1. Creating a Literate Environment
Jami Tipton
By PresenterMedia.com

2. Introduction
Literacy is the ability to use reading and writing for a variety of tasks
both in and out of school (Tompkins, 2010). Literacy learning begins
before a student ever enters school. It is important that as educators
we understand how their background and culture influences their
literacy development. We must expand on what they know and
what their interests are so that we provide meaningful learning
experiences. Understanding how students learn to read and write
will help teachers to plan effectively. “We should connect our
expectations to students’ passions and interests as learners”
(Richardson, 2012, p. 23).

3. •Getting to Know Your Literacy Learners
We need to get to know literacy learners both cognitively and noncognitively. When getting
to know our students we will use assessments to find their reading levels and learn about
their interests.
Cognitive Development
* Assessment – Running Records
Running Records are done by listening to students’ oral read and used to determine their
ability to solve reading problems (Tompkins, 2010, p. 24).
Noncognitive Development
* Assessment – Elementary Reading Attitude Survey (ERAS)
The ERAS allows teachers to check students’ attitude about literacy learning. This assessment
is used to determine both academic and recreational attitude towards reading (McKeena &
Kear, 1990).

4. Getting to Know Your Literacy Learners
Continued
Getting to know your students is one of the keys to creating successful literacy
learners. In order to create a literate environment we must start by getting to know
our students and building on their prior knowledge (Laureate Education, 2011a).
When we build on students’ prior knowledge and interests we are able to change
their whole outlook on literacy learning.
In order to get to know our students we should do activities with our students, such
as “All About Me…” projects. Doing these things allows us to provide level
appropriate texts about topics that are of interest to them. Another way to get to
know our students is to observe the kinds of texts that they read and get to know
what topics they are interested in through class discussions. When students develop
a love for learning they will seek answers in texts.

5. Selecting Texts
When selecting texts for students I take the time to figure out where
they are on the literacy matrix. Dr. Douglas Hartman taught about
the literacy matrix and its four quadrants -
linguistic, informational, semiotic, and narrative (Laureate
Education, 2011b). It is also imperative that we look at the difficulty
level of the text as well.
In selecting texts for our students it is important that we provide
topics that are of interest to them and are appropriately leveled.
We must provide all types of texts so that students stay motivated to
read. It is important that we give students a choice in what they
read and write. In order to create a life long love of reading we can
promote student success by organizing classroom texts in a way that
they can easily find what they are looking for, such as organizing the
books by topic and labeling each basket. When selecting texts for
students I found that providing texts of various topics and reading
levels is a must in keeping all students learning the same things but
decreasing their frustration. As educators our goal should be to
engage students in learning experiences that will cause them to
develop a lifelong love for learning (Castek, Bevans-Mangelson, &
Goldstone, 2006). This helps us to choose texts that will be of
interest to them.

6. Selecting Texts Continued
In creating a literate environment we, as teachers need to
be enthusiastic about the text because our students will
become excited as well. Choosing new texts each year to
fit our student’s needs and interests will keep us motivated
and keep the students engaged. When selecting texts for
the group of students that I worked with I chose an
informational, narrative, and online text. Since the
students that I was working with were at different reading
levels I made sure that they were all getting the same
information at a level they could read and understand. The
topic of the texts were also of interest to the students.

7. Literacy Lesson: Interactive Perspective
Interactive Perspective
* The goal of this perspective is to teach students to become fluent and
strategic
readers and writers.
Lesson Activities: Choral Reading/Flipbook
* Before reading the book we did a picture walk and talked about what
they already knew about the topic. We also talked about personal
experiences that they have had concerning the topic. Since the
students in the group were all at different reading levels I chose an
informational text that we could use for choral reading. Students did
an echo reading activity before the choral reading of the book. During
each reading students were asked questions in order to be sure that
they comprehended the text. After the choral reading and discussion
students created a flipbook containing three facts from the text.

8. Interactive Perspective Continued
The interactive perspective is more than just teaching students how to read it is
also about teaching them to become strategic thinkers (Laureate Education,
2011c). Echo and choral reading can help students stay focused and build fluency.
In writing and implementing a lesson plan focusing on this perspective I was able
to see the changes that I need to make in my literacy instruction. This research-
based practice helped me to realize that it is necessary to slow down and teach
students to savor what they are reading. In order to provide a literate
environment for students I must provide engaging lessons that meet their
academic needs and their interests. My goal for all students is that they are able
to read and comprehend all types of texts. I feel that this research-based practice
helped me to create a literate environment by showing me the different ways to
teach all genres of texts. It is important that students understand what they are
doing and why it is important (Afflerbach, Pearson, & Paris, 2008).

