Creating a literate environment by getting to know your students, selecting texts, and planning lessons based on the interactive, response, and critical presepctives.

2.  We are all shaped by our literacy experiences
throughout of lives; our literacy biographies.
 When getting to know my students I want to use
activities and assessments that will dig deep into
their cognitive and non-cognitive attributes in order
to choose how to create an appropriate literate
environment.
 Edmunds states that, “motivation frequently makes
the difference between learning that is temporary and
superficial and learning that is permanent and
internalized” (Edmunds, 2006, p.414).

3.  In order to get to know my literacy learners I used a
kindergarten milestone assessment that is given
quarterly that assesses letter identification, letter
sound identification, and sight word knowledge
 I used the Elementary Reading Attitude Survey to
assess their motivation to read since they are
beginning readers
 After assessing I have discovered that I am able to
challenge them a bit during literacy lessons and I
have also discovered the small groups that they will
be included in

4.  “reading is a complex and purposeful sociocultural,
cognitive, and linguistic process in which readers
simultaneously use their knowledge of spoken and
written language, their knowledge of the topic of the
text, and their knowledge of their culture to construct
meaning with text” (NCTE, 1998).
 With this said, selecting texts is of utmost
importance when planning a lesson in order to reach
different ability levels and different interests
 The key point to selecting is to select a variety of
texts (i.e. narrative, informational, eBooks, semiotic,
linguistic)

5.  For David, Bridget, and Ethan I chose a unit
theme of pumpkins and chose about 5 texts that
could be used within this theme during different
lessons in different settings
 My texts ranged from informational to narrative
and poetry to interactive texts online
 We as educators “aim to engage students in
experiences that will inspire a lifelong love of
learning” (Castek, 2006, p.715) and we need to
peak the students’ interests using a variety!

6.  Goal: to teach children how to be literate learners
who can navigate the textual world independently.
 Shared Reading lesson using Pumpkin, Pumpkin by
Jeanne Titherington
 “to be involved in literacy activities they can’t do
independently, create opportunities for the students
to experience success in reading and writing and to
provide practice before students read and write
independently” (Tompkins, 2010, p.22).
 Introduction of new vocabulary, introducing the text
with a picture walk, introducing the KWL graphic
organizer

7.  The importance of an interactive literacy lesson
is for the students to be engaged in learning
strategies that will support them in becoming
strategic readers and writers
 I need to be an educator who is willing to take
risks and be able to ask questions
 Think first of the student, then the text, and then
the strategies to engage with the text

8.  Goal: to have the children respond to the text in a
way that they can understand, evaluate, and judge
not only the story, but also the author.
 Gail Tompkins states “teachers need to consider the
purposes they set for students because when students
read stories efferently rather than aesthetically, they
don’t develop a love of reading and are less likely to
become lifelong readers” (Tompkins, 2010, p.12)
 A reading and writing lesson combined using the
Pumpkin, Pumpkin text by Jeanne Titherington

9.  The focus is on the events of the story, sequencing
those events, and evaluating how the students would
use their pumpkin after they picked it from the vine
 For these concepts in Kindergarten it is helpful for
the students to be able to act out the story in order to
sequence and remember the events
 I included using props and a brainstorming
discussion
 At the end of a writing lesson it is critical to
celebrate the work the children have completed and
to give them an opportunity to share their work with
their classmates

10.  Literacy instruction “emphasizes that students
learn to read and write through authentic reading
and writing activities” (Tompkins, 2010, p.9)
 In order to create a literate environment there
needs to be planning, thoughtful reflection of
practices and activities, assessments given to get
to know the learners, and careful consideration
when selecting texts.

11. Castek, J., Bevans-Mangelson, J., & Goldstone, B. (2006). Reading
adventures online: Five ways to introduce the new literacies of the Internet
through children’s literature. Reading Teacher, 59(7), 714–728.
Edmunds, K. M., & Bauserman, K. L. (2006). What teachers can learn
about reading motivation through conversations with children. The
Reading Teacher, 59(5), 414–424.
National Council of Teachers of English. (2004, May 1). On Reading,
Learning to Read, and Effective Reading Instruction: An Overview of
What We Know and How We Know It. Retrieved September 18, 2011,
from http://www.ncte.org/positions/statements/onreading

12. Titherington, J. (1986). Pumpkin, Pumpkin. New York:
Greenwillow Books.
Tompkins, G. E. (2010). Literacy for the 21st century: A
balanced approach (5th ed.). Boston: Allyn & Bacon.