Literacy Rich Environments
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A literacy-rich environment stimulates students to participate in language and literacy activities daily, giving them an understanding of the function of oral and written language. Such an environment contains abundant, high-quality literacy materials like books, dictionaries, labels and signs. It has a physically organized space that encourages reading and writing, along with daily literacy routines such as read-alouds, independent reading and writing, and sharing. The classroom culture is also culturally sensitive and integrated, helping students experience different cultures through bulletin boards and other means. Assessment and a variety of instructional methods, including technology, group work and projects on the walls, are also characteristics of literacy-rich classrooms.
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Kawanda Murphy
Instructor Afiya Armstrong
Ece315 Language Development in young Children
12/17/18
Creating a Language Rich Environment
Introduction
Children learn best in environments that support optimum creativity as well as development opportunities. As such, teachers must strive to foster a learning environment that enhances language acquisition among students. Learners can grasp different languages with the right practice, instructions as well as encouragement. Every teacher has a responsibility to have a classroom set up with specific learning areas as well as plan for their use (Celic, 2009). The ways in which he or she creates the opportunities for productive language acquisition can enable learners to lower their mistakes, allow learners at different educational levels interact with one another, as well as create a natural learning environment that teaches and provides various opportunities for language learning (Piper, 2012). Therefore, I have designed a classroom floor plan with three centers- the computer corner, the collaborative work table and reading corner- that do not only promote literacy, but also language acquisition.
The Classroom Floor plan
This floor plan is specifically designed to provide children with the opportunities on how learn and use language in natural ways. The three primary areas designed for promoting language learning and use include the computer corner, the reading center as well as the collaborative worktable.
The Computer Corner
The computer corner has 2 computer desks than can be used by between 2 and 3 learners at a time. The computer area supports language development among learners by providing them with the opportunities on how to use a computer, play interactive reading game, print words for learning as well as use other educational programs that promote reading as well as language acq.
UNESCO toolkit 4: Creating Learning-Friendly Classrooms
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FACILITATE-LEARNING-ENVIRONMENT.pptx
The document discusses how to facilitate a productive learning environment. It emphasizes that the classroom space and furnishings should accommodate different types of learners and interactions. The layout should have a clean, orderly setup with comfortable seating arranged to allow for demonstrations, discussions, and student focus. Providing choice, variation in activities, relevant context for lessons, opportunities for conversation and collaboration, and trustworthy resources enables students to learn in a way that respects their individual styles and needs. The learning environment influences the types of activities that are possible and should motivate and inspire both students and teachers to do their best work.
Final paper for Differentiated Instruction
This document discusses differentiated instruction for developing reading in ESL classes. It states that teachers must understand students' interests, learning styles, intelligence types, and backgrounds to effectively plan instruction. The document recommends that teachers use interest inventories and other tools to identify this information about students. It also discusses Vygotsky's theory of social interaction in cognitive development and Gardner's theory of multiple intelligences. The document advocates differentiated instruction and incorporating varied activities to engage students with different abilities and learning preferences.
Wanda gibson language acquisition e portfolio 315
This document is an e-portfolio created by Wanda Gibson for a language acquisition course. It includes sections on Wanda's language acquisition beliefs, resources for language development, creating a language-rich environment in the classroom, a literacy lesson plan, and analyzing stages of language development. The portfolio contains links to additional documents providing more details on each section.
Classroom-environment.pptx
The document discusses key factors that influence the classroom environment, including teaching practices, relationships, physical space, and classroom organization. It emphasizes that the teacher plays a crucial role in establishing an environment that either supports or hinders student learning and well-being. An inclusive classroom requires considering all students' needs, facilitating positive relationships, and ensuring flexibility so the environment can evolve to meet changing requirements.
1497612061paper12module24etext
This document discusses teaching materials and aids. It defines teaching materials as objects used by teachers to supplement classroom instruction, while teaching aids are used to enhance instruction. The role of the teacher is highlighted, as they are responsible for effectively using materials and aids to create an engaging learning environment for students. Guidelines for developing materials include ensuring they are contextualized to students' experiences and encourage the development of language skills. Examples of common materials mentioned are worksheets, games, and charts. The significance of materials is that they can teach students how to learn when designed to engage them in the learning process.
