Description
Literate Environment Plan
When a school has a literate environment plan, how teaching and learning literacy occurs are naturally a part of the plan. Teachers’ lessons include engaging instruction, appropriate assessments, multiple literacies, and a positive physical learning space when an effective environment plan exists that benefits all students.
You have been invited to a second interview for a position as the new reading/literacy specialist at your school. As part of the interview process, you are asked to present the beginning of a literate environment plan to the administration.
Write a 500-750 word literate environment plan that includes:
- The mission and vision of the literate environment plan specific to the school population.
- The roles and responsibilities of the stakeholders (students, parents, teachers, administrators, etc.).
- How you will advocate to extend ideas of schoolwide literacy-rich environments to the school district.
- A brief explanation of the process for literacy implementation and evaluation.
- How the literacy environment effects collaboration and positively influences a safe, low risk social environment.
- How literacy environments can contribute to differentiation and meet the needs of diverse students with compassion and care.
Support your plan with 3-5 scholarly resources.
Literate Environment Plan
is
ar stu
ed d
vi y re
aC s
o
ou urc
rs e
eH w
er as
o.
co
m
1
Alisha Mimes
06/03/2020
REA-550
Professor Rider
sh
Th
Grand Canyon University
This study source was downloaded by 100000774567807 from CourseHero.com on 06-19-2021 17:00:00 GMT -05:00
https://www.coursehero.com/file/70497618/Literate-Environment-Plandocx/
Literate Environment Plan
2
Upon writing this paper I will be talking about the mission and vision of the literate
environment plan specific to the school population and I will be discussing about the roles
and responsibilities of the stakeholders, students, parents, teachers, administrators, etc. Also,
I will be explaining about how I will advocate to extend ideas of schoolwide literacy-rich
environments to the school district. Another thing a brief explanation of the process for
literacy implementation and evaluation. You will be reading about how the literacy
is
ar stu
ed d
vi y re
aC s
o
ou urc
rs e
eH w
er as
o.
co
m
environment effects collaboration and positively influences a safe, low risk social
environment. The last thing will be talking about how literacy environments can contribute to
differentiation and meet the needs of diverse students with compassion and care.
This school is in a learning community which values high expectation for both academics
and behavior and recognizes the pronounced impact that literacy has on the lives of our diverse
population of students and the community. Each and every associate will collaborate to nurture
and enhance literacy development. My mission is to offer, through collaboration of all associates,
purposeful, authentic, literacy instruction based on best practices. The staff embraces students,
families, and communities to build and develop adaptable individuals who are independent
critical thinkers and intrinsically motivated to be lifelong learners. I trust that all children can
Th
learn as we seek to make a difference in the lives of our students. The teachers and I are devoted
to providing a quality education for all students in a safe, secure, and nurturing learning
sh
environment. We are devoted to ensuring that each child reaches his/her full potential. All
students, from birth through grade twelve, will become lifelong learners with a command of
literacy that prepares them for the challenges of the outside world.
This study source was downloaded by 100000774567807 from CourseHero.com on 06-19-2021 17:00:00 GMT -05:00
https://www.coursehero.com/file/70497618/Literate-Environment-Plandocx/
Literate Environment Plan
3
The role of the teacher is to support all endeavors at perusing, composing, and talking,
permitting students of shifting capacity to encounter the distinctive capacity and utilization of
education exercises.” Literate environments should motivate students and emphasize the
importance of speaking, reading, and writing (The Access Center, 2007). Creating a literate
classroom environment where students feel well, productive, energized, and safe requires design
knowledge (Roskos & Neuman, 2011)”. Parent involvement is the main indicator of early
is
ar stu
ed d
vi y re
aC s
o
ou urc
rs e
eH w
er as
o.
co
m
proficiency achievement and future scholastic accomplishment.
Here’s somethings that I would do to advocate to extend ideas of schoolwide literacy-rich
environments to the school district. I would host an open house for parents and the school district
and reach out to other schools within the district to participate by setting up a table with literacy
resources. Also, I would write a to the superintendent and board of education for the district,
parents can volunteer to help if they would like.
A brief explanation of the process for literacy implementation and evaluation are students
being engaged in a variety of reading and writing activities while some students are working
in groups and others working individually. The materials that are in the classroom are
Th
adapted not only to help students with challenges interact with text, but also to serve as a
motivator for reading. “A literacy-rich environment is a setting that stimulates students with
sh
disabilities to participate in language and literacy activities in their daily lives thereby giving
them the beginning understandings of the utility and function of oral and written language.”
Teachers ensure that students have access to a variety of resources by providing many
choices. The literacy rich environment emphasizes the importance of speaking, reading, and
This study source was downloaded by 100000774567807 from CourseHero.com on 06-19-2021 17:00:00 GMT -05:00
https://www.coursehero.com/file/70497618/Literate-Environment-Plandocx/
Literate Environment Plan
4
writing in the learning of all students. Literacy environments can contribute to differentiation
and meet the needs of diverse students with compassion and care by having guided reading
sh
Th
is
ar stu
ed d
vi y re
aC s
o
ou urc
rs e
eH w
er as
o.
co
m
groups, centers and differentiated reading groups.
