1. Literate Environment Analysis
Presentation

2. Getting to Know Literacy
Learners, P–3 (Week 2 Application)
Analysis
Understanding students as unique literacy learners allowed me to learn
how to meet their needs as relating to literacy. Gathering both
cognitive and non cognitive data ensured that all of the students’
needs would be addressed. This practice helped me understand
where the students were academically and socially in regards to their
attitude towards reading. It also encouraged me to focus on the
students’ attitude towards reading. I was persuad to deeply consider
the texts that I would use to interest my reluctant readers.
Research
Knowing and using students’ interests to help plan reading instruction
can positively influence student reading (Tompkins,2010).

3. II. Selecting Texts (Week 3
Application)
Analysis
Analyzing and selecting text brought me to the
realization that more consideration should be given to
choosing texts. I learned to choose texts that would
benefit most students. I now consider text difficulty,
readability, sentence length and number of syllables .
When selecting text for my Guided Reading groups, I
choose to focus on text structures as well as students’
interests.
The matrix can help me see if I am using a balance or
a variety when looking at linguistic,, semiotic, narrative,
informational and the dimension of difficulty.

4. II. Selecting Texts (Week 3
Application)
 Research
Dr. Douglas K. Hartman stated that plotting text
on the matrix can show the distribution of text, so
we can see how the text will work towards the
literacy goal (Laureate, Producer),

5. III. Literacy Lesson: Interactive
Perspective (Week 5 Application)
Analysis
This practice helped me to create a literate environment by gathering a
variety of strategies and procedures that improve comprehension which
can be used before, during or after reading. I was reminded to take the
time after a mini lesson and modeling to allow students ample
opportunities to practice the strategies learned.
I now can add strategies like, think alouds, predictions, using prior
knowledge and generating questions.
I now have a bank of resources with which I can pull during my Literacy
block.
“Research Strategies that appear to improve comprehension include
monitoring students’ understanding, summarizing, generating questions,
thinking aloud, attending to text structure, drawing inferences,
constructing visual representations and making predictions “(Duke, 2004).

6. IV. Literacy Lesson: Critical and
Response Perspectives (Week 6
Application)
Analysis
The critical perspective practice helped me to
create a literate environment by enlightening me
on the importance of having students to think
critically. I understand the value of books which
challenge students to question the author and to
look at texts from different perspectives. Currently, I
am aware that I need to include such texts that will
allow students to take a critical stance where they
can think more deeply about a text and even
wonder about the author’s purpose.

7. IV. Literacy Lesson: Critical and
Response Perspectives (Week 6
Application)
Analysis
The Response perspective encouraged me to
remember to choose books that will have an effect on
the students. I chose books within the literature unit that
would give students a reason to respond. I also chose
books that will encourage students to voice their opinion
or concern. Within this environment, I encourage
students to be risk-takers as I provide a safe and
supportive environment for them.
Research Dr. Janice Almasi stated that we need to
provide experiences with text that transform children
and change them (Laureate, producer)

8. V. Feedback from Colleagues and
Family Members of Students *
 What insights did you gain about literacy and literacy
instruction from viewing this presentation? These children can
be taught to read if you know and understand what peaks
their interest.
 How might the information presented change your literacy
practices and/or your literacy interactions with students?
Understanding that the children need to be challenged within
the text and not just in reading. This can help students want to
read more.
 In what ways can I support you in the literacy development of
your students or children? Help me to understand how to
challenge my kids and find the right books for them. How
might you support me in my work with students or your
children? I could let you know what they are interested in.
 What questions do you have? What type of books do I need
and where can I find them?

9. V. Feedback from Colleagues and
Family Members of Students *
 What insights did you gain about literacy and literacy
instruction from viewing this presentation? There are some
reading practices that I was not familiar with.
 How might the information presented change your literacy
practices and/or your literacy interactions with students? I will
take time to choose the text, not just based on students’
reading levels.
 In what ways can I support you in the literacy development of
your students or children? I would like to read more about the
reading strategies and the way to select texts for students.
How might you support me in my work with students or your
children? I could let you assess some of my students to see
their interests.
 What questions do you have? Have you seen improvements in
comprehension through what you have learned?

10. References
Duke, N. K. (2004). The Case For Informational
Text. Educational Leadership, 61(6), 40-44.
Laureate Education, Inc. (2010).Analyzing and
selecting text Retrieved from
http://www.courseurl.com
Laureate Education, Inc. (2010).Critical
Perspectives.Retrieved from
http://www.courseurl.com
Tompkins, G.E. (2010). Literacy for the 21st
Century A Balanced Approach(5th edition)
New York, NY: Laureate Education, Inc.