Basic Requirements of Teaching
Teaching is uncertain and interactional. Part of teaching well is using a combination of ones own talents, insights, skills, and professional judgments to encourage students learning and development. It is a very humanistic profession, and compassion is the utmost feeling of understanding, and showing others you are concerned about them. A compassionate teacher models that characteristic to the students with her/his actions, and as a result students will be more open to understanding the world around them. Teaching is difficult partly because classrooms are complex. First, teachers are required to serve in several roles. They need to serve as advocate, instructor, observer, evaluator, coach, activities director, supply master, tech support, and confidante, for instance. In their varied roles, teachers make many decisions about different kinds of issues. Teachers make hundreds of decisions per day. They need to think about students safety, their learning, and their other needs simultaneously, all while they also consider their own personal and professional issues. J. Jayapriya"Basic Requirements of Teaching" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-1 | Issue-4 , June 2017, URL: http://www.ijtsrd.com/papers/ijtsrd2199.pdf http://www.ijtsrd.com/humanities-and-the-arts/education/2199/basic-requirements-of-teaching/j-jayapriya
Teacher Portfolio 2016
This document provides the resume and teaching philosophy of Heather Wulff, an experienced educator. She has a Master's degree in teaching and multiple subject teaching credentials. Her experience includes teaching various grades from preschool to 4th grade in several schools. She is currently teaching PreK-3 and has a strong record of collaborating with other teachers and developing engaging, standards-aligned curricula. Her teaching philosophy emphasizes meeting the needs of diverse learners through hands-on and project-based lessons that incorporate multiple intelligences. She aims to create a positive learning community and sees the potential to influence students' lives.
Current issues
The document discusses several challenges faced by teachers in motivating students to learn, including students skipping class or lacking attention. It emphasizes that one key to increasing motivation is using activities matched to students' personalities, learning styles, and characteristics. Additionally, it discusses the importance of establishing rapport with students, maintaining a pleasant classroom atmosphere, and ensuring students feel part of a cohesive learning group in order to maximize student motivation.
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This document provides an overview of five different learning spaces: the classroom and school, beyond the classroom, the electronic space, the group learning space, and the individual learning space.
For the classroom and school space, it discusses the physical attributes of a typical classroom including natural lighting, technology, writing tools, furniture, and displays. It also covers pedagogical considerations like seating arrangements and the impact of the outdoor view.
The section on beyond the classroom explores learning that takes place outside of the four walls, such as in the wider community, outdoors, and through ICT. It addresses both the positives like access to experts and engagement, as well as challenges like distractions and risks.
When discussing the
Teaching strategies in teaching arts
This document discusses various teaching strategies that can be used in teaching arts subjects. It describes strategies for delivering instruction, such as demonstrations and whole group instruction, as well as small group and one-on-one instruction. Additional strategies covered include collaborative and independent learning, using technology as a teaching tool, brainstorming, conferences, cooperative learning, discussion, experimenting, focused and free exploration, graphic organizers, guided activities, jigsaw, lateral thinking, and modeling.
Literate environment analysis
This document provides guidance on creating a literate classroom environment. It discusses three essential parts: getting to know literacy learners through non-cognitive and cognitive assessments, selecting appropriate texts using a literacy matrix, and using interactive, critical and response instructional perspectives. Specific examples are provided for each part, including a "Me Stew" activity to learn about students' interests, choosing family-themed texts, and focusing a lesson on becoming knowledgeable readers. The document emphasizes the importance of understanding individual students, selecting a variety of texts, and engaging students through different instructional approaches.
M. Short - CCC Online Class
This document provides an overview of an EDUC 302 literacy foundations course. It outlines expectations for the semester, including readings, notes, field experiences, challenges and opportunities. Students will complete online posttests and surveys. The document also shares beliefs from teachers about reading, including the importance of developing a love of reading in students from an early age through being read to. It discusses cognitive insights into reading such as schema and metacognition. Key aspects of language and models of reading like bottom-up, top-down and interactive are also summarized.
Effective and Engaging Learning Environments
Scenario - You have recently joined the staff of a school that is about to undergo major renovations. The principal of the school not only wants to redevelop the school physically, but also wants to ensure that the new learning spaces are able to provide pedagogically sound environments for both students and staff. You have been given the task to research the five key learning spaces and to create a presentation for your colleagues about these spaces prior to the start of the renovations.
Quote before the presentation begins:
“Hello everyone, Today I will be discussing how to effectively re-develop our schools learning spaces addressing both the physical and pedagogical aspects. I am from the drama department and I will be speaking about how to effectively design our new drama classrooms to engage and teach our high schools drama students. I will also be talking about 5 different learning spaces that we need to consider as a school to benefit our students”.
