Literacy Environment

1. Running head: LITERATE ENVIRONMENT 1
Literate Environment Analysis
Gina Stewart-Harman
WaldenUniversity
Professor Cindee Easton
EDUC-6706R The Beginning Reader PreK-3
October 17, 2012

2. LITERATE ENVIRONMENT 2
Literate Environment Analysis
Creating an effective literacy environment is a complex progress that involves getting to
know your students and selecting appropriate texts. Tompkins and McGee (1993) describe three
perspectives on literacy instruction that support the literacy environment. The three perspectives
include interactive, critical, and response. The following is an analysis of how these research-
based practices helped me create a literate environment. It also includes feedback from
colleagues and family members of students I teach.
There is more to teaching reading and writing than instructional practices and strategies.
Effective teachers get to know their students to find out what distinctive literacy experiences
students are bringing to the classroom and that influence students’ literacy autobiographies
(Laureate Education, Inc., 2010d). Getting to know my students’ literacy experiences has
allowed me to connect students with texts that will affect them in profound ways (Laureate
Education, Inc., 2010b). I have learned about student affect and cognitive aspects of literacy
development. I can get to know literacy needs by working with emergent, beginning, and
transitional readers and learning about their interests, reading motivation, and cognitive aspects
of their literacy development. The more I can find out about my students’ literacy development
the better I can plan high-quality instruction. I can also provide different diagnostic assessments
based on their current grade level expectations. These assessments can include things like
phonemic awareness screening test, letter naming fluency assessment (LNF), an informal reading
inventory, an oral reading fluency test, and a comprehension diagnostic assessment
(Macmillan/McGraw-Hill, 2010). Some of the assessments that I might administer to measure
reading motivation and interest are the Elementary Reading Attitude Survey, and the Motivation
to Read Profile (MRP) (Gambrell, Palmer, Codling, &Mazzoni, 1996; McKenna, &Kear, 1990).

3. LITERATE ENVIRONMENT 3
Specific considerations should be made for English language learners, struggling students, and/or
students with special needs. With some of the cognitive or interest assessments, I may need to
take into consider the child’s stages of literacy development and the connections to possible
motivations or lack thereof. Cognitive assessments can help me determine just right books for
students. Interest surveys can help me guide students towards reading material that engage all
types of learners. The data that I will gather will guide my instruction for whole class, small
group, and individuals in many ways. The data helps see how important it is to differentiate
instruction based on literacy stages as well as individual cultural, social, and emotional context
(Laureate Education, Inc. 2010b). Helping students access the content by building background
knowledge and relating it to the context of their lives will help students develop motivation to
read. I have discovered that both cognitive and interest assessments are useful in understanding
students’ literacy autobiographies. By implementing both types of assessments, teachers can get
a clear picture of individual students and their unique literacy needs. The data collected can
inform instruction and provide a base to connect students to the text.
There are many choices when selecting text. It is important to take into consideration the
various types of texts. The goal is to select text that my students can connect with and meet my
students literacy needs. Selecting appropriate and engaging texts for my students has helped me
create a supportive literacy environment. By examining text dimensions, level of difficulty, text
length, size of print, visual supports, text structures, genres, and online resources, I am able to
choose texts that best match my students’ needs (Laureate Education, Inc., 2010a). Through this
course, I learned how to examine a variety of text using a matrix designed by Douglas Hartman
that considers linguistic to semiotic features as well as narrative and informational text (Laureate
Education, Inc., 2010a). This matrix is helpful in thinking about a range of literacy experiencesto

