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Literate Environment Analysis,[object Object],Creating A Literate Environment For The Beginning Reader,[object Object],By R. McKenzie,[object Object]
Getting To Know Literacy Learners, P-3,[object Object],Analysis,[object Object],Getting to know our learners can help teachers to create a literate environment in many ,[object Object],ways. When teachers take the time to get to know their students, they can find out what,[object Object],stage students are in, in the literacy process. By getting to know students, teachers are able ,[object Object],to evaluate students’ strengths and weaknesses in literacy. Also, teachers are able to ,[object Object],find out what type of texts are of interests to their students. Children learn best and are ,[object Object],motivated the most when they are presented with texts that are of interest to them.  Students’ ,[object Object],attitudes towards  reading  can make a big impact on how well they perform  in reading (McKenna,[object Object],& Kear, 1990).  Finding out about students and where they are in their development of literacy,,[object Object], helps teachers to find out about students personally. All of these components of getting to know ,[object Object],literacy learners, helps to create a literate environment.,[object Object],Research ,[object Object],Two resources that help support this practice are the “Elementary Reading Attitude Survey,[object Object],(ERAS)” (McKenna & Kear, 1990) and Informal Reading Inventories. The ERAS (McKenna & ,[object Object],Kear, 1990) is a noncognitive assessment, which means it assesses things such as, attitude, ,[object Object],likes, dislikes, and motivation. Informal Reading Inventories are effective at providing ,[object Object],information to guide instructional planning (Laureate Education, Inc, 2009a). “Teachers use ,[object Object],informal reading inventories to diagnose students’ reading levels and…to assess reading ,[object Object],strengths and weaknesses” (Tompkins, 2006, pp. 310-311). ,[object Object]
Selecting Texts,[object Object],Analysis ,[object Object],It is important to select texts that students can relate to or find interesting.,[object Object],Selecting the right types of text can help create a literate environment.  When considering,[object Object],texts, teachers should analyze the difficulty of the text. It would not be wise to select text that,[object Object],is either too easy or too difficult. Teachers should consider text readability, concept density,,[object Object],singletons (new words), length of text, and text structure (Laureate Education, Inc., 2009b).,[object Object],Research,[object Object],Two resources that help support this practice are the Framework for Literacy Instruction ,[object Object],(Walden University, 2011) and the Literacy Matrix (Laureate Education, Inc., 2009b). The ,[object Object],Framework for Literacy Instruction (Walden University, 2011) helps teachers to decide which,[object Object],types  of texts to use in relation to the interactive, critical, and response perspectives. The ,[object Object],Literacy Matrix (Laureate Education, Inc., 2009b) is a tool that can be used to analyze and ,[object Object],select text. This tool shows that literature is found on a continuum from narrative to ,[object Object],Informational, from linguistic to semiotic (Laureate Education, Inc., 2009b).,[object Object]
Literacy Lesson: Interactive Perspective,[object Object],Analysis,[object Object],The interactive perspective helps to create a literate environment because teachers help ,[object Object],studentsto become strategic processors and thinkers (Laureate Education, Inc., 2009c). The ,[object Object],purpose of the interactive perspective is to teach children how to read. Learning how to ,[object Object],read creates a literate environment in itself. ,[object Object],Research,[object Object],One resource that helps support this practice is utilizing read alouds. When students are read ,[object Object],to, they have opportunities to talk with the adult about the book and that is more beneficial ,[object Object],to them than whole group reading (Laureate Education, Inc., 2009e).,[object Object]
Literacy Lesson: Critical and Response Perspectives,[object Object],Analysis,[object Object],The critical perspective teaches children how to critically examine text and who created the ,[object Object],text. In this perspective, students are taught to think beyond the surface of the text (Laureate,[object Object], Education, Inc., 2009c). The response perspective allows students the opportunity to actually,[object Object], experience text and respond to it (Laureate Education, Inc., 2009c).,[object Object],Research,[object Object],Two resources that support these practices are open-mind portraits (Tompkins, 2006) and  ,[object Object],grand conversations (Tompkins, 2006). ,[object Object]
References,[object Object],Laureate Education, Inc. (2009). Video Program # 8. Reading inventories. The Beginning ,[object Object],	Reader, PreK-3. Baltimore, MD: Author,[object Object],Laureate Education, Inc. (2009). Video Program # 11. Analyzing and selecting text. The Beginning Reader, PreK-3. Baltimore, MD: Author,[object Object],Laureate Education, Inc. (2009). Video Program # 13. Perspectives on literacy learning. The Beginning Reader, PreK-3. Baltimore, MD: Author,[object Object],Laureate Education, Inc. (2009). Video Program # 14 Interactive perspective: Strategic processing. The Beginning Reader, PreK-3. Baltimore, MD: Author,[object Object],Laureate Education, Inc. (2009). Video Program # 15. Developing language and literacy. The Beginning Reader, PreK-3. Baltimore, MD: Author,[object Object],McKenna, M. C., & Kear, D. J. (1990). Measuring attitude toward reading: A new tool for ,[object Object],	teachers. Reading Teacher, 43(9), 626-639. Retrieved from EBSCOhost,[object Object],Tompkins, G. E. (2006). Literacy for the 21st century: A balanced approach (4th ed.). ,[object Object],	Upper Saddle River, NJ: Prentice-Hall/Merrill,[object Object]
Feedback From Colleagues and Family Members of Students,[object Object],What insights did you gain about literacy and literacy instruction from viewing this ,[object Object],presentation? ,[object Object],How might the information presented change your literacy practices and/or your literacy ,[object Object],interactions with students?,[object Object],In what ways can I support you in the literacy development of your students or children? ,[object Object],How might you support me in my work with students  or your children?,[object Object],What questions do you have?,[object Object]

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Educ6706 literate environment analysis

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