Methods of Teaching English
This document discusses various methods for teaching English, including content-based instruction, theme-based teaching, experiential learning, task-based teaching, teaching listening comprehension, and teaching oral communication skills. It provides details on each method, including definitions, examples, advantages, and considerations for implementation. Theme-based teaching links curriculum around topics of interest to engage students, while experiential learning involves acquiring skills through doing and learning from experiences. Task-based teaching focuses on having students complete meaningful tasks and use language as a means to solve problems. Teaching listening comprehension involves developing students' ability to understand spoken English through discriminating sounds and comprehending meanings. Teaching oral skills stresses controlled speech production and provides examples of activities like discussions
Resources
The document discusses how teachers can use a variety of technological resources to implement differentiated instruction in their classrooms. Differentiated instruction involves tailoring lessons, materials, and assessments to meet the individual needs of students. With online lesson plans, activities, and videos, teachers have many options for incorporating different learning styles. The document provides examples of how teachers can differentiate, such as using varying worksheets or separating students into small groups. It emphasizes that technology has made differentiated instruction much easier for teachers by providing abundant resources and guidance.
Learningpspaces
This document discusses 21st century learning spaces. It emphasizes that learning spaces should be student-centric and incorporate collaborative, project-based, and inquiry-based learning that develops higher-order thinking skills. Learning can take place in the classroom, beyond the classroom, through electronic means, and in individual or group settings. Effective learning spaces cater to diverse learning needs, facilitate teacher instruction and student interaction, and link learning activities to real-world examples and the curriculum.
Learning Spaces
This presentation looks at different types of learning spaces in relation to the teaching and learning needs of teachers and students. Every educational space needs to meet a particular need and this presentation looks at the physical needs, curriculum and pedagogical affordances and issues and the key areas of importance for teachers and students, of each space.
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Literacy Rich Environments
- 1. By: Jocelyn Brooke Pruden Introduction to Literacy-Rich Environments: A literacy-rich environment is a setting that stimulates all students to participate in language and literacy activities in their daily lives thereby giving them the understandings of the utility and function of oral and written language (The Access Center, 2007).
- 2. LITERACY-RICH MATERIALS A literacy-rich environment has an abundance of high-quality literacy materials. Like in the photo, literacy-rich classrooms have materials such as a variety of books, dictionaries, labels, signs, e tc. These materials help students with reading, writing, speaking and listening because they provide the resources needed to educate students effectively.Retrieved from www.dorireads.blogspot.com
- 3. HAVING AN ORGANIZED CLASSROOM A literacy-rich classroom has physical arrangement that encourages reading and writing. The physical arrangement of the classroom is crucial to developing literacy growth for children (The Access Center, 2007). This classroom has areas Retrieved from www.gracepresby.org
- 4. Literacy RoutinesA literacy-rich classroom has daily literacy routines, including read- alouds, independent reading and writing, and sharing. This classroom area has a great space for read- alouds, independent reading, and sharing. Here a teacher could have writing mini- Retrieved from www.scholastic.com/teachers/top-teaching/2009
- 5. Classroom Culture A literacy-rich classroom has culturally sensitive and integrated curriculum. This photo is a great representation of how to integrate culture. Bulletin boards are a great way of incorporating culture in the classroom. Students could find things to add on the bulletin board each week that represents a different culture. This provides an interesting way for students to experience art, culture and daily life of other cultures in a dynamic way. This classroom helps students to read, write, speak, and listen to other cultures. Photo retrieved from carolineelizabeth.wordpress.com
- 6. ASSESSMENT IDEAS A literacy-rich classroom uses assessment to guide instruction. This photo primarily relates to writing. A teacher could examine the student’s writing to see what spelling stage the child is in, as well as find ways to guide further instruction for individual students. Photo retrieved from www.teachingblogaddict.com
- 7. THINK SMART A literacy-rich classroom uses a variety of instruction. Using a variety of instruction can relate to reading, writing, speaking, or listening. One way to vary instruction is to use technology, like the smart board in the photo. A teacher could vary instruction by using music, computers, I pads, CD players, visual aids, games, etc. This classroom seems to have many student projects and student work on the wall. This is a fun way to differentiate instruction. Photo retrieved from www.lisle202.org
- 8. GROUP WORK A literacy-rich classroom uses a variety of groups. You could vary groups in reading, writing, speaking, as well as listening. Like in the photo, a teacher could vary groups by small group, whole group, partner work, independent work, teacher/student work, etc. By varying groups, it helps students to reflect on their own opinions, as well as consider ideas from their peers. Photo retrieved from debbiediller.wordpress.com
- 9. C H AR AC TER ISTIC S OF LITER AC Y- R IC H C LASSR OOMS C ON C LU SION : Each of these characteristics are centered around the concept of reflective, motivated learners who use reading and writing to learn more about themselves and the world. Photo retrieved from blogs.voices.com
- 10. SOURCES The Access Center, (2007). Literacy-Rich Environments. Retrieved November 10, 2012, from The Access Center website: http://www.k8accesscenter.org/training_resources/literacyrichenvironments.asp