4. LITERATE ENVIRONMENT 4
suit my students’ needs and interests. Studies prove that students are not exposed to enough
informational text in the early years, which may lead to content knowledge discrepancies by the
time they reach fourth grade (Laureate Education, Inc., 2010c). Informational books can provide
background knowledge or content knowledge that adds to the curriculum as well as provide
motivation for students to learn about topics of interest (Duke, 2004). According to Duke (2004),
informational text can serve as a substantial platform for teaching comprehension strategies. As
suggested by Stephens (2008), students have an easier transition between elementary school and
intermediate level if they are exposed to more reading that is content based. Like narratives,
students must learn the structure of informal text especial now that we live in a digital world and
much is learn on the internet (Tompkins, 2008; Laureate Education, Inc.2010c). According to
Tompkins (2008), students need many opportunities to listen to read-alouds while they are
learning about text formats. By teaching students specifically about text structure and features,
the better they will be able to comprehend text and participate in a variety of writing
activities(Laureate Education, Inc.2010a). Beyond selecting text, I am learning to develop
appropriate instructional practices to facilitate affective and cognitive aspects of literacy
development in all students.
Janice Almasi presented a framework for thinking about literacy instruction in the media
segment “Perspectives on Literacy”, which highlights three perspectives interactive, critical, and
responsive (Laureate Education, Inc. 2010e). The interactive perspective focuses on teaching
students how to read and write with accuracy, fluency, and with comprehension (Walden
University, 2012). It also involves teaching students to be strategic and metacognitive readers
and writers. The critical perspective focuses on examining text and the thinking behind the text,
while response perspective connecting with text on personal and emotional levels (Laureate

5. LITERATE ENVIRONMENT 5
Education, Inc. 2010e).When thinking about students, texts, and instructional practices in
reference to interactive perspective, I am able to seek out appropriate types of texts that match
students’ reading levels and create an effective literacy environment. One way that I do this is
determine their reading level through diagnostic assessments as well as formative assessments,
which help me place students in small literacy groups. After I form small groups, I am able to
select texts that support the curriculum and the students’ individual needs. As illustrated in
Tompkins (2010), small groups allow teachers to provide scaffolded lessons that address specific
skills and learning targets for specific groups of students. Outdated views of literacy
development have often included extensive whole-group instruction, which we now know is not
effective for most young children (NAEYC, 1998). One of the primary goals of the interactive
perspective is to use instructional methods that promote students’ independent use of strategies
and skills (Walden University, 2012). Within this goal, we want students to use comprehension
strategies almost instinctively as they read. Being strategic helps the reader to examine the
strategy, and become flexible and adaptable as they read (Afflerbach, Pearson, & Paris, 2008).
Coupled with the interactive perspective, effective teachers utilize critical and response
perspectives when designing lessons.
I have learned the importance of incorporating critical and response perspectives into
lesson planning as these perspectives help students make meaning of text and most importantly
connect to specific social issues in our society. Dombey, (2011) suggests that learning to think
deeply about text will support students’ willingness to turn to books for information as well as
for enjoyment. Critical literacy is important because it helps the reader analyze text by looking at
its components, why it is written, who it includes and excludes, and it involves self-questioning
(Molden, 2007). With this perspective in mind, I have been able to select text that present

6. LITERATE ENVIRONMENT 6
opportunities for students think about multiple perspectives, cultural differences, or social issues.
Critical perspective supports students’ ability to think critically, judge, and evaluate text (Walden
University, 2012). On the other hand, the response perspective provides the space and
opportunity for students to think and respond to text in meaningful ways. Janice Almasi, pointed
out that if we allow literacy experiences effect students personally and emotionally it is like a
transaction where the reader is transformed by text (Laureate Education, Inc. 2010f).
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?
In conclusion, …literacy environment….
The URL for my Web 2.0 Presentation is http://www36.jimdo.com
References
Afflerbach, P., Pearson, P. D., & Paris, S. G. (2008). Clarifying differences between reading
skills and reading strategies. The Reading Teacher, 61(5), 364–373.
Dombey, H. (2011). Distorting the process of learning to read: The "light touch" phonics test for
six year olds. Education Review, 23(2), 23-32.
Duke, N. (2004). The case for informational text.Educational Leadership, 61(6), 40–44.
Gambrell, L. B., Palmer, B. M., Codling, R. M., &Mazzoni, S. A. (1996). Assessing motivation

