Literate Environment Analysis

B E T H A N I H A E R I N G
W A L D E N U N I V E R S I T Y
T H E B E G I N N I N G R E A D E R - E D U C 6 7 0 6 - R 3
Literate Environment Analysis

Analysis Research
 Everyone has a ―Literacy
Autobiography‖
 ―All people have experiences that shape
how they view themselves as literate
people‖ (Laureate Education Inc., 2010a)
 To get students invested in
learning, you have to get to know
their interests.
 Teachers need to find out about
students‘:
 Background
 Culture
 Interests
 Who they are as a person (Laureate
Education Inc., 2010b)
 Reading inventories can
determine students‘
cognitive and non-
cognitive
achievements/feelings in
reading.
 There are two types of
inventories:
 One used by the teacher in the
classroom
 Less formal
 Published inventories
 More formal
Getting to Know Literacy Learners

Getting to Know Literacy Learners
 How to…
 Talk to your students about their literacy autobiographies
 How they feel about reading, what experiences they have
had, what they like to read about?
 ―Me Stew‖
 Have students bring ―ingredients‖ that represent them as people
and make a recipe for themselves.
 Have Classroom Experts
 Identify students in the class that have a lot of knowledge about
certain topics and let those students teach the class.

Analysis Research
 Selecting text for students goes
further than just picking out an
informational or narrative book.
 The choosing the correct text for
students and for the purpose of
reading is vital for successful
reading experiences.
 Teachers need to expose students
more informational text.
 Students need to know how to navigate
through informational text.
 Informational text is increasingly used
year after year in education.
 Students need to know informational
text for real life learning, therefore
early exposure is crucial.
 The ―Literacy Matrix‖ (Laureate
Education Inc., 2010c) separates
texts by narrative and
informational text, then by
linguistic and semiotic, and
finally by text difficulty
 Text difficulty is categorized by:
 Readability
 Length of text
 Text structure
 Size of print
 Visual support
(Laureate Education Inc., 2010c)
Selecting Text

Analysis Research
 Students learn by doing
 The interactive
perspective in relation to
reading and writing is
the actual act of reading
and writing.
 Students need to practice
strategies constantly to
strengthen their reading
and writing abilities.
 Teachers must teach
strategies such as
decoding and fluency
 Students must be
metacognitive
 ―thinking about how one
attacks the text‖ (Laureate
Education Inc., 2010d).
Interactive Perspective

Interactive Perspective
 Strategies…
 Phonics
 Reading with fluency
 Decoding
 Deciding which decoding strategy works best for a word
 ―chunking‖
 ―sounding out letters‖
 Comprehension of text

Analysis Research
 Teachers need to use student interest
to gain student involvement in
becoming strategic evalutaters
 Students need to be able to think
about the author and purpose for
writing to fully extend their thinking
of a text.
 Students need to use their
background knowledge to identify if
the information they are reading is
valid or not.
 Teacher modeling is essential for
students to gain the confidence and
knowledge needed to judge and
analyze works.
 When analytical skills
are employed, there is
a thorough
investigation so that all
components are taken
into account‖
(Molden, 2007, pp.
50).
Critical Perspective

Critical Perspectives
 Discuss author‘s purpose
 Study the same topics
 Complete author studies to identify writing style
 Think about multiple perspectives
 Have the students put themselves in characters‘ point of views
to see if they are necessary for the text and what there purpose
in the text is.

Analysis Research
 Students need a chance to
make connections to text.
 They need a chance to
think about their feelings
and experiences as they
relate to text they are
reading.
 Teachers should provide
opportunities for students
to respond to text in an
assortment of ways.
 ―Many researchers identify
‗making connections‘ as a
strategy necessary for
meaning constructivism‖
(Clyde, 2003, pp.158).
 ―For students to become
engaged lifelong readers
they must be affected on
personal and emotional
levels‖ (Laureate Education
Inc., 2010d).
Responsive Perspective

Responsive Perspective
 Strategies…
 Character Comparison Chart
 Have different students think about two assigned characters and
how their interactions affect the story
 Response Journals
 Can use prompts for writing
or
 Allows students to freely write about the story
 Double Entry Journal
 Explore different books that students are reading
 Helps strengthen comprehension

References
 Clyde, J. A. (2003). Stepping inside the story world: The subtext strategy—a tool for connecting
and comprehending. The Reading Teacher, 57(2), 150–160.
 Laureate Education, Inc. (Producer). (2010a). Literacy autobiographies [Video webcast]. Retrieved from :
https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fbla
ckboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2823070_1%26url%3D
 Laureate Education, Inc. (Producer). (2010b). Getting to know your students [Video webcast]. Retrieved from :
 Laureate Education, Inc. (Producer). (2010c). Analyzing and selecting text[Video webcast]. Retrieved from :
 Laureate Education, Inc. (Producer). (2010d). Response perspective [Video webcast]. Retrieved from
https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2F
webapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2823
070_1%26url%3D
 Laureate Education, Inc. (Producer). (2010e). Reading and writing connection[Video webcast]. Retrieved from
https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2F
webapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2823
070_1%26url%3D
 Molden, K. (2007). Critical literacy, the right answer for the reading classroom: Strategies to move beyond
comprehension for reading improvement. Reading Improvement, 44(1), 50–56

Literate Environment Analysis

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Literate Environment Analysis