1. Literate Environment
Analysis
By: Jennifer Dolan
Walden University
EDUC-6706R-2 The Beginning Reader, PreK-3
Instructor: Dr. Cindee Easton

2. Getting to know the
literacy learner
• The foundation of all instruction and learning is centered
upon the student’s development of literacy skills.
Establishing a curriculum that is effective in building the
students reading, writing, and speaking skills is crucial. Early
intervention will begin to form a strong foundation of
literacy skills. Refining of the students acquired skills will
continually occur during each English Language Arts class
and other core classes as well. Before developing a literacy
curriculum, it is necessary for a teacher to formulate an
accurate assessment of the students previously acquired
skills along with the student’s background information
through cognitive and non-cognitive assessments (Laureate
Education Inc., 2009b).

3. Getting to know the
literacy learner cont.
• The formal assessment that is a cognitive and non-cognitive assessment
that I implement is the Developmental Reading Assessment Second Edition
(DRA 2).
• The DRA 2 “determines each student’s independent (or instructional) level
with an evaluation of three components of reading: reading engagement,
oral reading fluency and comprehension” (Pearsons, 2011).
• This comprehensive assessment allows the teacher to gather non-cognitive
information based upon the students reading experiences, self goals, plans
to establish the student’s goals, and the student’s ability to identify and
implement previously learned reading skills.
• The DRA 2 “quickly determines student’s instructional needs with the
completed Continuum. Based on those needs, teachers create a plan
documenting what each student needs to learn next with the Focus for
Instruction. Once the assessment is complete, teachers can used this
information to differentiate instruction and create instructional groups”
(Pearsons, 2011).

4. Analysis of Getting to know
the Literate Learner
• Utilizing assessment provides a teacher will a collective and
cohesive assessment of the student’s literacy skills.
• Non-cognitive assessments present teachers with the
literacy background, along with the student’s interest,
motivation, and goals.
• The cognitive assessment shows the teacher how to tailor
the curriculum to meet the needs of the students within
the classroom (Afflerbach, 2007).
• Providing students with a positive literacy environment at an
early time will promote literacy development and
engagement (Laurete Education Inc., 2009a).

5. References:
• Afflerbach, P. (2007). Understanding and using reading assessment.
Newark, DE: International Reading Association.
• Laureate Education, Inc. (Executive Producer). (2009a). Video Program #6.
Literacy autobiography. The Beginning Reader, PreK-3. Baltimore,
MD; Author.
• Laureate Education, Inc. (Executive Producer). (2009b). Video Program
#7.Getting to know your students. The Beginning Reader, PreK-3.
Baltimore, MD; Author.
• Pearson Education Inc. (2012). Developmental Reading Assessment Second
Edition. Retrieved from http://www.pearsonschool.com/index.cfm?locator
=PSZvZ9&PMDBSUBCATEGORYID=34544&PMDBSITEID=4721&PMDBSUB
SOLUTIONID=&PMDBSOLUTIONID=34541&PMDBSUBJECTAREAID=&P
MDBCATEGORYID=34543&PMDbProgramID=23662

6. Selecting Text
• When developing a curriculum that is supportive of state
standards, it is important for the teacher to also consider the
students interest and motivation.
• Utilizing cognitive and non-cognitive assessments will provide the
teacher with the necessary data to construct a literacy program
that is supportive of all students.
• Selecting text is an important element in a literacy program that
is well developed.
• Literacy is incorporated all aspects of education and life.
• Literature can be seen in print such as printed books, magazines,
newspapers, and digital media such as email and online journals
(Laureate Education Inc., 2009a).
• Students must be given the opportunity to interact with all types
of literature through teacher facilitated instruction.

7. Selecting Text Cont.
The Literacy Matrix Dr. Hartman
(2010a) • This two dimensional continuum
• The literacy matrix that was contains a vertical line which
established by Dr. Hartman is consists of text categorized as
used as a continuum to categorize linguistic and semiotic.
text (Laureate Education Inc., • Linguistic texts are texts with
2009a). several words while semiotic
• Developing a curriculum that is texts are texts with pictures or
incorporates all dimensions of the icons (Laureate Education Inc.,
literacy matrix will provide 2009a).
students with the opportunity to • Narrative texts tell a story or a
engage in several modes of sequence of events while an
literacy. “informational text is a type of
nonfiction that conveys
information about the natural or
social world” (Scholastic, 2012).

