The document outlines a 4-step framework for creating a literate environment for young children. Step 1 involves getting to know students through parent surveys and notes on students' abilities. Step 2 is selecting texts based on themes and student interests that include a variety of genres. Step 3 promotes an interactive perspective where students use strategies to read, take risks, and share misunderstandings. Step 4 encourages a critical response perspective where students evaluate texts, have meaningful discussions, and are transformed by what they learn.

1. Creating a Literate Environment for Young Children Pamela GuerraWalden UniversityCindee EastonMATH-6706R-2 The Beginning Reader, PreK-3August 10, 2011

2. Step 1- Getting to know your students The first day of school and every day there after it is important for teachers to learn what their students CAN do (McGill-Franzen, 2006). I plan to send the parents an informational survey to learn what literacy habits their children already have to build upon. During the first few weeks I plan to meet with students and take notes on what they know so I can plan literacy activities accordingly.

3. McGill-Franzen (2006) contends that kindergarten teachers must have reliable assessment tools to know what emerging readers can do. The classroom must become a community that is conducive to learning. Students need responsibilities, opportunities, engagement, instruction, encouragement, choice, time and assessment (Tompkins, 2010).

4. There are many ways to assess students abilities. Within my classroom I will be using the Benchmark Assessment System (Fountas and Pinnell, 2007). This system has assessments on reading, fluency, sight words, comprehension, phonological awareness, phonics, and vocabulary.

5. Step 2- Selecting Texts I was more intentional with selecting texts for my students. I pulled books and put them together based upon “themes”. I made sure to include informational text too. I used my students interests to guide my selection of texts and ensured there was a variety of linguistic, semiotic, narrative and informational.

6. Hartman (Laureate Education, Inc., 2010a) encourages plotting where books fall on the Literacy Matrix. Through careful plotting of text a teacher ensures that books are balanced and fit with instructional goals.

7. Walden University. (2011). Framework for Literacy Instruction. August, 10, 2011 from http://sylvan.live.ecollege.com/ec/courses/37910/CRSWUPSYC62053502436/Framework_for_Literacy_Instruction_03-10.doc.

8. Step 3- Interactive Perspective Students are encouraged to use multiple strategies to read and comprehend text. Students are risk takers. Students share when they do not understand information shared by the author.

9. Almasi (Laureate Education, Inc., 2010c) contends that students need to become metacognitive about their learning and be responsible for it. The main goal of the interactive perspective is for students to become literate learners that can navigate the world independently (Laureate Education, Inc., 2010c).

10. Step 4- Critical and Response Perspectives Students evaluate why a text was written. Students evaluate whether information is factual. Students are changed by what they have learned in the text. Students are engaged in meaningful discussions using higher level thinking skills.

11. Critical perspective encourages students to become empowered and transform the world (Tompkins, 2010). Almasi (Laureate Education, Inc., 2010b) contends that transactional theory occurs in the response perspective. Students are forever changed by the texts they read.

12. Resources McGill-Franzen, A. (2006). Kindergarten literacy: Matching assessment and instruction in kindergarten. New York, NY: Scholastic Teaching Resources. Fountas, I.C., & Pinnell, G.S. (2008) Benchmark assessment system. Portsmouth, NH: Heinemann Tompkins, G.E. (2010). Literacy for the 21st century: A balanced approach (5th ed.) Boston: Allyn & Bacon. Laureate Education, Inc. (2010a). Program 9: Analyzing and selecting text. [Webcast]. The Beginning Reader, PreK-3. Baltimore, MD. Author. Laureate Education, Inc. (2010b). Program 18: Response perspective. [Webcast]. The Beginning Reader, PreK-3. Baltimore, MD. Author. Laureate Education, Inc. (2010c). Program 11: Strategic processing. [Webcast]. The Beginning Reader, PreK-3. Baltimore, MD. Author. Walden University. (2011). Framework for Literacy Instruction. August, 10, 2011 from http://sylvan.live.ecollege.com/ec/courses/37910/CRSWUPSYC62053502436/Framework_for_Literacy_Instruction_03-10.doc.

13. Thank you for viewing. I am need of your feedback to the following questions. What insights did you gain about literacy and literacy instruction from viewing this presentation? How might information presented change your literacy practices and/or your literacy interactions with students? In what ways can you support 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?