This study source was downloaded by 100000774567807 from CourseHero.com on 06-19-2021 17:00:00 GMT -05:00
https://www.coursehero.com/file/70497618/Literate-Environment-Plandocx/
Literate Environment Plan
5
Scholarly Resource References:
http://www.ascd.org/publications/books/107034/chapters/Develop-and-Implement-aSchoolwide-Literacy-Action-Plan.aspx
http://www.iup.edu
sh
Th
is
ar stu
ed d
vi y re
aC s
o
ou urc
rs e
eH w
er as
o.
co
m
https://www.readingrockets.org/article/literacy-rich-environments
This study source was downloaded by 100000774567807 from CourseHero.com on 06-19-2021 17:00:00 GMT -05:00
https://www.coursehero.com/file/70497618/Literate-Environment-Plandocx/
Powered by TCPDF (www.tcpdf.org)
Course Code
REA-550
Class Code
REA-550-O500
Criteria
Criteria
Percentage
100.0%
Mission and Vision
10.0%
Stakeholders’ Roles and Responsibilities
10.0%
Advocate at District
15.0%
Process for Implementation and Evaluation
15.0%
Low Risk Literacy Environment
15.0%
Contributions to Differentiation
15.0%
Organization
10.0%
Mechanics of Writing (includes spelling,
punctuation, grammar, language use)
5.0%
Format and Documentation of Sources (layout,
citations, footnotes, references, bibliography,
etc., as appropriate to assignment and style)
5.0%
Total Weightage
100%
Assignment Title
Literate Environment Plan
No Submission (0.00%)
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Total Points
55.0
Insufficient (69.00%)
The mission and vision of the literate environment plan are
unrelated.
The roles and responsibilities of the stakeholders are
inappropriate.
Unrealistically describes how to advocate to extend ideas of
literacy-rich environments to the school district.
The process described for literacy implementation and
evaluation is incomprehensible.
Unrealistically includes how the literacy environment effects
collaboration and positively influences a safe, low risk social
environment.
Ineffectively includes how literacy environments can
contribute to differentiation and meet the needs of diverse
students with compassion and care.
An attempt is made to organize the content, but the
sequence is indiscernible. The ideas presented are
compartmentalized; may not relate to each other.
Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice or
sentence construction are used.
Documentation of sources is inconsistent and/or incorrect, as
appropriate to assignment and style, with numerous
formatting errors.
Approaching (74.00%)
The mission and vision of the literate environment plan are
unfocused.
The roles and responsibilities of the stakeholders are
underdeveloped.
Unclearly describes how to advocate to extend ideas of
literacy-rich environments to the school district.
The process described for literacy implementation and
evaluation is shallow.
Vaguely includes how the literacy environment effects
collaboration and positively influences a safe, low risk social
environment.
Weakly includes how literacy environments can contribute to
differentiation and meet the needs of diverse students with
compassion and care.
The content may not be adequately organized even though it
provides the audience with a sense of the main idea.
Submission includes mechanical errors, but they do not
hinder comprehension. Effective sentence structures are
used, as well as some practice and content-related language.
Sources are documented, as appropriate to assignment and
style, although some key formatting and citation errors are
present.
Acceptable (87.00%)
The mission and vision of the literate environment plan are
apt and appropriate for the student population.
The roles and responsibilities of the stakeholders are
appropriate.
Clearly describes how to advocate to extend ideas of literacyrich environments to the school district.
The process described for literacy implementation and
evaluation is concise.
Reasonably includes how the literacy environment effects
collaboration and positively influences a safe, low risk social
environment.
Effectively includes how literacy environments can contribute
to differentiation and meet the needs of diverse students
with compassion and care.
The content is logically organized. The ideas presented relate
to each other. The content provides the audience with a clear
sense of the main idea.
Submission is largely free of mechanical errors, although a
few are present. A variety of effective sentence structures
and figures of speech are used, as well as appropriate
practice and content-related language.
Sources are documented, as appropriate to assignment and
style, and format is mostly correct.
Target (100.00%)
The mission and vision of the literate environment plan are
professional and well-crafted for the student population.
The roles and responsibilities of the stakeholders are
innovative.
Realistically describes how to advocate to extend ideas of
literacy-rich environments to the school district.
The process described for literacy implementation and
evaluation is professional and ideal.
Expertly includes how the literacy environment effects
collaboration and positively influences a safe, low risk social
environment.
Insightfully includes how literacy environments can
contribute to differentiation and meet the needs of diverse
students with compassion and care.
Comments
The content is well organized and logical. There is a
sequential progression of ideas related to each other. The
content is presented as a cohesive unit. Provides the
audience with a clear sense of the main idea.
Submission is virtually free of mechanical errors. Word choice
reflects well-developed use of practice and content-related
language. Sentence structures are varied and engaging.
Sources are documented completely and correctly, as
appropriate to assignment and style. Format is free of error.
Points Earned
Running head: LITERATURE ENVIRONMENT PLAN
Ginny Harrell
Grand Canyon University: REA-550
January 25, 2017
1
LITERATURE ENVIRONMENT PLAN
2
Literature Environment Plan
The environment in which literature is taught, and learned in, is one of the most
important aspects to setting students up to be successful readers and writers. When looking at the
environment of the classroom it is important to take into consideration the needs of the students,
they layout of the room, materials that are going to be used, as well as how to engage the
students in their learning. How the students feel in the space is just as important as layout itself.
It is also important to have a set of routines to support the students in their academic success.
Classroom Arraignments
The layout and setup of a classroom, and the materials on walls, has a lot to do with how
well a student learns in their environment. A room that is overcrowded and cluttered with
materials and posters is confusing, and non-inviting to students. It is important to have labels on
the walls for English Language, and lower level, learners. It is also important to have areas in the
classroom that are calm and inviting for students that need to be in a less stressful environment.