8. Analysis of text
selection
• Developing a unit that is supportive of all learning types and styles is critical for
literacy success for the students.
• Informational text are used to; provide success later in the students schooling
career, prepares student for real-life reading, appealing to the students preference,
answers questions and interests and builds knowledge and vocabulary (Scholastic,
2012).
• Narrative texts are useful in providing the students with a sequence of events in a
story nature which is engaging for students to read.
• Using texts that are linguistic provide students with the opportunity to build
vocabulary skills.
• Semiotic text allow students to formulate their own interpretation of the picture or
icon to develop the students own story.
• Utilizing a literacy unit that is supportive of student’s needs and incorporate
interests will motivate students to gain the necessary skills to become successful
literate students while also including the content knowledge.
• Developing these skills at an early age will promote a more literate students and the
likelihood that the child will continue to read on or above grade level (Laureate
Education Inc., 2009a).

9. References:
• Laureate Education Inc. (Executive Producer). (2009). Video Program #11.
Analyzing and selecting text. The Beginning Reader, PreK-3.
Baltimore, MD: Author. Retrieved from http://
sylvan.live.ecollege.com/ec/crs/default.learn?CourseID
=6489352&Survey=1&47=9213833&ClientNodeID=984650&coursenav= 1&bhcp=1
• Laureate Education Inc. (Executive Producer). (2009b). Video Program #12.
Informational Text in the Early Years. The Beginning Reader, PreK-3.
Baltimore, MD: Author. Retrieved from http://
sylvan.live.ecollege.com/ec/crs/default.learn? CourseID
=6489352&Survey=1&47=9213833&ClientNodeID=984650& coursenav
=1&bhcp=1
• Scholastic (2012). 6 Reasons to Use Informational Text in Primary Grades.
Retrieved from
http://www.scholastic.com/teachers/article/6-reasons-use-informational-text-
primary-grades.

10. Interactive Perspective
Lesson Plan
The life cycle of a butterfly
• The interactive perspective provides students with the
opportunity to learn and refine reading and writing skills.
• Reading comprehension is the skill that this lesson really focuses
on.
• Encouraging students to apply their previously learned cognitive
strategies such as “activating prior knowledge, predicting,
organization, questioning, summarizing, and creating a mental
image,” (Stahl, 2004, pg.1) provide students with the ability to
recall important facts and information the students had previously
learned about cycles and butterflies.
• Providing students with the strategies to improve their previously
learned skills will promote independent thinking and reflection
(Laureate Education, Inc., 2009).

11. Analysis of the
interactive perspective
Activities used to support the interactive perspective:
• Visuals
• K-W-L Chart
• Word Wall with visuals
• Probing questions
The lesson began by activating the student’s prior knowledge on butterflies.
Next, the as a class we completed a K-W-L chart which helped guide the
lesson. During the reading, we discussed the new vocabulary that the
students were encountering for the first time such as pupa, chrysalis,
larva, and metamorphosis. I also had these written on cards for the
students along with a picture of each word to provide a visual for Michelle
and the other struggling readers in the classroom. As we read through the
book the students were interacting with the text by placing the pictures,
words, and stages in order on the board. This was a good way to provide a
visual of the word paired with a picture to facilitate a mental image for the
student whenever the word is used.

12. Texted Used

13. References:
• Laureate Education, Inc. (Executive
Producer). (2009).Video Program #14.
Strategic Processing. The Beginning
Reader, PreK–3. Baltimore, MD: Author
• Stahl, K. A. D. (2004). Proof, practice, and
promise: Comprehension strategy
instruction in the primary grades. Reading
Teacher, 57(7), 598–608.

14. Lesson Plan: Critical and
Response Perspective
• Developing a cohesive lesson that includes the implementation of the
interactive, response and critical perspectives to engage students with
different text allows for a well balanced literacy program.
• Providing students with the opportunity to interact with the text by
building schema , think critically about the text by judging and evaluating
the material (Laureate Education Inc., 2009a), and responding emotionally
to the given text will allow students to develop a connection that the text
that is meaningful (Laureate Education Inc., 2009b).
• Incorporating the interactive, response and critical perspectives also
provides the students to become connected with the text.
• Once a student becomes connected, the students “self-esteem, motivation,
character, civic responsibility, and the students respect for individual,
cultural, religious, and racial differences” can be influenced (Laureate
Education Inc., 2012).
• Encouraging students to think beyond what is directly in the text, allows
students to build a more in depth connection.

