Literate environment presentation

1. LITERATE ENVIRONMENT
ANALYSIS
BY JEANEAN MCGEE
WALDEN UNIVERSITY
EDUC 6706

2. • Understanding how students learn, and
particularly how they learn to read and
write, influences the instructional
approaches that teachers use (Tompkins,
2010).
• Students gain valuable experiences in an
environment where they are exposed to high
quality literature.

3. GETTING TO KNOW LITERACY LEARNERS, P-
3
• IT IS IMPERATIVE FOR TEACHERS TO KNOW THEIR STUDENTS AS LITERACY LEARNERS.
• TEACHERS MUST IDENTIFY WITH INDIVIDUAL'S AND MEET THEIR NEEDS.
• TEACHERS WHO CAREFULLY ANALYZE THEIR STUDENTS ORAL READING, CHECK THEIR STUDENTS
FLUENCY, ENCOURAGE THEIR STUDENTS TO RETELL WHAT THEY HAVE READ, AND ASK A SERIES
OF COMPREHENSION QUESTIONS GATHER USEFUL ASSESSMENT INFORMATION THAT HELPS
INVENTORY STUDENT READING BEHAVIOR AND ACHIEVEMENTS (AFFLERBACH, 2012).

4. SELECTING TEXT
• Exposing children to a variety of
informational text will stimulate
development of background knowledge,
vocabulary, and comprehension skills
(Stephens, 2008).
• Incorporating informational text in the
curriculum in early years of school has
the potential to increase student
motivation, build important comprehension
skills, and lay the groundwork for
students to grow into confident,
purposeful readers (Duke, 2004).

5. SELECTING TEXT
• Before selecting text I determine the learning
styles, interest and culture of the students.
• Teachers should consider literacy levels of the
students.
• When readers know and do during reading has a
tremendous impact on how they comprehend, but
comprehension involves more than just readers factors
(Tompkins, 2010).

6. Framework for Literacy Instruction
Interactive
perspective
Learners
Affective and cognitive
aspects of literacy
learning
Texts
Text structures, types,
genres, and difficulty levels
matched to literacy learners
and literacy goals and
objectives
Instructional Practices
Developmentally
appropriate research-
based practices used
with appropriate texts to
facilitate affective and
cognitive aspects of
literacy development in
all learners
Interactive Perspective
Reading and writing
accurately, fluently, and
with comprehension
Being strategic and
metacognitive readers
and writers
Use a variety of informal
and formal assessments
to determine areas of
strength and need in
literacy development.
Determine texts of the
appropriate types and
levels of difficulty to meet
literacy goals and
objectives for students.
use instructional
methods that address the
cognitive and affective
needs of students and
the demands of the
particular text.
Promote students'
independent use of
reading strategies and
skills.

7. INTERACTIVE PERSPECTIVE
• The ultimate goal of the interactive perspective is
to teach children how to be literate learners who can
navigate the textual world independently (Laureate
Education, n.d.).
• I address students cognitive and metacognitive as
they used the strategy of predicting.
• Strategies represent the thinking that readers do as
they read, whereas skills are quick, automatic
behaviors that require any thought (Tompkins, 2010).

8. INTERACTIVE PERSPECTIVE LITERACY
LESSON
• CREATING A LESSON PLAN WITH THE INTERACTIVE PERSPECTIVE IN MIND IT IS
IMPORTANT THAT THE LESSON IS WELL BALANCED. THE ULTIMATE GOAL OF THE
INTERACTIVE PERSPECTIVE IS TO TEACH CHILDREN HOW TO BE LITERATE
LEARNERS WHO CAN NAVIGATE THE TEXTUAL WORLD INDEPENDENTLY (LAUREATE
EDUCATION, N.D.).
• WHEN I CREATED THE LESSON ON TURTLES I FOCUSED ON THREE STUDENTS THAT
I HAVE BEEN WORKING WITH FOR THE PAST FEW WEEKS. IN THIS LESSON I
INTRODUCE THE CONCEPTS OF COMPREHENSION, WORD RECOGNITION, PERDITION
AND FLUENCY. I USED FICTION, NONFICTION AND MEDIA SOURCES ABOUT
TURTLES TO ENGAGE THEM. I ADDRESSED ASSESSMENT OPPORTUNITIES AS WELL
AS ADAPTATIONS FOR STUDENTS.