It is key for teachers to consider the diverse needs and skills of all students they teach. As the
skills are integrated into the classroom it is important for the teacher to also consider the
backgrounds of their diverse students. It is important for teachers to ensure that all students are
represented in the classroom design and instruction. The environment should be individualized to
meet the needs of students with disabilities in order to ensure that appropriate opportunities for
participation in literacy activities are consistently available. (Literacy-Rich Environment, n.d.)
It is important for students to feel safe in the environment they are in. When they feel safe
they will engage and open up more. They will feel more comfortable to take risks if they believe
that their teacher cares about, and supports, them. It is important for teachers to acknowledge
student’s need for choice and flexibility while providing clear expectations and support higher
LITERATURE ENVIRONMENT PLAN
3
achievement. Teachers need to be responsive, and understand, the different backgrounds each of
their students brings into the classroom with them. Bringing those backgrounds into the lessons
themselves and building on them through assignments, activities, literacy choices, and
assessments can do this.
It is important that the classroom arraignment includes an area with pillows or
comfortable seats, labels and word walls, incorporates the display of charts, signs, and student
work as well as an area for reading centers or stations, a large area for whole group learning, and
areas for technology such as iPads, e-readers, computers, and active boards. Below are two
visual examples of classroom arraignments that incorporate areas to maximize the space as well
as support the students in their different learning methods.
Source: Google Image Search: Balanced Literacy Classroom Layout
LITERATURE ENVIRONMENT PLAN
4
Source: Google Image Search: Balanced Literacy Classroom Layout
Social Environment
Setting up a classroom that is supportive of students and the way they learn is one of the
key components to ensuring their success. It is important to create an environment that is
friendly and pleasant while providing them with the opportunity to feel accepted by their teacher
and peers, have a sense of safety, feel confident in their ability to complete tasks, all while seeing
the value in the activity they are learning (Urquhart, V., & Frazee, D., n.d.).
A way to create a social environment that engages the students while ensuring that it is
low risk is to create choices with materials. This includes a library that is well organized, have
books that are different reading levels as well as a mixture of genres, and include different types
of print. The same needs to be done for the writing space in the classroom. It is important to
provide the students with different writing materials in order to express their thoughts. Some of
the materials that can be included are tactile books, picture books, manipulatives, pencil grips,
different types of writing materials such as pens, pencils, markers, crayons, etc.
Grouping of Students
LITERATURE ENVIRONMENT PLAN
5
When a student feels safe in their environment they are more at ease and engaged in their
learning. It is important when grouping students to take into consideration the behaviors of the
students they are going to be grouped with. This is key to ensuring that the students are all
actively engaged in their learning and comfortable enough to make mistakes. The grouping of
students is important to how they collaborate with one another. It is important for students to
work with those that are of varying developmental level because each of them brings something
different to the collaboration as well as a unique perspective. Having different manipulatives for
the students is a great way of engaging them in an open dialogue with one another and providing
them with different ways to express themselves.
Routines and Assessments
Routines provide the students structure and something for them to rely on. It is a way for
the students, and teacher, to stay focused and engaged during their learning. Below is an example
of a routine that is broken down by the components of an English Language Arts lesson as well
as the time frame for which those components should be taught in.
I Do:
Phonics Blending 10:00-10:10
Phonemic Awareness 10:10-10:13
Vocabulary 10:13-10:25
We Do:
Read a paired selection 10:25-10:50
You Do:
Check for understanding 10:50-11:00
It is important to assess students during their learning to make sure their needs, and goals,
are being met. It however is also important to make sure that teachers are not teaching to test, but
are teaching to the academic needs of their students in order to ensure their success in the
learning environment. When thinking of assessments to use it is important that they contribute to
LITERATURE ENVIRONMENT PLAN
6
the literature environment. This can be done through both formal and informal assessments. One
assessment that can be done is using a KWL (know, want to know, ultimately learn) Chart. This
is a valid assessment for the students to take ownership of their own work while setting a goal for
themselves and being able to go back and assess themselves to see if they have met their goal.
Another assessment is formal phonics assessment. This assessment provides the students the
opportunity to read, write, and illustrate their understanding of the words they are given and how
they are composed.
Conclusion
When modeling and coaching a classroom teacher it is important to first discuss with
them their questions and concerns about literacy in their classroom and then find ways, together,
to help them answer those questions and concerns. The next step would be to model, in the
teacher’s classroom, how to teach a particular strategy or skill they may be having questions
about, or want to introduce in the classroom. When modeling a lesson for the teacher it is key
that they are involved with the entire process from selecting the strategy or skill, to creating the
lesson plan, teaching the lesson plan, and finishing with reflecting on what went well and what
may still need work. It is also important to make sure to follow up with them, just as they would
with their students, to make sure that their goals were met.
LITERATURE ENVIRONMENT PLAN
7
References
Literacy Rich Environments (n.d.). Retrieved from
https://www.osepideasthatwork.org/…/21%20-%20Literacy%20Rich%20Environment
Irvin, J. L., Meltzer, J., & Dukes, M. S. (2007, June). Chapter 1. Student Motivation,
Engagement, and Achievement. Retrieved from
http://www.ascd.org/publications/books/107034/chapters/Student-Motivation,Engagement,-and-Achievement.aspx
Classrooms. Retrieved December 14, 2016, from http://www.ascd.org/ascd-express/vol8/806urquhart.aspx
LITERATURE ENVIRONMENT PLAN
8
Formal Phonics Assessment
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
LITERATURE ENVIRONMENT PLAN
9
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Vocabulary Informal Assessment
1.
2.
3.
4.
5.
6.