15. Lesson Plan Continued
• The lesson that I constructed on The
Water Cycle, provides the students with
differentiated instruction, leveled text,
texts utilized based upon student interest.
• This lesson allows me to accurately assess
students progress on goals and the
students understanding of the water cycle.

16. The Water Cycle
• Beginning the lesson by activating the students background knowledge, provides me
with the opportunity to assess how much previous knowledge the students have, the
vocabulary already known and what questions the students to tailor the unit towards
their interests and motivations.
• Incorporating a KWL chart, provides the students with a visual. Visual aides provide
students with a reference and some place to look for information and guidance.
• Once the students schema has been assessed, utilizing the BrainPOP video provides
students with the ability to engage with digital media that provides information on
the water cycle along with visuals.
• Incorporating the digital text allows the student to become an active participant and
it promote creative and critical thinking (Hillman, 2009).
• Digital media gives students the opportunity to auditorally learn the vocabulary being
used in this unit along with the visual representation of the word and picture.
• Pairing new vocabulary with a picture and the correct pronunciation will build student
vocabulary before reading informational texts.
• Building prior knowledge before having students engage in linguistic texts assists in
the students comprehension and interest.

17. The Water Cycle
Continued
• Incorporating centers into this particular lesson, gave me the opportunity
to differentiate instruction by reading and writing abilities.
• Using “The Drop Goes Plop, by Sam Godwin captured Group A’s interests
while providing the students with the opportunity to learn the basic
concepts of the water cycle in simplistic terms while being supported by
pictures.
• During small group instruction, group A was able to work on reading fluency
and sequencing events in the story which provided her with the necessary
skills to complete the writing center.
• Group B engaged in “The Magic School Bus Wet All Over” by Patricia Relf.
Group B was motivated by this type of text because its adventurous. While
reading in small group, Group B student’s were able to improve their
expression while reading and identifying the difference between relevant
and nonrelevant information. Group B was also asked why the author wrote
the text. Utilizing small reading groups provides me with the opportunity to
assess students progress on their goals.

18. The Water Cycle
Continued
• Center 2, the science center allows students to make observations
and predictions which addresses the science standards. It also
provides students with the opportunity to apply their knowledge in
written form building writing skills.
• Center 3, the writing center provides students with the
opportunity to use a graphic organizer. Group A was given three
main points along with supportive evidence and asked to group the
information in the correct manner. Providing group A with the main
points and supportive detail allowed the students to respond to
the text in a manner in which was approripate for their writing
abilities. Group B was given a blank graphic organizer and asked to
provide main points and supportive texted based details. This
activity provided me the opportunity to allow the student’s to
engage in an independent task to apply their knowledge previously
gained from background knowledge, the digital media, and the book
read during small reading group.

19. Analysis of The Water
Cycle Lesson
• Incoporating the critical and response theory into the students
literacy program, allows students the opportunity to connect to
the text. A students connectiveness to a text can influence the
student emotionally and socially. Providing students with the tools
to emotionally connect to the text, find relevant and nonrelevant
information will assist students when reading newspaper acticles,
magizines, and digital media. Teaching students to understand and
accept differing opinions and what the authors purpose is for
writing the text will allow students to be critical and responsive
readers.
• Critically examining text and responding emotionally to a text will
provide students with the opportunity to think what is beyond the
text presented (Laureate Edducation Inc., 2009b). This will
influence the students perspectives on varying levels of society
issues such as race, ethnicity, gender, and cultural differences.

20. Reference:
• Hillman, M. & Marshall, J. (2009). Evaluation of Digital Media for Emergent Literacy.
Retrieved from
http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer /pdfviewer?
sid=be7d5a9b-fb1c-40f6-ac1b136cd636b4d9%40sessionmgr15&vid=6&hid=19
• Laureate Education Inc. (Executive Producer). (2009a). Video Program #19. Critical
perspective. The Beginning Reader, PreK-3. Baltimore, MD: Author. Retrieved from
http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6489352&Survey=1&47=9213833
• Laureate Education Inc. (Executive Producer). (2009b). Video Program #22. Response
Perspective. The Beginning Reader, PreK-3. Baltimore, MD: Author. Retrieved from
http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID
=6489352&Survey=1&47=9254637&ClientNodeID=984650&coursenav=1&bhcp=1
• Laureate Education Inc. (2012). Literacy Learning: Critical and Response Perspectives
Application. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn
?
CourseID=6489352&Survey=1&47=8022213&ClientNodeID=984650&coursenav=1&bh
cp=1

21. Questions:
Feedback from Colleagues and Family Members of
Students
• 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