1) The document discusses a framework for literacy instruction that focuses on learners, texts, and instructional practices. It emphasizes using assessments to understand learners' strengths and needs, selecting developmentally appropriate texts, and implementing research-based practices.
2) Key ways to know literacy learners mentioned include informal observations, interviews, and assessing interests, attitudes, and motivation. The document also discusses strategies for selecting texts matched to readers and balanced between narrative and informational genres.
3) Example literacy lessons described incorporate interactive, critical, and response perspectives through activities like guided response, KWL charts, literature discussions, and response journals.
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.
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/
