Literate Environment Analysis

1. Literate
Environment Analysis
By Jessica Carr
Walden University
Instructor: Cindee Easton
The Beginning Reader, Pre K-3 EDUC - 6706R - 1

2. “Education is not the filling
of the pail but the lighting
of a fire.”
-William Butler Yeats

3. Getting to Know Literacy Learners
Analysis: After using cognitive and non-cognitive tests, I
was able to see that my students needed encouragement
in order to become motivated readers. It is important
that educators understand how their students feel about
literacy so that they can engage them during instruction.
This practice helped provide me with information about
why my students were not reading at grade level and what
I could do to help them. I used the ERAS (Elementary
Reading Attitude Survey) assessment as a non-cognitive
assessment because it measures student motivation and
feelings about learning (McKenna & Kear, 1990).

4. Getting to Know Literacy Learners
Research:
 The reason for classroom assessment is to collect
meaningful data about what students know and do,
and it takes many forms (Afflerbach, 2007).
 “Understanding how students learn, and particularly
how they learn to read and write, influences the
instructional approaches that teachers use”
(Tompkins, 2010, p.5).

5. Selecting Texts
Analysis: I selected three different types of text to
read to my students, one informational text, one
narrative text, and one online text. I felt it was
important for all books to fall on the semiotic portion
of the Literacy Matrix because my students are
English Language Learners and I feel that pictures
are very important to help them make connections to
their reading (Laureate Education, Inc., 2011).

6. Selecting Texts
Research:
 Teachers can use the Literacy Matrix to analyze and
select text for students (Laureate Education, Inc.,
2011). I feel by utilizing the Literacy Matrix, I will be
able to enhance my current teaching skills, because I
will be able to provide students with text that is
appropriate to their reading skills.

7. Interactive Perspective
Analysis: The interactive perspective relates to
teaching students how to read. I feel that I am able
to accomplish teaching incorporating the interactive
perspective by focusing on basic sight words, high
frequency words, and decoding unfamiliar words.

8. Interactive Perspective
Research:
 B.W. Otto states, “The evolution of the Interactive
perspective was influenced by the continued research
that occurred as the Whole Language approach was
implemented” (2012, p.1).
 The goal of reading is comprehension, and teachers
must utilize different strategies in order to reach
this goal (Tompkins, 2010).

9. Critical and Response Perspectives
Analysis:
 I use the critical perspective when I talk to my
students about the genre and the author’s purpose
for writing different text.
 I incorporate the response perspective into my
lessons by asking students to reflect on different
texts and relate them to their own lives.

10. Critical and Response Perspectives
Research:
 The critical perspective happens when the
educator is teaching students how to
thoroughly study their books (Laureate
Education, Inc., 2010).
 The response perspective is the time provided
by the educator that allows students an
opportunity to respond to the text that they
have read (Laureate Education, Inc., 2010).

11. References
Afflerbach, P. (2007). Teacher Questioning as Assessment. Retrieved from
http://www.reading.org/Publish.aspx?page=/publications/bbv/books/bk585/abstracts/bk585-3-
afflerbach.html&mode=redirect.
Laureate Education, Inc. (Producer). (2011). Analyzing and Selecting Text [Video webcast]. In
Foundations of Reading and Literacy Retrieved from:
https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebaps
%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_574430_1%26url3D.
McKenna, M. C., & Kear, D. J. (1990). Measuring attitude toward reading: A new tool for teachers. The Reading
Teacher, 43(9), 626-639.
Otto, B. (2012). Literacy development and the balanced approach. Retrieved from
www.education.com/reference/article/literacy-development-balanced-approach/.
Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston: Allyn & Bacon.