1. Jessica Peggins
EDUC 6706: The Beginning Reader, PreK-3

2.  In this PowerPoint there are 4 research-based
practices:
 I) Getting to Know Literacy Learners
 II) Selecting Texts
 III) Literacy Lesson: Interactive Perspective
 IV) Literacy Lesson: Critical and Response
Perspectives
 For each research-based practice, I will provide
an analysis of how the practice helped me to
create a literate environment. I will also cite at
least one learning resource for each research-
based practice that supports the practice.
 There is also a chance for feedback at the end of
this presentation.

3.  Analysis
 Getting to know the literacy learners helps me
tailor the selection of the texts to excite the
students and engage them.
 Research
 ―Students who are engaged are intrinsically
motivated, do more reading and writing, enjoy
these activities, and have higher achievement‖
(Tompkins, 2010, p. 8).

4. Analysis
 Using a literacy matrix helps in the selection
process of texts for students.
 Students were engaged in my choosing narrative
and informational books.
 Internet websites engage students immensely as
well.
 The PebbleGo.com website is interactive and
provides a wealth of words and pictures about
mealworms and beetles that captured students’
attention and interest.

5.  Research
 The results of literature focus units are that
teachers or parents can ―share their love of
literature and direct students’ attention to
comprehension strategies and text factors. They
model the strategies that capable readers use
and guide students to read more strategically‖
(Tompkins, 2010, p335).
 ―Using computers increases students’ motivation
to read, write, and learn‖ (Castek, Bevans-
Mangelson,& Goldstone, 2006, p 715)

6. Analysis
 Students became more metacognitive during the
lesson as I modeled how we use different strategies
when reading informational and narrative texts.
 I engaged the students in a shared reading
experience with both narrative and informational
books.
 Students learned new vocabulary through my
choosing books with corresponding colorful pictures
to match the words.
 Students learned valuable reading skills:
 Locating and using text features, discussing story
elements, and writing about the stories
 By assessing students in multiple ways, I was able to
tailor my teaching to meet the students’ needs.

7. Research
 ―Teachers use shared reading to read authentic
literature—stories, informational books, and poems—
with students who couldn’t read those books
independently…students are actively involved in
shared reading‖ (Tompkins, 2010, p465-466).
 Students will be better prepared to make sense of
text with more exposure and practice, which aids
their strategic processing(Laureate
Education, 2010b).
 ―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, 2010b).

8. Analysis
 All the students were able to make a connection
to the grumpy ladybug story.
 Students engaged in the lesson because they
were interested in the material and could
connect with it in a meaningful way.
 Including the critical and response perspectives
in literacy instruction can prepare students to
think critically about important issues and apply
what they have learned to their own lives.
 Writing about this connection helped the
students to construct the new knowledge and
understand what they don’t think they know but
they actually do.

9. Research
 Reading and writing help students
understand what they already know and help
them construct new knowledge (Laureate
Education, 2010a).
 ―Because students motivation and
engagement affect their success in reading
as well as writing, it’s important that
teachers learn about their students and work
to ensure that they’re motivated and have
positive attitudes about literacy‖ (Tompkins,
2010, p 280).

10.  What insights did you gain about literacy and
literacy instruction from viewing this
presentation?
 How might the information presented change
your literacy practices and/or your literacy
interactions with students?
 In what ways can I support you in the literacy
development of your students or children?
How might you support me in my work with
students or your children?
 What questions do you have?

11.  Castek, J., Bevans-Mangelson, J., & Goldstone, B.
(2006). Reading adventures online: Five ways to
introduce the new literacies of the Internet through
children’s literature. Reading Teacher, 59(7), 714–
728.
 Laureate Education, Inc. (Executive Producer).
(2010). Reading-writing connection [DVD]. In The
beginning reader, PreK–3. Baltimore: Author.
 Laureate Education, Inc. (Executive Producer).
(2010). Strategic processing [DVD]. In The beginning
reader, PreK–3. Baltimore: Author.
 Tompkins, G. E. (2010). Literacy for the 21st century.
Boston: Pearson Custom Publishing.