7. LITERATE ENVIRONMENT 7
to read. The Reading Teacher, 49(7), 518–533.
Laureate Education, Inc. (Executive Producer). (2010a). Analyzing and selecting text [Webcast].
The Beginning Reader Pre K-3
Laureate Education, Inc. (Executive Producer). (2010b). Getting to Know Your Students
[Webcast]. The Beginning Reader Pre K-3
Laureate Education, Inc. (Executive Producer). (2010c)Informational text in the early years
[Webcast]. The Beginning Reader Pre K-3
Laureate Education, Inc. (Executive Producer). (2010d). Literacy autobiographies [Webcast].
The Beginning Reader Pre K-3
Laureate Education, Inc. (Executive Producer). (2010e). Perspectives on literacy [Webcast]. The
Beginning Reader Pre K-3
Laureate Education, Inc. (Executive Producer). (2010f). Response perspective [Webcast]. The
Beginning Reader Pre K-3
Laureate Education, Inc. (Executive Producer). (2010g). The beginning reader [Webcast]. The
Beginning Reader Pre K-3
Macmillan/McGraw-Hill (2010).Diagnostic Assessments. McGraw-Hill Education., New York,
New York.
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.
National Association for the Education of Young Children (NAEYC). (1998). Learning to read
and write: Developmentally appropriate practices for young children. Retrieved from
http://www.naeyc.org/files/naeyc/file/positions/PSREAD98.PDF

8. LITERATE ENVIRONMENT 8
Stephens, K. E. (2008). A Quick Guide to Selecting Great Informational Books for Young
Children.Reading Teacher, 61(6), 488-490.
Tompkins, G. E. (2010).Literacy for the 21st century: A balanced approach(5th ed.). Boston:
Allyn& Bacon.
Tompkins, G. E., & McGee, L. M. (1993).Teaching reading with literature. New York:
Macmillan.
Walden University.(2012). Framework for Literacy Instruction.October 15,2012 from
https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2F
webapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_5517
64_1%26url%3D
WaldenUniversity M.S. in Education Program Formative Evaluative Criteria for Apps and Reflective Essays
Quality of Work A: B: Graduate C: Minimal F: Work
Submitted Exemplary Level Work Work Submitted but
Work reflects Work B+ = 3.50; B = C+ = 2.50; C = Unacceptable
graduate-level A = 4.00; A- 3.00; 2.00; F = 1.00
critical, analytical = 3.75 B- = 2.75 C- = 1.75
thinking. All of the All of the
previous, in previous, in
addition to addition to the
the following:
following:
Adherence to Assignment All parts of the Most parts of Does not fulfill
Assignment exceeds assignment are assignment are the expectations
Expectations expectations, completed, completed. of the
integrating with fully assignment.
The extent to which additional developed Topics are not
work meets the material topics. fully Key
assigned criteria. and/or developed. components are
information. The work is not included
presented in a Assignment
Assignment thorough and demonstrates Assignment
demonstrates detailed minimal depth lacks breadth

9. LITERATE ENVIRONMENT 9
exceptional manner. and breadth. and depth.
breadth and
depth. Assignment
demonstrates
appropriate
breadth and
depth.
Assimilation and Demonstrates Demonstrates a Shows some Shows a lack of
Synthesis of Ideas the ability clear degree of understanding
intellectually understanding understanding of the
The extent to which to explore of the of the assignment’s
the work reflects the and/or assignment’s assignment’s purpose.
student’s ability to- implement purpose. purpose.
key
1. Understand the instructional Does not apply
assignment’s concepts. Includes Generally theories,
purpose; specific applies concepts,
2. Understand Demonstrates information theories, and/or
and analyze exceptional from course concepts, strategies
material in inclusion of videos or and/or
videos, major points, required strategies
readings, and using readings to correctly, with
discussions; creditable support major ideas unclear
3. Apply sources**, in points. and/or
presented addition to underdeveloped Does not
strategies course videos include specific
**May include, but or required information
are not limited to, readings. Provides Minimally from course
scholarly articles, careful includes videos or
collegial discussions; Demonstrates consideration specific required
information from insightful of key information readings.
conferences, in reflection instructional from course
service, faculty and/or concepts. videos or
development, and/or critical required
meetings. Outside thinking. readings.
sources also may
include materials from
previous Walden
MSED courses,
videos, and readings.
(but aren’t currently
being used in this
course) In addition,
students may refer to
the course
Webliography, course

