Creating a Literate Environment

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Creating a Literate Environment

• Kathleen G. Burriss
• Middle Tennessee State University
• www.mtsu.edu/kburriss

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Three Environments
COGNITIVE
SOCIAL/EMOTIONAL
PHYSICAL
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Physical Environment
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Learning Centers

• Art
• Music
• Library/Literacy
• Math/Science
• Reflective
• Games/Toys
• Blocks/Constructive
• Sand/Water
• Parents
• Socio Dramatic

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Teachers Values

• Democratic
• Creative
• Innovative
• Current Research

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Consider Childs Perspective

• ADA Compliant
• Noise level
• Crowded
• Neatness
• Temperature
• Lighting
• Public space
• Private space
• Choices

• Vertical environment
• Horizontal environment
• Texture dimension
• Mobility dimension
• Safety
• Space allowed for varied grouping
• Seclusion
• Complexity

Adapted from Kostelnik et al., 1993
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Interaction Dimensions

• Teacher with Children
• Children with Children
• Children with Materials
• Children with Other Adults

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Classroom Displays

• Community values
• Teacher philosophy
• Regard for children

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Literacy Props

• Accessible
• Varied
• Teacher modeling
• Move from center to center

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Teacher Credentials

• Diplomas
• Certificates
• Portfolio

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Living Things Literacy

• Fish
• Turtles
• Plants
• Outdoor Classroom

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How Will Information Be Represented?

• Rubbings
• Numbers
• Measuring
• Photographs
• Items to bring back artifacts
• Graphic organizers
• Bar graphs
• Comic strip characters/bubble speakers
• Two three dimensional objects
• Diagrams

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How Will Information Be Represented?

• Maps plans
• Cross section sequence charts
• Timelines
• Logs
• Matrices
• Games
• Music dance
• Stories plays

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Representing Knowledge

• Writing
• Oral Discussion
• Drawing
• Dramatic Play
• Construction

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Cognitive Environment
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Nurture Life-Long Learning

• Flexibility
• Range of materials
• Differentiated instruction
• Choice

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Difference Between Learning

• Academic short term curriculum objectives
• Intellectual long term thinking/comprehension

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Intellectual Learning

• Developmentally appropriate
• Allow student autonomy
• Promote creativity
• Insure student choice

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Divergent Centers

• Range of ability, needs interests
• Flexible time grouping
• Goals, identified, but not specific objectives
• Conference with children
• Portfolio assessment

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Multiple Intelligences

• Intrapersonal
• Interpersonal
• Spatial
• Naturalistic

• Linguistic
• Bodily-kinesthetic
• Logical-mathematical
• Musical

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Themes Connect Learning

• Developmentally appropriate
• Relevant/authentic
• Integrate curriculum

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Prepared Environment

• Observe
• Record
• Re-evaluate
• Modify

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Kinds of Knowledge

• Social
• Physical
• Logico-Mathematical

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Literacy Props

• Books, magazines, comic books
• Reference materials, maps, globes,
• Designs, signage
• Writing utensils
• Paper- lined, unlined, graph
• Computer
• Pictures

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Literacy Events

• Children reading/writing for meaning
• Children seeking information

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Adults Nurture Literacy

• Print-rich environment
• Encourage literacy usage- time, access materials

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Social/Emotional Environment
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Childrens Self-Concepts

• Trust
• Autonomy
• Initiative
• Industry

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About Flow

• Feel it?
• See it?
• Hear it?

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Reinforcement

• From Teacher
• From Children
• From Other Adults
• From Physical Environment

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Centers Size

• For Individuals
• For Small Groups
• For the Whole Class

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Literacy Play

• Informal/Spontaneous
• Formal/Guided

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Three Environments
COGNITIVE
SOCIAL/EMOTIONAL
PHYSICAL