![References
* Gambrell, L. B., Palmer, B., Codling, R., & Mazzoni, S. (1996). Assessing
motivation to read. Reading Teacher, 49(7), 518. Retrieved from EBSCO
host.
* Laureate Education, Inc. (Executive Producer). (2011a). Analyzing and
selecting tex.t [Webcast]. The beginning reader PreK-3. Baltimore, MD:
Author.
* Laureate Education, Inc. (Executive Producer). (2011b). Developing
language and literacy. [Webcast]. Baltimore: MD
* Laureate Education, Inc. (Executive Producer). (2011c). Getting to know
your students. [Webcast]. Baltimore: MD: Author.
* Laureate Education, Inc. (Executive Producer). (2011d). Perspectives on
literacy learning. [Webcast]. The beginning reader PreK-3. Baltimore, MD:
Author.
* Tompkins, G. E. (2010). Literacy for the 21st century: A balanced
approach (5th ed.). Boston: Allyn & Bacon.
* University of Oregon (2011). Center of teaching and learning: DIBELS
data system. Retrieved September 15, 2011 from
https://dibels.uoregon.edu/](https://image.slidesharecdn.com/literateenvironmentanalysispresentation-111023205020-phpapp01/85/Literate-environment-analysis-presentation-13-320.jpg)
Literate environment analysis presentation
- 1. Literate Environment Analysis Presentation Rebecca Caputo Walden University Dr. Cassandra Bosier The Beginning Reader, Pre K-3 (EDUC - 6706G - 10) October 20, 2011
- 2. Framework for Literacy Instruction Learners Texts Instructional Practices Affective and cognitive aspects of Text structures, types, genres, and Developmentally appropriate literacy learning difficulty levels matched to research-based practices used with literacy learners and literacy goals appropriate texts to facilitate and objectives affective and cognitive aspects of literacy development in all learners Interactive Perspective Reading and writing Use a variety of informal and Determine texts of the Use instructional methods that accurately, fluently, and with formal assessments to appropriate types and levels of address the cognitive and comprehension determine areas of strength and difficulty to meet literacy goals affective needs of students and need in literacy development. and objectives for the demands of the particular Being strategic and students. text. metacognitive readers and Promote students’ independent writers use of reading strategies and skills. Critical Perspective Judging, evaluating, and Find out about ideas, issues, Select texts that provide Foster a critical stance by thinking critically about text and problems that matter to opportunities for students to teaching students how to judge, students. judge, evaluate, and think evaluate, and think critically critically. about texts. Understand the learner as a unique individual. Response Perspective Find out about students’ Select texts that connect to Provide opportunities for Reading, reacting, and interests and identities. students’ identities and/or students to read, react, and responding to text in a interests and that have the formulate a personal response variety of meaningful ways Understand what matters to potential to evoke an emotional to text. students and who they are as or personal response. individuals. Walden University,
- 3. Getting to Know Literacy Learners, P-3 Cognitive and Noncognitive assessments enables teachers to : O Inventory reading fluency and ability O Assess: student interests, attitudes toward reading, self-concepts, or motivation as readers
- 4. Getting to Know Literacy Learners, P-3 Additional Ways to Know Literacy Learners O Teacher-student conferences O Informal Observations O Getting to know you activities such as Me Stew (Laureate Education, Inc., 2011c) “The primary purpose of the conversational interview is to generate information that will provide authentic insights into students’ reading experiences” (Gambrell, Palmer, Codling, & Mazzoni, 1996, p. 525).
- 5. Selecting Texts With all types of text, students will be engaged if the teacher selects materials that are appropriate to the reading level and ability of the learner, grabs the student’s attention through illustrations, diagrams, and an attractive cover, appropriate font size for the learner, and is organized (Stephens, 2008).
- 6. Literacy Matrix Linguistic Novel without Informational text pictures without pictures Narrative Informational Informational with Novel with pictures pictures Semiotic Laureate Education, Inc., 2011a
- 7. Selecting Texts with the Literacy Matrix With the Literacy Matrix, teachers are able to select appropriate material for their students by taking into account the text’s readability and finding a balance between linguistic and semiotic of a text.
- 8. Selecting Texts When selecting text, teachers should include both: Informational Narrative Sue Bredekamp said that the way to develop language and literacy is for teachers to provide fiction and nonfiction literature to excite and engage students, expand students’ vocabulary development, and create opportunities for students to join in discussions about the text (Laureate Education, Inc., 2011b).
- 9. Literacy Lesson: Interactive Perspective Implementing strategies that incorporate the interactive perspective requires teachers to not only instruct their students on how to read but also how to think about and comprehend the information that they are processing.
- 10. Literacy Lesson: Interactive Perspective Activities Two-Part Guided Response KLW Charts Anticipation Guides Learning Logs (Tompkins, 2010)
- 11. Literacy Lesson: Critical and Response Perspectives Students that are critically and responsively engaged with the text think more deeply about the text and view it through multiple perspectives (Laureate Education, Inc., 2011d).
- 12. Literacy Lesson: Critical and Response Perspectives Activities Kagan Cooperative Learning Strategies Quickwrites Response Journals Pair Share Hot Seat Literature Discussions (Tompkins, 2010)
- 13. References * Gambrell, L. B., Palmer, B., Codling, R., & Mazzoni, S. (1996). Assessing motivation to read. Reading Teacher, 49(7), 518. Retrieved from EBSCO host. * Laureate Education, Inc. (Executive Producer). (2011a). Analyzing and selecting tex.t [Webcast]. The beginning reader PreK-3. Baltimore, MD: Author. * Laureate Education, Inc. (Executive Producer). (2011b). Developing language and literacy. [Webcast]. Baltimore: MD * Laureate Education, Inc. (Executive Producer). (2011c). Getting to know your students. [Webcast]. Baltimore: MD: Author. * Laureate Education, Inc. (Executive Producer). (2011d). Perspectives on literacy learning. [Webcast]. The beginning reader PreK-3. Baltimore, MD: Author. * Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston: Allyn & Bacon. * University of Oregon (2011). Center of teaching and learning: DIBELS data system. Retrieved September 15, 2011 from https://dibels.uoregon.edu/