2. “The better you know your students, the
better you can connect with them with texts
that will impact them in profound ways”
(Laureate Education, 2010a).
The Motivation to Read Profile (MRP)
The Reader Self-Perception Scale
The Elementary Reading Attitude Survey (ERAS)
3. “It’s not what we are teaching but who we are
teaching” (Laureate Education, 2010a).
“Reading inventories provide us with the means to
asses and evaluate many of these diverse aspects of
students’ reading performance and growth”
(Afflerbach, 2007 p. 27).
5. Creating a literacy responsive environment is essential for
developing readers with the skills needed to formulate
understanding of grade-level text. Understanding literature
and how to use it successfully within the classroom is essential
for teachers (Laureate Education Inc., 2010b).
Dr. Hartman suggests using a literacy matrix when selecting
texts for students because it will help teachers to create a
balanced and full representation of text (Laureate Education
Inc., 2010c).
6. -“Research shows a strong link between early literacy and success
in later grades” (Laureate Education, Inc., 2010b).
-- Selecting texts that relate to my students interests will spark their
interest in reading and help students to develop comprehension and
high order thinking skills (Laureate Education, Inc., 2010b).
--Different types of texts such as narrative, informational, online, etc. can
help students to become interested in reading.
8. “Interactive perspective involves really not
just teaching children how to read, but how
to become strategic thinkers” (Laureate
Education, Inc., 2010d).
The goal of the interactive perspective is to
teach children to be literate learners who can
navigate through a text independently
(Laureate Education, Inc., 2010d)
9. - My students read a book and then do a story retelling
activity. Before reading the story the students
examined the cover of the story to predict what they
story was going to be about then discussed parts of a
story. As the students read we stopped to discuss if
their predictions were right and to make new ones.
After reading the story, the students retold the story to
me in their own words.
11. Critical Perspectives:
“The ability to think critically about a text is
essential” (Laureate Education., 2010e).
Critical Responsive teaches students how to critically
examine a text such as who created the text and what
the author’s reason was for writing the text.
This helped my three students I worked with to think
more critically about a text. They looked into the
author’s purpose for writing a story they read.
12. Response Perspectives:
“When students are able to respond to what they are reading, it helps them
to better understand what was read” (Laureate Education, Inc., 2010f)
-Students are able to connect a story to their own lives, or can relate to a
character.
- One way in which my three students I worked with responded to a story
was writing in their journals.