9. Framework for Literacy Instruction
Critical
Perspective
Learners
Affective and cognitive
aspects of literacy learning
Texts
Text structures, types,
genres, and difficulty levels
matched to literacy learners
and literacy goals and
objectives
Instructional Practices
Developmentally appropriate
research-based practices
used with appropriate texts to
facilitate affective and
cognitive aspects of literacy
development in all learners
Critical Perspective
Judging, evaluating, and
thinking critically about text
Find out about ideas, issues,
and problems that matter to
students.
Understand the learner as a
unique individual.
Select texts that provide
opportunities for students to
judge, evaluate, and think
critically.
Foster a critical stance by
teaching students how to
judge, evaluate, and think
critically about texts.
Response Perspective
Reading, reacting, and
responding to text in a
variety of meaningful ways
Find out about students'
interests and identities.
Understand what matters to
students and who they are as
individuals.
Select texts that connect to
students' identities and/or
interests and that have the
potential to evoke an
emotional or personal
response.
Provide opportunities for
students to read, react, and
formulate a personal
response to text.

10. CRITICAL & RESPONSE PERSPECTIVE
THE CRITICAL AND RESPONSE PERSPECTIVES ENCOURAGE STUDENTS TO THINK
DEEPER INTO THE BOOKS THEY ARE READING AND BEGIN TO EXPLORE HOW
TEXTS AFFECTS THEIR LIVES (LAUREATE EDUCATION, N.D.).

11. CRITICAL & RESPONSE PERSPECTIVE
LITERACY LESSON
I DECIDED TO DO A LESSON ON THE STORY THE JOLLY POSTMAN. I FELT THIS
IS A GREAT STORY TO INTEGRATE THE CRITICAL AND RESPONSE PERSPECTIVE
STRATEGIES TO STUDENTS.
STUDENTS COGNITIVE AND METACOGNITIVE WERE ADDRESSED AS THEY USED THE
STRATEGY OF PREDICTING.
DR. JANICE STATED THAT CHILDREN EXAMINE TEXT TEND TO THINK DEEPLY
ABOUT IT (LAUREATE EDUCATION, N.D). I DECIDED CHOOSE A STORY THAT
WOULD RELATE TO STUDENTS IN A MEANINGFUL WAY.

12. This lesson offered them an opportunity to make connections
and be critical thinkers.
Students examine the letters and talk about the differences
of the mail and recorded the information on chart paper.
At the conclusion of the story, we discuss why the author
put the characters in the book.
They express feelings about charters and genuine thoughts
as why they felt a certain character was in the book.
Critical & Response Perspective
LITERACY LESSON

13. REFERENCES
AFFLERBACH, P. (2012). UNDERSTANDING AND USING READING ASSESSMENT, K-12(2ND ED). NEWARK, DE:
INTERNATIONAL READING ASSOCIATION
DUKE, N.K. (2004). THE CASE FOR INFORMATIONAL TEXT. EDUCATIONAL LEADERSHIP, 61(6), 40-44
LAUREATE EDUCATION (PRODUCER). (N.D.). CRITICAL PERSPECTIVE. [VIDEO FILE]. RETRIEVED FROM
HTTPS://CLASS.WALDENU.EDU
LAUREATE EDUCATION (PRODUCER). (N.D.). RESPONSE PERSPECTIVE. [VIDEO FILE]. RETRIEVED FROM
HTTPS://CLASS.WALDENU.EDU
STEPHENS, K.E. (2008). A QUICK GUIDE TO SELECTING GREAT INFORMATIONAL BOOKS FOR YOUNG
CHILDREN. RETRIEVED FROM HTTP://WWW.READINGROCKETS.ORG/ARTICLE/26050
TOMPKINS, G. (2010). LITERACY FOR THE 21ST CENTURY: A BALANCED APPROACH (5TH ED). BOSTON:
ALLYN & BACON

14. "Once you learn to
read, you will be
forever free." —
Frederick Douglass
The End