1. Rebecca Sultan
Walden University
EDUC 6706
Dr. Linda L. Holcomb

2. WHAT IS LITERACY?
• Literacy is reading and writing in any setting.
• A literate student is able to read and write in a
social setting and an educational setting.
• New literacy is the ability to use digital and
multimodal technologies to communicate and
learn effectively (Tompkins, G. E. 2010).

3. Literacy
Readers:
Getting to know
students cultures, home
environments, needs, i
nterests, and
socioeconomic Status
Reading:
Incorporate the three
perspectives-
Interactive,
Critical, and
Responsive
Reading Instruction:
Selecting texts
Types of text
Assessment
Engaging
Educator:
Creates engaging
activities, is caring,
competent,
prepared, works
collaboratively.

4. WHAT IS A LITERATE ENVIROMENT?
• A literate environment is created by
students, teachers, parents, and school administrators
that work together to strengthen literacy skills.
• An effective literate environment is rich with texts at
many different levels and in different languages. This
environment includes partner work, group work, and
whole group instruction.
• Critical thinking and engaging activities that have to do
with the students interests are needed in a literate
environment.

5. HOW TO CREATE A LITERATE ENVIROMENT
• Get to know your
students
• Choose engaging and
challenging texts
• Provide time to
respond to content
• Incorporate discovery
learning
• Discover students
strengths and
weaknesses
• Incorporate questions
to build critical
thinking.
• Use technology
• Build Orthographic
knowledge

6. GETTING TO KNOW YOUR LEARNERS
I used the following tools to learn more about my students:
• Motivation to Read Profile
• Fountas & Pinnell Reading test
• Elementary Reading Attitude Survey
I also completed a “Me Stew” activity with my small group. This is a great
way for students to talk about themselves as a breaking the ice activity
(Laureate Education Inc., 2010a).
This information I gained from these assessments helped me learn about
my students so that I was able to choose books that were interesting to
them and challenged them as well.

7. HOW TO SELECT TEXTS
Teachers should use a system similar to the Literacy Matrix to select text.
This tool is great to see if the text is either linguistic or semiotic. Also if
it is a narrative or an informational text. Be sure that the text you use is
suitable for your students abilities and their interest.
Difficulty Considerations:
• Readability
• Length of Text
• Text Structure
• Size of Print
• Visual Support

9. LITERACY LESSON: INTERACTIVE PERSPECTIVE
The interactive perspective has to do with
students ability to read and write
accurately, fluently, and with
comprehension.
Students should do all of the above while
being strategic and metacognitive
readers and writers.
Meaningful activities make impressions in
our students lives. Teachers need to
make sure that they make each activity
meaningful.
Ways that I incorporate
the interactive
perspective:
• Guided Reading
• Interactive Read-alouds
• KWL Charts
• Word Sorts
• Sequencing events by
page
• Story Retelling

10. LITERACY LESSON: CRITICAL AND RESPONSIVE PERSPECTIVES
Thinking critically is essential (Laureate Education Inc., 2010b). The critical
perspective deals with judging, evaluating, and thinking critically about
texts.
The response perspective is reacting, reflecting, and responding to text in a
variety of meaningful ways. Personal and emotional responses are
important to show that they activity impacted your students (Laureate
Education Inc., 2010)
Ways to incorporate the critical and responsive perspectives:
• Discussions
• Analyzing Characters
• Questioning the Author
• Response Journals
• Respond with a buddy

11. REFERENECES
Laureate Education, Inc. (Executive Producer). (2010a). Getting to know
your students. [Webcast]. Baltimore, MD: Author.
Laureate Education, Inc. (Executive Producer). (2010b). Critical Perspective.
[Webcast]. Baltimore, MD: Author.
Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach
(5th ed.). Boston: Allyn & Bacon.pp4

12. THANK
YOU