1. LITERATE ENVIRONMENT
ANALYSIS
Elizabeth Benjamin
Walden University
Dr. Bernice Parrott
EDUC-6706R-3
April 17, 2013

2. Getting to know Literacy Learners,
P-3

3. Analysis
• When teaching students you must get to
know the whole child.
• Know your students interests, motivations,
and abilities.
• Work with students using small group, whole
class, and one-on-one instruction.
• Use inventories to assess students interests
and motivation to read.

4. Research
• Use inventories to get to know your students
motivation using the Motivation to Read
Profile Survey (Gambrell, Palmer, Codling, &
Mazzoni, 1996).
• Use inventories that measure cognitive and
noncognitive reading aspects.
• Measure a students attitude about reading
using the Elementary Reading Attitude
Survey (McKenna & Kear, 1990).

5. Selecting Texts

6. Analysis
• Map students books using the analyzing texts
matrix.
Analyze text readability.
Linguistic words
Informational textsNarrative texts
Semiotic Texts
Hard
Easy

7. Research
• Students must learn to read and read to
learn.
• Teachers must teach students text structure
and provide multiple opportunities for
students to read informational texts
(Laureate Education, Inc., 2010a).
• Guide students through the reading process
using goals for moving toward more difficult
texts.

8. Literacy Lesson: Interactive
Perspective

9. Analysis
• The interactive perspective uses instruction
that addresses the cognitive and affective
needs of students and takes into
consideration the demands of the text.
• Students can use reading strategies and skills
independently and effectively to help
promote a deeper level of understanding of
the text.

10. Research
• Teachers must use a variety of formal and
informal assessments to assess strengths and
weaknesses in literacy development.
• Use a analyzing text matrix to determine
appropriate text levels and types to support
goals and objectives for individual students
(Laureate Education, Inc., 2010b).

11. Literacy Lesson: Critical and
Response Perspectives

12. Critical Perspective
• The critical perspective provides students
with the opportunity to think critically about
a text.
• Discover ideas, issues, and problems that
matter to the students.
• Select texts that afford students the
opportunity to evaluate text for deeper
understanding.

13. Response Perspective
• Allow students multiple opportunities to
respond to their texts in meaningful ways.
• Select texts that elicit deep emotion and
feeling within students.
• Allow students time to think critically about a
text and then respond.

14. Research
• Use response journals to allow students the
opportunity to respond to their texts using
analytical reading.
• Analyze the author and their motivation for
writing the story (Molden,2007).
• Provide students with opportunities to
critically examine and then respond to the
text.

15. 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 in my work with students or your
children?
• What questions do you have?

16. References
• Gambrell, L., Palmer, B., Codling, R., & Mazzoni, S. (1996). Assessing motivation to read. (Vol. 49,
pp. 518-533). Newark, DE: International Reading Association.
• Laureate Education, Inc. (Producer). (2010a). Analyzing and selecting text [Video webcast].
Retrieved from:
https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps
%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1959070_1%26url%3
D
• Laureate Education, Inc. (Producer). (2010b). Perspective of literacy learning [Video webcast].
Retrieved from:
https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps
%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1959070_1%26url%3
D
• McKenna, M. C., & Kear, D. J. (1990). Measuring attitude toward reading: A new tool for teachers.
The Reading Teacher, 43(9), 626--639.
• Molden, K. (2007). Critical literacy, the right answer for the reading classroom: Strategies to move
beyond comprehension for reading improvement. Reading Improvement, 44(1), 50–56.

17. Case Study
• Jeremy
– His first day
– Mistakes made
– Successes achieved
– The moral of the story

18. Discussion
• What we can learn
from Jeremy
• Best practices
• Take-aways

19. Summary
• Define your challenges
– Technological as well as personal
• Set realistic expectation
– Mastery is not achieved overnight
• Keep your eye on the goal
– Mentorship programs

20. Resources
• <Intranet site text here>
<hyperlink here>
• <Additional reading material text here>
<hyperlink here>
• This slide deck and related resources:
<hyperlink here>

21. QUESTIONS?

22. APPENDIX