10. LITERATE ENVIRONMENT 10
reference list
(Bibliography), and
the theoretical
foundations, all of
which are located in
the eCollege course
page.
Written Expression Represents Work is well Somewhat The quality of
and Formatting scholarly organized with represents writing and/or
writing in a correct APA mature, APA
The extent to which correct APA formatting scholarly, formatting are
scholarly, critical, format. throughout. graduate-level not acceptable
analytical writing is writing, with for graduate
presented in APA Work is Ideas are APA generally level work.
format; unified clearly and followed.
around a concisely Major points do
Standard Edited central expressed. Ideas are not not reflect
English ( i.e. correct purpose with clearly and appropriate
grammar, mechanics). well- Elements of concisely elements of
developed effective expressed. communication.
ideas, communication
logically such as an Elements of No effort to
organized in introduction effective express ideas
paragraph and communication clearly and
structure conclusion are such as an concisely.
with clear included. introduction
transitions. and conclusion Work is not
Work is are not written in
Effective written in included. Standard Edited
sentence Standard English.
variety; clear, Edited English Work contains Contains many
concise, and with few, if more than a grammatical or
powerful any, few mechanical
expression grammatical or grammatical, or errors
are evident. mechanical mechanical
errors errors.
Work is
written in
Standard
Edited
English. No
prominent
errors
interfere with
reading.
It is expected that all applications and reflective essays will be submitted according to the assignment due dates indicated.
Exceptions may be made at the discretion of the faculty member if contacted by the student prior to the due date describing

11. LITERATE ENVIRONMENT 11
extenuating circumstances. Updated: 8/07
Comments and Grade:
Application: Literate Environment Analysis
Presentation
In each of the Application Assignments in this course you applied a research-based literacy practice that
contributes to a literate environment. This week you will finalize your Literate Environment Analysis
Presentation in which you use a Web 2.0 presentation tool to present your analysis of each of these
practices. You will then share your presentation with a teacher colleague at your school and a family
member of a student and elicit their feedback about the research-based literacy practices analyzed in
your presentation. Finally, you will write an essay (in Word format) that addresses each item (I–V) on the
Literate Environment Analysis Presentation Outline.
As noted in the Course Project Overview provided in Week 1, this assignment is informed by IRA
Standard 5 :Literate Environment.
Click on the link below to access the outline for your Literate Environment Analysis Presentation (also
provided in Week 1, "Course Project Overview").
Literate Environment Analysis Presentation Outline
Once you have shared your presentation and elicited feedback from a teacher colleague and a family
member of a student by having them respond to the questions provided in "V. Feedback from Colleagues
and Family Members of Students" of the Literate Environment Analysis Presentation Outline, complete
the following:
Write an essay (in Word format) that addresses each item (I–V) on
the Literate Environment Analysis Outline.
Include the URL (web address) for your presentation and be sure
that you have provided access to the site for your Instructor.
Important Note: You will not submit your actual presentation to your Instructor or to your ePortfolio. You
only need to include the URL in your essay.
Submit your assignment by Sunday of Week 7.
Once you have received feedback from your Instructor, make any necessary revisions. Then, upload your
assignment to your ePortfolio as described below.
Important Note:This is a preselected assignment for the Demonstration of Content Knowledge (DCK)
Major Assessment and must be uploaded in two places.
STEPS:
1.Submit your assignementfor your instructor to grade.
2. Once you have made any revisions based on instructor feedback, upload your assignment to your
ePortfolio under the Transition Point Four, Major Assessment: "Demonstration of Content Knowledge."
(Note:Although this Major Assessment is not due until the end of your program, you need to
upload this assignment into the ePortfolio so that it is saved in advance and in a secure place.
Directions for uploading the pre-selected activity to your ePortfolio are located in your ePortfolio space.
Log into your ePortfolio, click on "Demonstration of Content Knowledge" from the menu on the left, and
then click the word, "Directions.")
3. In one of the Direction steps, you are directed to identify the specialization standards from a Target
Set. The directions in your ePortfolio will guide you to the specific Target Set for your specialization. In the
Target Set, find the standard that matches the standard(s) listed below. Tag that standard.
Specialization Standards: International Reading Association (IRA)
Standard 5: Literate Environment Candidates create a literate
environment that fosters reading and writing by integrating

12. LITERATE ENVIRONMENT 12
foundational knowledge, use of instructional practices, approaches
and methods, curriculum materials, and the appropriate use of
assessments.