1. Burrow
2. Ranger’s
3.Warning
4.Distant
LITERATURE ENVIRONMENT PLAN
10
5.Beyong
6.Nocturnal
Paired Reading Informal Assessment
Listening for the following responses to the questions asked as a whole group for think, pair, and
share.
Read page 188 and 189
Questions: As you are reading the article, there may be something that you do not understand.
How can rereading parts of the article help you?
Answers: It can give me a change to go back and look for information I may have missed the
first time.
Read p. 190
Questions: What does this chart tell about? How do you know?
Answers: The chart tells about Sonoran desert animals, their types, and what they eat. I know
this from reading the title of the chart and the column heads.
Read p. 191
Questions: What does the word nocturnal mean? How can you use the other words and sentences
around it to figure it out?
Answers: It means “coming out only at night.” I can figure this out from reading the two
sentences that come after the word.
LITERATURE ENVIRONMENT PLAN
Check for Understanding Formal Assessment
Venn Diagram
11
is
ar stu
ed d
vi y re
aC s
o
ou urc
rs e
eH w
er as
o.
co
m
Running head: LITERATE ENVIRONMENT PLAN
Ginny Harrell
Grand Canyon University: REA-550
sh
Th
January 25, 2017
This study source was downloaded by 100000774567807 from CourseHero.com on 05-24-2021 22:01:39 GMT -05:00
https://www.coursehero.com/file/41860364/literateenvironmentplandoc/
1
LITERATE ENVIRONMENT PLAN
2
Interview
1. Data to support groups:
a. The students are given a series of diagnostic screeners when school begins to
determine their strengths and weaknesses. Once the diagnostic screeners are done,
I do a “dig down” to take a closer look at the students’ weaknesses and where
exactly they are having the most difficulty. By gathering this data it will help me
determine how to group the students as well as what I should be teaching each
is
ar stu
ed d
vi y re
aC s
o
ou urc
rs e
eH w
er as
o.
co
m
group.
2. Progress monitoring/how often:
a. All tier one students are given a one minute fluency monitoring monthly
b. Tier two students are given a one minute fluency monitoring bi-weekly
c. Tier three students are given a one minute fluency monitoring weekly
d. Tier two and three students are also given progress monitoring bi-weekly on the
given strategy or skill that they are working on.
3. Flexible groups: If the groupings are flexible groupings, inquire how the teacher
determines movement to other groups:
a. The groups are flexible in the fact that when a student masters their skill, or
reading level, they are moved to a new group that is working on the next skill, or
Th
level, that they now need additional work in. If a student has progressed to
reading at their grade level they will be moved out of the intensive group and into
sh
the at grade-level group in order to push them toward reaching their new reading
goal.
4. Lesson planning:
This study source was downloaded by 100000774567807 from CourseHero.com on 05-24-2021 22:01:39 GMT -05:00
https://www.coursehero.com/file/41860364/literateenvironmentplandoc/
LITERATE ENVIRONMENT PLAN
3
a. When lesson planning it is important that I consider the needs of the groups as
well as the individual students. I have taken the Daily 5 approach to my reading
groups and they cycle through the rotation to ensure that they are meeting with me
as well as learning other skills that they need to be self-sufficient and engaged.
Lesson planning for small groups entails following along with the curriculum that
is provided, and required, by the district as well as making adjustments to the
specific areas of the students in the groups.
is
ar stu
ed d
vi y re
aC s
o
ou urc
rs e
eH w
er as
o.
co
m
5. Strategies used:
a. The strategies that I currently use for my reading groups include technology, rereading, discussion, and practice.
6. Alternative small group instruction and the changes required (materials, amount of time)
versus a general classroom setting:
a. The amount of time and materials that are needed for small groups vs. whole
group teaching are a lot at the beginning but once a system is in place it isn’t any
more work than I need to do for my whole group instruction. The planning time is
a bit at first, and when groups are initially changed around. The biggest change I
have found is finding outside resources that are compatible with the required
curriculum.
Th
7. Communication with the current reading specialist/literacy coach:
a. We currently do not have a reading specialist or literacy coach. Our district has
sh
changed their focus from reading to math and dissolved the positions. All guided
reading falls on the classroom teacher.
8. Use of instructional supports (staff, volunteer, etc.)
This study source was downloaded by 100000774567807 from CourseHero.com on 05-24-2021 22:01:39 GMT -05:00
https://www.coursehero.com/file/41860364/literateenvironmentplandoc/
LITERATE ENVIRONMENT PLAN
4
a. Our grade level team collaborates to find materials and as a way of support for
each other. The administration requires us to upload our data and our progress
monitoring, however the information is not currently used for anything outside of
our classrooms. We do not currently have any volunteers in the classrooms.
9. Ideas/suggestions/strategies which might support the reading needs of the current
grouping:
a. Students enjoy being able to hear other people read to them, a good source for this
is
ar stu
ed d
vi y re
aC s
o
ou urc
rs e
eH w
er as
o.
co
m
if audio books are not available, is www.storylineonline.net. The website has
children’s books that are read to them by different actors. It was created, and is
supported by, the Screen Actors Guild.
b. Another strategy to engage students during self-directed centers, while the teacher
is meeting with a group of students, is a writing center where the students write in
a journal with a topic that is provided and then you can reply to their journal
response and leave another question or topic for them to write about the next time
they are at that center. This is a great way of opening up communication between
the student and yourself all while engaging them in reading and writing.
c. It is also important to make sure the students know how to choose a book that is
the right fit for them, if you are not available to talk to them about it because you
Th
are meeting with another group. They can use the Five Finger Rule, IPICK (I
choose a book, purpose-why do I want to read it, interest-does it interest me,
sh
comprehend-do I understand and know what I am reading, know-I know most of
the words that I am reading on the given page or in the given paragraph.