9. Literacy Lesson: Critical & Response
Perspectives
When we teach students to critically examine texts we are teaching them
to think more deeply about what is being read (Laureate Education, 2011d).
Giving students time to respond to texts we are allowing them time to
make personal and emotional connections with what is being read.
Critical Perspective
* Students should be taught to think about why a text was written, why each
character was used, how the author felt, etc.
Response Perspective
* Students should be provided with enough time to respond to text and taught to
make connections between the text and lived experiences.

10. Critical & Response Perspectives
Continued
Activities: Interactive Read-Aloud/Response Journal
The students student’s participated in an interactive read-aloud of a
narrative text. Interactive read-alouds help to build on prior
knowledge and build comprehension. Before the reading we discussed
reasons the author may have written the book, how they were feeling
when they wrote it, and why they used the characters they did. During
the reading we talked about new information that we were learning.
After the reading we discussed how the book made us feel and how we
would feel if we were a character in the book. Students then wrote a
journal entry from a characters’ point of view in a type of response
journal called a character journal.

11. Critical & Response Perspectives
Continued
Giving students enough time to respond to text is important in literacy
development. When implementing a lesson focusing on these
perspectives there are many ways that we can keep students engaged and
excited about the text. Providing students with the opportunity to share
their work is also important because it gives them a sense of pride and
gets them excited about doing more. Displaying and publishing students
work both in and out of the classroom boosts their confidence and helps
them to do their best work each time. When creating a literate
environment I will remember that not only is it about the text we choose
but it is about how we read it aloud to our students (Durand, Howell,
Schumacher, & Sutton, 2008). Interactive read-alouds can help struggling
readers to share in the excitement with the whole class (Tompkins, 2010).
They also teach students to become involved in what is being read and can
help them learn to make personal connections with the text.

12. Conclusion
There are many important factors to including a literate
environment. We can ensure student success by getting
to know them and finding out their interests so that we
can create an effective literate environment that builds on
their interests and prior knowledge. Besides getting to
know our students, their interests, and what motivates
them we must provide activities and instruction that meets
their reading needs. In creating a literate environment we will
not only teach students to read we will also teach them to think
critically about texts and to take time to respond. It is important that
we understand that as educators we can help students learn what
they need to by using topics that are of interest to them
(Richardson, 2012).

13. References
Afflerbach, P., Pearson, P. D., & Paris, S. G. (2008). Clarifying differences between reading
skills and reading strategies. Reading Teacher, 61(5), 364-373. Retrieved from the
Education Research Complete database.
Castek, J., Bevans-Mangelson, J. & Goldstone, B. (2006). Reading adventures online: Five ways
to introduce the new literacies of the Internet through children’s literature. Reading
Teacher, 59(7), 714-728. Retrieved from the Education Research Complete database.
Durand, C., Howell, R., Schumacher, L. A., & Sutton, J. (2008). Using interactive read-alouds
and reader response to shape students’ concept of care. Illinois Reading Council Journal,
36(1), 22-29. Retrieved from the Education Research Complete database.
Laureate Education, Inc. (Executive Producer). (2011a). The Beginning Reader, PreK-3.
Baltimore: Janice Almasi.
Laureate Education, Inc. (Executive Producer). (2011b). The Beginning Reader, PreK-3.
Baltimore: Douglas Hartman.
Laureate Education, Inc. (Executive Producer). (2011c). The Beginning Reader, PreK-3.
Baltimore: Janice Almasi.
Laureate Education, Inc. (Executive Producer). (2011d). The Beginning Reader, PreK-3.
Baltimore: Janice Almasi.
McKeena, M. C. & Kear, D. J. (1990). Measuring attitude toward reading: A new tool for
teachers. The Reading Teacher, 43(9), 626-639. Retrieved from the Education Research
Complete database.
Richardson, W. (2012). Preparing students to learn without us. Educational Leadership, 69(5),
22-26. Retrieved from www.ascd.org
Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach. Boston, MA: Allyn
& Bacon.