![ Afflerbach, P. (2007). Understanding and using reading
assessment, K-12. Newark, DE: International Reading
Association, Inc.
Edutopia. (2014). Metacognition: The gift that keeps
giving. Retrieved from http://www.edutopia.org/blog/
metacognition-gift-that-keeps-giving-donna-wilson-marcus-
conyers
Laureate Education (Producer). (2014a). Analyzing and
selecting text [Video file]. Baltimore, MD: author.
Reutzel, D. R., & Cooter, R. B. (2016). Strategies for
reading assessment and instruction: Helping every child
succeed (5th ed.). Boston, MA: Pearson.](https://image.slidesharecdn.com/class7powerpointliterateenvironmentanalysis-150618032358-lva1-app6891/85/Class-7-power-point-literate-environment-analysis-11-320.jpg)
Class 7 power point literate environment analysis
- 1. Walden University Dr. Martha Moore Literacy Development PreK-3 READ-6706G-1
- 2. Getting to Know Emergent & Beginning Literacy Learners, P-3 Selecting Texts Emergent Literacy Learner Lesson Beginning Literacy Learner Lesson
- 3. Educators must perform cognitive and noncognitive assessments in order to determine their students’ literate capabilities.
- 4. Cognitive assessments focus on the skills and strategies learned by students as they develop and grow as readers. Cognitive Assessments DRA or WRAP assessment Reading inventories Anecdotal notes Running records
- 5. Through the use of noncognitive assessments, teachers can learn about a student’s motivations, self concept, interest, and attitudes (Afflerbach, 2007). Noncognitive assessments Student interviews Teacher observation Interest inventories Student surveys
- 6. Before texts can be selected for instruction, the teacher has to consider: Student interest in topics Reading instructional levels Genre preferences When students are interested in a topic, they will enjoy reading books based upon it. Fictional texts will present characters, a storyline, problems, etc. That is for the students’ enjoyment. The nonfiction texts will present facts and information about a topic, giving students details about the topic of interest. That will be a great addition to the background knowledge that they may already have on a topic.
- 7. It is essential to have books from a variety of genres in the classroom. Text today comes in many forms, from printed books to digital media. All of them have a place in the literacy classroom (Laureate Education, 2014a).
- 8. Literacy Matrix Components Narrative- fictional read alouds Informational- nonfiction text with features and formats Semiotic- text communicating messages with little or no words Linguistic- very word oriented (Laureate Education, Inc., 2014a)
- 9. Reading and comprehending texts involves a complex process. Because it is the ultimate goal of reading instruction for students to be able to comprehend what they read, as well as to learn and grow their knowledge from interacting with texts (Reutzel & Cooter, 2016, p. 331). The emergent literacy learner requires teacher-led instruction. They can often recognize letters and words, and also make associations and connections during their scaffolded reading lesson. Referring to previously learned content and skills will benefit this learner, as they can reflect back on prior knowledge that has been obtained. I have been able to create a literate environment for my emergent literacy learners based upon data collection during observation. These students would definitely benefit from more intense and focused instruction with an emphasis on phonics and word recognition.
- 10. Many teachers we know enjoy teaching students how to wield one of the most powerful thinking tools: metacognition, or the ability to think about your thoughts with the aim of improving learning. The good news for teachers and their students is that metacognition can be learned when it is explicitly taught and practiced across content and social contexts (Edutopia, 2014). The beginning literacy learner is more independent than the emergent learner. They do not require teacher-led instruction or very much scaffolding. They are able to use clues from the text along with strategies that have been previously learned in order to decode and encode. Beginning learners seek out teacher assistance only in the event that they struggle and cannot figure something out. Emergent learners are very dependent on teacher scaffolding and feedback. They engage heavily in teacher-led discussions and lessons.
- 11. Afflerbach, P. (2007). Understanding and using reading assessment, K-12. Newark, DE: International Reading Association, Inc. Edutopia. (2014). Metacognition: The gift that keeps giving. Retrieved from http://www.edutopia.org/blog/ metacognition-gift-that-keeps-giving-donna-wilson-marcus- conyers Laureate Education (Producer). (2014a). Analyzing and selecting text [Video file]. Baltimore, MD: author. Reutzel, D. R., & Cooter, R. B. (2016). Strategies for reading assessment and instruction: Helping every child succeed (5th ed.). Boston, MA: Pearson.