This study source was downloaded by 100000774567807 from CourseHero.com on 05-24-2021 22:01:39 GMT -05:00
https://www.coursehero.com/file/41860364/literateenvironmentplandoc/
Powered by TCPDF (www.tcpdf.org)
Purchase answer to see full
attachment
is
ar stu
ed d
vi y re
aC s
o
ou urc
rs e
eH w
er as
o.
co
m
1
Alisha Mimes
06/03/2020
REA-550
Professor Rider
sh
Th
Grand Canyon University
This study source was downloaded by 100000774567807 from CourseHero.com on 06-19-2021 17:00:00 GMT -05:00
https://www.coursehero.com/file/70497618/Literate-Environment-Plandocx/
Literate Environment Plan
2
Upon writing this paper I will be talking about the mission and vision of the literate
environment plan specific to the school population and I will be discussing about the roles
and responsibilities of the stakeholders, students, parents, teachers, administrators, etc. Also,
I will be explaining about how I will advocate to extend ideas of schoolwide literacy-rich
environments to the school district. Another thing a brief explanation of the process for
literacy implementation and evaluation. You will be reading about how the literacy
is
ar stu
ed d
vi y re
aC s
o
ou urc
rs e
eH w
er as
o.
co
m
environment effects collaboration and positively influences a safe, low risk social
environment. The last thing will be talking about how literacy environments can contribute to
differentiation and meet the needs of diverse students with compassion and care.
This school is in a learning community which values high expectation for both academics
and behavior and recognizes the pronounced impact that literacy has on the lives of our diverse
population of students and the community. Each and every associate will collaborate to nurture
and enhance literacy development. My mission is to offer, through collaboration of all associates,
purposeful, authentic, literacy instruction based on best practices. The staff embraces students,
families, and communities to build and develop adaptable individuals who are independent
critical thinkers and intrinsically motivated to be lifelong learners. I trust that all children can
Th
learn as we seek to make a difference in the lives of our students. The teachers and I are devoted
to providing a quality education for all students in a safe, secure, and nurturing learning
sh
environment. We are devoted to ensuring that each child reaches his/her full potential. All
students, from birth through grade twelve, will become lifelong learners with a command of
literacy that prepares them for the challenges of the outside world.
This study source was downloaded by 100000774567807 from CourseHero.com on 06-19-2021 17:00:00 GMT -05:00
https://www.coursehero.com/file/70497618/Literate-Environment-Plandocx/
Literate Environment Plan
3
The role of the teacher is to support all endeavors at perusing, composing, and talking,
permitting students of shifting capacity to encounter the distinctive capacity and utilization of
education exercises.” Literate environments should motivate students and emphasize the
importance of speaking, reading, and writing (The Access Center, 2007). Creating a literate
classroom environment where students feel well, productive, energized, and safe requires design
knowledge (Roskos & Neuman, 2011)”. Parent involvement is the main indicator of early
is
ar stu
ed d
vi y re
aC s
o
ou urc
rs e
eH w
er as
o.
co
m
proficiency achievement and future scholastic accomplishment.
Here’s somethings that I would do to advocate to extend ideas of schoolwide literacy-rich
environments to the school district. I would host an open house for parents and the school district
and reach out to other schools within the district to participate by setting up a table with literacy
resources. Also, I would write a to the superintendent and board of education for the district,
parents can volunteer to help if they would like.
A brief explanation of the process for literacy implementation and evaluation are students
being engaged in a variety of reading and writing activities while some students are working
in groups and others working individually. The materials that are in the classroom are
Th
adapted not only to help students with challenges interact with text, but also to serve as a
motivator for reading. “A literacy-rich environment is a setting that stimulates students with
sh
disabilities to participate in language and literacy activities in their daily lives thereby giving
them the beginning understandings of the utility and function of oral and written language.”
Teachers ensure that students have access to a variety of resources by providing many
choices. The literacy rich environment emphasizes the importance of speaking, reading, and
This study source was downloaded by 100000774567807 from CourseHero.com on 06-19-2021 17:00:00 GMT -05:00
https://www.coursehero.com/file/70497618/Literate-Environment-Plandocx/
Literate Environment Plan
4
writing in the learning of all students. Literacy environments can contribute to differentiation
and meet the needs of diverse students with compassion and care by having guided reading
sh
Th
is
ar stu
ed d
vi y re
aC s
o
ou urc
rs e
eH w
er as
o.
co
m
groups, centers and differentiated reading groups.
This study source was downloaded by 100000774567807 from CourseHero.com on 06-19-2021 17:00:00 GMT -05:00
https://www.coursehero.com/file/70497618/Literate-Environment-Plandocx/
Literate Environment Plan
5
Scholarly Resource References:
http://www.ascd.org/publications/books/107034/chapters/Develop-and-Implement-aSchoolwide-Literacy-Action-Plan.aspx
http://www.iup.edu
sh
Th
is
ar stu
ed d
vi y re
aC s
o
ou urc
rs e
eH w
er as
o.
co
m
https://www.readingrockets.org/article/literacy-rich-environments
This study source was downloaded by 100000774567807 from CourseHero.com on 06-19-2021 17:00:00 GMT -05:00
https://www.coursehero.com/file/70497618/Literate-Environment-Plandocx/
Powered by TCPDF (www.tcpdf.org)
Course Code
REA-550
Class Code
REA-550-O500
Criteria
Criteria
Percentage
100.0%
Mission and Vision
10.0%
Stakeholders’ Roles and Responsibilities
10.0%
Advocate at District
15.0%
Process for Implementation and Evaluation
15.0%
Low Risk Literacy Environment
15.0%
Contributions to Differentiation
15.0%
Organization
10.0%
Mechanics of Writing (includes spelling,
punctuation, grammar, language use)
5.0%
Format and Documentation of Sources (layout,
citations, footnotes, references, bibliography,
etc., as appropriate to assignment and style)
5.0%
Total Weightage
100%
Assignment Title
Literate Environment Plan
No Submission (0.00%)
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Total Points
55.0
Insufficient (69.00%)
The mission and vision of the literate environment plan are
unrelated.
