setting
Summarizing
Visualizing

4. SELECTING TEXT
A Literacy Matrix (Laureate Education, Inc., 2010) is a text tool used by
teachers to teach literacy.
Students learned a variety of genres of
Text Linguistic text: Biography, Historical Fiction, Realistic
Fiction, Non-Fiction, Poetry, and Folktales
Narrative to Informational
Semiotic Students read a Non-Fiction book and a
Realistic Fiction book about the Iditarod
Dog Sled Race. Questions were
answered, vocabulary developed, online
research completed for our race course in
the school hallway.

5. FRAMEWORK OF LITERACY INSTRUCTION
The Framework of Literacy Instruction
(Framework, 2009) consists of three literary
perspectives.
• Interactive Perspective
• Critical Perspective
• Response Perspective

6. LITERACY LESSON: INTERACTIVE PERSPECTIVE
INTERACTIVE PERSPECTIVE IN LITERACY LEARNING IS TEACHING
CHILDREN TO BE STRATEGIC PROCESSORS AND THINKERS
(LAUREATE EDUCATION, INC., 2010).
Students are working
towards becoming self-
directed metacognitive
readers (Laureate
Education, Inc. 2010)

7. INTERACTIVE PERSPECTIVE
Students read an Expository text on
the Gold Rush in California. They read
and responded to the story in a variety
of ways.
• First, teaching them to ask
questions.
• Second, was guided reading
practice.
• Third, apply questions asked and
show where answers were found.
• Fourth, the writing aspect of the
lesson.
• Fifth, was fluency practice.
Students were able to build critical
thinking skills by
analyzing, evaluating, and
synthesizing.

8. LITERACY LESSON: CRITICAL AND RESPONSE PERSPECTIVES
Reading strengthens writing and writing strengthens
reading (Laureate Education, Inc., 2010c).
Compare two characters in the
story. Then give the characters a
rating of 1 – 5. After the students Response Journals – Used
finish rating the characters, they in order to relate personal
need to use the text to support their experiences to those of
comparisons and ratings (Laureate characters in books.
Education, Inc., 2010a).

9. REFERENCES
Framework for Literacy Instruction. [course handout]. (n.d.). Retreived from
http://sylvan.live.ecollege.com/ec/78618/CRS.WUPSYC6205-
6289881/framework-for-literacy-instruction.02-09doc
Laureate Education, Inc., (2010a). Analyzing and selecting text.
[webcast].Baltimore, MD: Author.
Laureate Education, Inc., (2010a). Critical perspective. [webcast].
Baltimore, MD: Author.
Laureate Education, Inc., (2010b). Literacy autobiographies. [webcast].
Baltimore, MD: Author.
Laureate Education, Inc., (2010c). Reading and writing perspectives.
[webcast]. Baltimore, MD: Author.
Tompkins, G. E., (2010). Literacy for the 21st century: A balanced approach.
Boston, MA: Pearson Education, Inc.