2. GETTING TO KNOW YOUR LITERACY LEARNERS
Cognitive Aspects of Reading
-Conduct reading inventory to assess the students
performance and growth.
-Five Target Areas Include:
-Phonemic Awareness
-Phonics
-Fluency
-Vocabulary
-Comprehension
Afflerbach, P. (2012). Understanding and using reading
assessment k-12. Newark, DE: International Reading
Association
2

3. GETTING TO KNOW YOUR LITERACY LEARNERS
Noncognitive Aspects of Reading
-Motivation to Read Profile Survey
-Motivated readers want to engage with the text.
-Two components of profile:
-How does the student see himself as a reader
and writer?
-Does the student find value in reading and
writing?
Gambrell, L. B., Palmer, B. M., Codling, R. M., & Mazzoni, S. A.
(1996). Assessing motivation to read. The Reading
Teacher, 49(7), 518--533.
3

4. GETTING TO KNOW YOUR LITERACY LEARNERS
Noncognitive Aspects of Reading
-Motivation to Read Profile Survey
-Students who have lower scores in self-concept might benefit from
positive reading experiences such as reading to younger children.
-Students who have lower value in reading scores might benefit
from reading text that are interesting to the student.
Gambrell, L. B., Palmer, B. M., Codling, R. M., & Mazzoni, S. A.
(1996). Assessing motivation to read. The Reading
Teacher, 49(7), 518--533.
4

5. GETTING TO KNOW YOUR LITERACY LEARNERS
Noncognitive Aspects of Reading
-Motivation to Read Profile Conversational Interview
-Allows teacher to have an insight into the student’s
reading experiences.
-Three sections to determine motivational factors
concerning:
-when student reads narrative text
-when student reads informational text
-general factors related to reading motivation
Gambrell, L. B., Palmer, B. M., Codling, R. M., & Mazzoni, S.
A. (1996). Assessing motivation to read. The Reading
Teacher, 49(7), 518--533.
5

6. GETTING TO KNOW YOUR LITERACY LEARNERS
Framework for Literacy Instruction
-Interactive Perspective
-Teachers should conduct cognitive and noncognitive
assessments to evaluate the strengths and needs of her students.
-Critical Perspective
-Teacher should find out what is important to her students.
-Response Perspective
-Teacher should find how students identify themselves.
6

7. Now that you know your students needs to develop as readers, know
what interests them, and what motivates them it is time to choose
appropriate texts that will engage your students.
7

8. SELECTING TEXTS USING THE LITERACY MATRIX
The Literacy Teachers model how
Matrix is a tool for students should read
Semiotic Linguistic different types of text.
teachers to evaluate
the types of texts Different text types
they are using in the allows students to
classroom. have multiple
perspectives on a
Narrative Informational
topic.
Laureate Education, Inc. (Producer). 2010. The
Beginning Reader. [video webcast].
Analyzing and selecting text. Baltimore, MD
8

9. SELECTING TEXTS FOR YOUR READERS
Framework for Literacy Instruction
-Interactive Perspective
-The structures, type, and genre of text should meet the needs of the student
and literacy goals and objectives.
-Critical Perspective
-Students need to have opportunities to evaluate, judge, and think critically
about different types of texts.
-Responsive Perspective
-Students should be provided texts in which they can relate to and will
cause a personal response.
9

10. You have completed assessments in order to know your students
needs, interests, and motivation. You have chosen appropriate texts
that will engage your students. Now it is time to implement
instructional practices that will help your students continue to grow in
their literacy development.
10

11. INSTRUCTIONAL PRACTICE FOR THE INTERACTIVE PERSPECTIVE
Teachers need to direct teach students to be metacognitive thinkers
while they are reading.
-Instructional practice to teach students strategies for unknown words in
text.
-Context clue strategy with the word Lerkin from The Lorax.
-Readers use surrounding words, sentences, and pictures to
determine the meaning of the unknown word. Reader rereads sentence to
see if meaning of word makes sense.
-Teacher models strategy, scaffold the strategy, and
encourages students to use strategy.
Laureate Education, Inc. (Producer). 2010. The Beginning Reader.
[video webcast]. Strategic processing. Baltimore, MD
Tompkins, G. (2010). Literacy for the 21st century. Boston, MA
11

12. INSTRUCTIONAL PRACTICE FOR CRITICAL PERSPECTIVE
-Students live in the Informational Age
-Readers need to develop a critical perspective to determine the validity of
text and who and why did they write the text.
-They need to see multiple perspectives that are different from their own.
-The students discussed why Dr. Seuss wrote the Lorax. They visited The
Lorax Project website and discussed why the website and book are
connected.
Laureate Education, Inc. (Producer). 2010. The Beginning
Reader. [video webcast]. Critical perspective of text.
Baltimore, MD.
12

13. INSTRUCTIONAL PRACTICE FOR RESPONSIVE
PERSPECTIVE
-The reader-response theory is the work of Louise Rosenblatt. Rosenblatt’s
work is based upon each reader brings personal experiences, feelings, and
associations to text
-The lesson objective was to remind students to read and learn more about
their interests. Once they learn more about their interests they should
respond in a meaningful way.
-The students used The Lorax website to learn about some endangered
animals and their changing habitats. Then they wrote an followed the Post
Office link on the website to send an email to the Lorax to share what they
do to help our planet.
http://www.seussville.com/loraxproject/
Mora, P., and Welch, J., (2012), The Expanding Cannon:
Teaching multicultural literature in high school workshop.
Retrieved from:
http://www.learner.org/workshops/hslit/session1/index.html
13

14. STEPS TO CREATE A LITERATE ENVIRONMENT
1. Get to know your literacy learners. What are their literacy
needs, what interests them, and what motivates them.
2. Select a variety of texts for your learners to meet their needs and
your literacy objectives.
3. Teach students to be metacognitive thinkers while they are reading
text.
4. Use instructional practices to help students develop a critical
perspective.
5. Use instructional practices to provide students an opportunity to
respond to the text.
14

15. REFERENCES
Afflerbach, P. (2012). Understanding and using reading assessment k-12. Newark, DE:
International Reading Association
Gambrell, L. B., Palmer, B. M., Codling, R. M., & Mazzoni, S. A. (1996). Assessing
motivation to read. The Reading Teacher, 49(7), 518--533.
Laureate Education, Inc. (Producer). 2010. The Beginning Reader. [video webcast].
Analyzing and selecting text. Baltimore, MD
Laureate Education, Inc. (Producer). 2010. The Beginning Reader. [video webcast].
Critical perspective of text. Baltimore, MD.
Mora, P., and Welch, J., (2012), The Expanding Cannon: Teaching multicultural literature
in high school workshop. Retrieved from:
http://www.learner.org/workshops/hslit/session1/index.html
15