The roles and responsibilities of the stakeholders are
inappropriate.
Unrealistically describes how to advocate to extend ideas of
literacy-rich environments to the school district.
The process described for literacy implementation and
evaluation is incomprehensible.
Unrealistically includes how the literacy environment effects
collaboration and positively influences a safe, low risk social
environment.
Ineffectively includes how literacy environments can
contribute to differentiation and meet the needs of diverse
students with compassion and care.
An attempt is made to organize the content, but the
sequence is indiscernible. The ideas presented are
compartmentalized; may not relate to each other.
Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice or
sentence construction are used.
Documentation of sources is inconsistent and/or incorrect, as
appropriate to assignment and style, with numerous
formatting errors.
Approaching (74.00%)
The mission and vision of the literate environment plan are
unfocused.
The roles and responsibilities of the stakeholders are
underdeveloped.
Unclearly describes how to advocate to extend ideas of
literacy-rich environments to the school district.
The process described for literacy implementation and
evaluation is shallow.
Vaguely includes how the literacy environment effects
collaboration and positively influences a safe, low risk social
environment.
Weakly includes how literacy environments can contribute to
differentiation and meet the needs of diverse students with
compassion and care.
The content may not be adequately organized even though it
provides the audience with a sense of the main idea.
Submission includes mechanical errors, but they do not
hinder comprehension. Effective sentence structures are
used, as well as some practice and content-related language.
Sources are documented, as appropriate to assignment and
style, although some key formatting and citation errors are
present.
Acceptable (87.00%)
The mission and vision of the literate environment plan are
apt and appropriate for the student population.
The roles and responsibilities of the stakeholders are
appropriate.
Clearly describes how to advocate to extend ideas of literacyrich environments to the school district.
The process described for literacy implementation and
evaluation is concise.
Reasonably includes how the literacy environment effects
collaboration and positively influences a safe, low risk social
environment.
Effectively includes how literacy environments can contribute
to differentiation and meet the needs of diverse students
with compassion and care.
The content is logically organized. The ideas presented relate
to each other. The content provides the audience with a clear
sense of the main idea.
Submission is largely free of mechanical errors, although a
few are present. A variety of effective sentence structures
and figures of speech are used, as well as appropriate
practice and content-related language.
Sources are documented, as appropriate to assignment and
style, and format is mostly correct.
Target (100.00%)
The mission and vision of the literate environment plan are
professional and well-crafted for the student population.
The roles and responsibilities of the stakeholders are
innovative.
Realistically describes how to advocate to extend ideas of
literacy-rich environments to the school district.
The process described for literacy implementation and
evaluation is professional and ideal.
Expertly includes how the literacy environment effects
collaboration and positively influences a safe, low risk social
environment.
Insightfully includes how literacy environments can
contribute to differentiation and meet the needs of diverse
students with compassion and care.
Comments
The content is well organized and logical. There is a
sequential progression of ideas related to each other. The
content is presented as a cohesive unit. Provides the
audience with a clear sense of the main idea.
Submission is virtually free of mechanical errors. Word choice
reflects well-developed use of practice and content-related
language. Sentence structures are varied and engaging.
Sources are documented completely and correctly, as
appropriate to assignment and style. Format is free of error.
Points Earned
Running head: LITERATURE ENVIRONMENT PLAN
Ginny Harrell
Grand Canyon University: REA-550
January 25, 2017
1
LITERATURE ENVIRONMENT PLAN
2
Literature Environment Plan
The environment in which literature is taught, and learned in, is one of the most
important aspects to setting students up to be successful readers and writers. When looking at the
environment of the classroom it is important to take into consideration the needs of the students,
they layout of the room, materials that are going to be used, as well as how to engage the
students in their learning. How the students feel in the space is just as important as layout itself.
It is also important to have a set of routines to support the students in their academic success.
Classroom Arraignments
The layout and setup of a classroom, and the materials on walls, has a lot to do with how
well a student learns in their environment. A room that is overcrowded and cluttered with
materials and posters is confusing, and non-inviting to students. It is important to have labels on
the walls for English Language, and lower level, learners. It is also important to have areas in the
classroom that are calm and inviting for students that need to be in a less stressful environment.
It is key for teachers to consider the diverse needs and skills of all students they teach. As the
skills are integrated into the classroom it is important for the teacher to also consider the
backgrounds of their diverse students. It is important for teachers to ensure that all students are
represented in the classroom design and instruction. The environment should be individualized to
meet the needs of students with disabilities in order to ensure that appropriate opportunities for
participation in literacy activities are consistently available. (Literacy-Rich Environment, n.d.)
