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Creating a Literate Environment

Creating a Literate Environment. Kathleen G. Burriss Middle Tennessee State University www.mtsu.edu/~kburriss. Three Environments. COGNITIVE. SOCIAL/EMOTIONAL. PHYSICAL. Physical Environment. Learning Centers. Art Music Library/Literacy Math/Science Reflective Games/Toys

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Creating a Literate Environment

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  1. Creating a Literate Environment Kathleen G. Burriss Middle Tennessee State University www.mtsu.edu/~kburriss

  2. Three Environments COGNITIVE SOCIAL/EMOTIONAL PHYSICAL

  3. Physical Environment

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

  5. Teacher’s Values • Democratic • Creative • Innovative • Current Research

  6. 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 Consider Child’s Perspective Adapted from Kostelnik et al., 1993

  7. Interaction Dimensions • Teacher with Children • Children with Children • Children with Materials • Children with Other Adults

  8. Classroom Displays • Community values • Teacher philosophy • Regard for children

  9. Literacy Props • Accessible • Varied • Teacher modeling • Move from center to center

  10. Teacher Credentials • Diplomas • Certificates • Portfolio

  11. Living Things & Literacy • Fish • Turtles • Plants • Outdoor Classroom

  12. 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

  13. How Will Information Be Represented? • Maps & plans • Cross section & sequence charts • Timelines • Logs • Matrices • Games • Music & dance • Stories & plays

  14. Representing Knowledge • Writing • Oral Discussion • Drawing • Dramatic Play • Construction

  15. Cognitive Environment

  16. Nurture Life-Long Learning • Flexibility • Range of materials • Differentiated instruction • Choice

  17. Difference Between Learning • Academic = short term curriculum objectives • Intellectual = long term thinking/comprehension

  18. Intellectual Learning • Developmentally appropriate • Allow student autonomy • Promote creativity • Insure student choice

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

  20. Intrapersonal Interpersonal Spatial Naturalistic Linguistic Bodily-kinesthetic Logical-mathematical Musical Multiple Intelligences

  21. Themes Connect Learning • Developmentally appropriate • Relevant/authentic • Integrate curriculum

  22. Prepared Environment • Observe • Record • Re-evaluate • Modify

  23. Kinds of Knowledge • Social • Physical • Logico-Mathematical

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

  25. Literacy Events • Children reading/writing for meaning • Children seeking information

  26. Adults Nurture Literacy • Print-rich environment • Encourage literacy usage- time, access & materials

  27. Social/Emotional Environment

  28. Children’s Self-Concepts • Trust • Autonomy • Initiative • Industry

  29. About Flow • Feel it? • See it? • Hear it?

  30. Reinforcement • From Teacher • From Children • From Other Adults • From Physical Environment

  31. Centers & Size • For Individuals • For Small Groups • For the Whole Class

  32. Literacy & Play • Informal/Spontaneous • Formal/Guided

  33. Three Environments COGNITIVE SOCIAL/EMOTIONAL PHYSICAL

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