1. By Michelle Bright
EDUC-6706G-11 The Beginning Reader,
PreK-3

2. A literate environment is built on the process
of understanding students as literacy
learners, determining texts of the
appropriate types and levels of difficulty, as
well as adopting an interactive, critical and
response perspective to instructional
practices (Laureate Education, Inc., 2009a).
 Thus, as educators, we can begin to create a
literate environment by to getting to know
our students.

3.  Research
Cognitive assessments can provide details
into a student’s ability to make sense of
text (Afflerbach,2007).
In addition, data on a student’s motivation
to read, self-concept as a reader, or
attitude and interest toward reading can be
collected as meaningful information
(Afflerbach, 2007).

4.  Analysis
I often use reading inventories to
determine my students’ reading levels.
Recently, I included the Elementary
Reading Attitude Survey (ERAS) to identify
how my students felt about themselves as
readers (McKenna & Kear, 1990).
With this information in mind, I was able
select texts that best fit my students’
needs.

5.  Research
When selecting appropriate and engaging
text, there needs to be an understanding
by educators of the various types of
texts and text factors to best match
students to suitable materials and create
clear goals (Laureate Education, Inc.,
2009b).

6.  Research
Using a literacy matrix can support educators in the
selection of texts based on whether a text is a
narrative or informational, as well as whether a text
is linguistic or semiotic (Laureate Education, Inc.,
2009b).

7.  Analysis
In selecting appropriate texts, I am often
guided by my students’ reading level and
interest. In addition, I select books that
facilitate student’s learning, engage the
reader, and encourage discourse.

8.  Research
The interactive perspective focuses on
instructional procedures that support students
literacy development in phonemic awareness,
fluency, comprehension, and writing (Laureate
Education, Inc., 2009c).
The interactive perspective also focuses on
creating students that are strategic and
metacognitive in their learning (Laureate
Education, Inc., 2009c).

9.  Analysis
Building schema and making predictions are a
couple of the instructional procedures that I
use to support my students’ strategic
processing.
In addition, this year, I have implemented the
Daily Five to promote students’ independent
use of reading strategies and skills (Boushey &
Moser, 2006).

10.  Research
The critical and responsive perspectives
teaches students how to judge, evaluate, and
think critically about texts, as well as how to
read, react, and respond to texts (Laureate
Education, Inc., 2009d).

11.  Analysis
In my classroom, students have the
opportunity to react and respond to text
through reading logs and group discussions.
Students also have opportunities to make a
critical stance about texts by identifying the
author’s purpose.

12. Tompkins (2010) states that “the goal of
literacy instruction is to ensure that all
students achieve their full literacy potential”
(p.5). Creating a literate environment will
support our students in becoming lifelong
readers and writers.

13. Afflerbach, P. (2007). Understanding and using reading assessment, K–12. Newark, DE: International
Reading Association.
Boushey, G. and Moser, J. (2006). The daily five: fostering literacy independence in the elementary
grades. Portland, ME: Stenhouse Publishers.
Laureate Education, Inc. (2009a). Framework for literacy instruction [Chart]. Retrieved from
http://sylvan.live.ecollege.com
Laureate Education, Inc. (Executive Producer). (2009b). Analyzing and selecting text. [Webcast]. The
Beginning Reader, PreK-3. Baltimore, MD: Author.
Laureate Education, Inc. (Executive Producer). (2009c). Perspectives on literacy learning. [Webcast].
The Beginning Reader, PreK-3. Baltimore, MD: Author.
Laureate Education, Inc. (Executive Producer). (2009d). Critical Perspective. [Webcast]. The Beginning
Reader, PreK-3. Baltimore, MD: Author.
McKenna, M. C., & Kear, D. J. (1990). Measuring attitude toward reading: A new tool for teachers. The
Reading Teacher, 43(9), 626–639. Retrieved from:
http://www.professorgarfield.org/parents_teachers/printables/pdfs/reading/readingsurvey.
Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston: Allyn
& Bacon.