It is important for students to feel safe in the environment they are in. When they feel safe
they will engage and open up more. They will feel more comfortable to take risks if they believe
that their teacher cares about, and supports, them. It is important for teachers to acknowledge
student’s need for choice and flexibility while providing clear expectations and support higher
LITERATURE ENVIRONMENT PLAN
3
achievement. Teachers need to be responsive, and understand, the different backgrounds each of
their students brings into the classroom with them. Bringing those backgrounds into the lessons
themselves and building on them through assignments, activities, literacy choices, and
assessments can do this.
It is important that the classroom arraignment includes an area with pillows or
comfortable seats, labels and word walls, incorporates the display of charts, signs, and student
work as well as an area for reading centers or stations, a large area for whole group learning, and
areas for technology such as iPads, e-readers, computers, and active boards. Below are two
visual examples of classroom arraignments that incorporate areas to maximize the space as well
as support the students in their different learning methods.
Source: Google Image Search: Balanced Literacy Classroom Layout
LITERATURE ENVIRONMENT PLAN
4
Source: Google Image Search: Balanced Literacy Classroom Layout
Social Environment
Setting up a classroom that is supportive of students and the way they learn is one of the
key components to ensuring their success. It is important to create an environment that is
friendly and pleasant while providing them with the opportunity to feel accepted by their teacher
and peers, have a sense of safety, feel confident in their ability to complete tasks, all while seeing
the value in the activity they are learning (Urquhart, V., & Frazee, D., n.d.).
A way to create a social environment that engages the students while ensuring that it is
low risk is to create choices with materials. This includes a library that is well organized, have
books that are different reading levels as well as a mixture of genres, and include different types
of print. The same needs to be done for the writing space in the classroom. It is important to
provide the students with different writing materials in order to express their thoughts. Some of
the materials that can be included are tactile books, picture books, manipulatives, pencil grips,
different types of writing materials such as pens, pencils, markers, crayons, etc.
Grouping of Students
LITERATURE ENVIRONMENT PLAN
5
When a student feels safe in their environment they are more at ease and engaged in their
learning. It is important when grouping students to take into consideration the behaviors of the
students they are going to be grouped with. This is key to ensuring that the students are all
actively engaged in their learning and comfortable enough to make mistakes. The grouping of
students is important to how they collaborate with one another. It is important for students to
work with those that are of varying developmental level because each of them brings something
different to the collaboration as well as a unique perspective. Having different manipulatives for
the students is a great way of engaging them in an open dialogue with one another and providing
them with different ways to express themselves.
Routines and Assessments
Routines provide the students structure and something for them to rely on. It is a way for
the students, and teacher, to stay focused and engaged during their learning. Below is an example
of a routine that is broken down by the components of an English Language Arts lesson as well
as the time frame for which those components should be taught in.
I Do:
Phonics Blending 10:00-10:10
Phonemic Awareness 10:10-10:13
Vocabulary 10:13-10:25
We Do:
Read a paired selection 10:25-10:50
You Do:
Check for understanding 10:50-11:00
It is important to assess students during their learning to make sure their needs, and goals,
are being met. It however is also important to make sure that teachers are not teaching to test, but
are teaching to the academic needs of their students in order to ensure their success in the
learning environment. When thinking of assessments to use it is important that they contribute to
LITERATURE ENVIRONMENT PLAN
6
the literature environment. This can be done through both formal and informal assessments. One
assessment that can be done is using a KWL (know, want to know, ultimately learn) Chart. This
is a valid assessment for the students to take ownership of their own work while setting a goal for
themselves and being able to go back and assess themselves to see if they have met their goal.
Another assessment is formal phonics assessment. This assessment provides the students the
opportunity to read, write, and illustrate their understanding of the words they are given and how
they are composed.
Conclusion
When modeling and coaching a classroom teacher it is important to first discuss with
them their questions and concerns about literacy in their classroom and then find ways, together,
to help them answer those questions and concerns. The next step would be to model, in the
teacher’s classroom, how to teach a particular strategy or skill they may be having questions
about, or want to introduce in the classroom. When modeling a lesson for the teacher it is key
that they are involved with the entire process from selecting the strategy or skill, to creating the
lesson plan, teaching the lesson plan, and finishing with reflecting on what went well and what
may still need work. It is also important to make sure to follow up with them, just as they would
with their students, to make sure that their goals were met.
LITERATURE ENVIRONMENT PLAN
7
References
Literacy Rich Environments (n.d.). Retrieved from
https://www.osepideasthatwork.org/…/21%20-%20Literacy%20Rich%20Environment
Irvin, J. L., Meltzer, J., & Dukes, M. S. (2007, June). Chapter 1. Student Motivation,
Engagement, and Achievement. Retrieved from
http://www.ascd.org/publications/books/107034/chapters/Student-Motivation,Engagement,-and-Achievement.aspx
Classrooms. Retrieved December 14, 2016, from http://www.ascd.org/ascd-express/vol8/806urquhart.aspx
LITERATURE ENVIRONMENT PLAN
8
Formal Phonics Assessment
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
LITERATURE ENVIRONMENT PLAN
9
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Vocabulary Informal Assessment
1.
2.
3.
4.
5.
6.
1. Burrow
2. Ranger’s
3.Warning
4.Distant
LITERATURE ENVIRONMENT PLAN
10
5.Beyong
6.Nocturnal
Paired Reading Informal Assessment
Listening for the following responses to the questions asked as a whole group for think, pair, and
share.
Read page 188 and 189
Questions: As you are reading the article, there may be something that you do not understand.
How can rereading parts of the article help you?
Answers: It can give me a change to go back and look for information I may have missed the
first time.
Read p. 190
Questions: What does this chart tell about? How do you know?
Answers: The chart tells about Sonoran desert animals, their types, and what they eat. I know
this from reading the title of the chart and the column heads.
Read p. 191
Questions: What does the word nocturnal mean? How can you use the other words and sentences
around it to figure it out?
Answers: It means “coming out only at night.” I can figure this out from reading the two
sentences that come after the word.
LITERATURE ENVIRONMENT PLAN
Check for Understanding Formal Assessment
Venn Diagram
11
is
ar stu
ed d
vi y re
aC s
o
ou urc
rs e
eH w
er as
o.
co
m
Running head: LITERATE ENVIRONMENT PLAN
Ginny Harrell
Grand Canyon University: REA-550
sh
Th
January 25, 2017
This study source was downloaded by 100000774567807 from CourseHero.com on 05-24-2021 22:01:39 GMT -05:00
https://www.coursehero.com/file/41860364/literateenvironmentplandoc/
1
LITERATE ENVIRONMENT PLAN
2
Interview
1. Data to support groups:
a. The students are given a series of diagnostic screeners when school begins to
determine their strengths and weaknesses. Once the diagnostic screeners are done,
I do a “dig down” to take a closer look at the students’ weaknesses and where
exactly they are having the most difficulty. By gathering this data it will help me
determine how to group the students as well as what I should be teaching each
is
ar stu
ed d
vi y re
aC s
o
ou urc
rs e
eH w
er as
o.
co
m
group.
2. Progress monitoring/how often:
a. All tier one students are given a one minute fluency monitoring monthly
b. Tier two students are given a one minute fluency monitoring bi-weekly
c. Tier three students are given a one minute fluency monitoring weekly
d. Tier two and three students are also given progress monitoring bi-weekly on the
given strategy or skill that they are working on.
3. Flexible groups: If the groupings are flexible groupings, inquire how the teacher
determines movement to other groups:
a. The groups are flexible in the fact that when a student masters their skill, or
reading level, they are moved to a new group that is working on the next skill, or
Th
level, that they now need additional work in. If a student has progressed to
reading at their grade level they will be moved out of the intensive group and into
sh
the at grade-level group in order to push them toward reaching their new reading
goal.
4. Lesson planning:
This study source was downloaded by 100000774567807 from CourseHero.com on 05-24-2021 22:01:39 GMT -05:00
https://www.coursehero.com/file/41860364/literateenvironmentplandoc/
LITERATE ENVIRONMENT PLAN
3
a. When lesson planning it is important that I consider the needs of the groups as
well as the individual students. I have taken the Daily 5 approach to my reading
groups and they cycle through the rotation to ensure that they are meeting with me
as well as learning other skills that they need to be self-sufficient and engaged.
Lesson planning for small groups entails following along with the curriculum that
is provided, and required, by the district as well as making adjustments to the
specific areas of the students in the groups.
is
ar stu
ed d
vi y re
aC s
o
ou urc
rs e
eH w
er as
o.
co
m
5. Strategies used:
a. The strategies that I currently use for my reading groups include technology, rereading, discussion, and practice.
6. Alternative small group instruction and the changes required (materials, amount of time)
versus a general classroom setting:
a. The amount of time and materials that are needed for small groups vs. whole
group teaching are a lot at the beginning but once a system is in place it isn’t any
more work than I need to do for my whole group instruction. The planning time is
a bit at first, and when groups are initially changed around. The biggest change I
have found is finding outside resources that are compatible with the required
curriculum.
Th
7. Communication with the current reading specialist/literacy coach:
a. We currently do not have a reading specialist or literacy coach. Our district has
sh
changed their focus from reading to math and dissolved the positions. All guided
reading falls on the classroom teacher.
8. Use of instructional supports (staff, volunteer, etc.)
This study source was downloaded by 100000774567807 from CourseHero.com on 05-24-2021 22:01:39 GMT -05:00
https://www.coursehero.com/file/41860364/literateenvironmentplandoc/
LITERATE ENVIRONMENT PLAN
4
a. Our grade level team collaborates to find materials and as a way of support for
each other. The administration requires us to upload our data and our progress
monitoring, however the information is not currently used for anything outside of
our classrooms. We do not currently have any volunteers in the classrooms.
9. Ideas/suggestions/strategies which might support the reading needs of the current
grouping:
a. Students enjoy being able to hear other people read to them, a good source for this
is
ar stu
ed d
vi y re
aC s
o
ou urc
rs e
eH w
er as
o.
co
m
if audio books are not available, is www.storylineonline.net. The website has
children’s books that are read to them by different actors. It was created, and is
supported by, the Screen Actors Guild.
b. Another strategy to engage students during self-directed centers, while the teacher
is meeting with a group of students, is a writing center where the students write in
a journal with a topic that is provided and then you can reply to their journal
response and leave another question or topic for them to write about the next time
they are at that center. This is a great way of opening up communication between
the student and yourself all while engaging them in reading and writing.
c. It is also important to make sure the students know how to choose a book that is
the right fit for them, if you are not available to talk to them about it because you
Th
are meeting with another group. They can use the Five Finger Rule, IPICK (I
choose a book, purpose-why do I want to read it, interest-does it interest me,
sh
comprehend-do I understand and know what I am reading, know-I know most of
the words that I am reading on the given page or in the given paragraph.
This study source was downloaded by 100000774567807 from CourseHero.com on 05-24-2021 22:01:39 GMT -05:00
https://www.coursehero.com/file/41860364/literateenvironmentplandoc/
Powered by TCPDF (www.tcpdf.org)
Purchase answer to see full
attachment
Categories: