Elements of a Print Rich Environment

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Elements of a Print Rich Environment

• A Look at both Print and Information Rich
• K-12 Classrooms

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Why a print rich environment?

• Creates a literate environment rich in print and
  language
• Stimulates authentic learning
• Builds a community of learners
• Provides motivation to encourage learners to
  construct meaning

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K12 Comprehensive Reading Plan

• Print Rich Environment
• Utilization of classroom libraries with leveled
  text
• Utilization of word walls/word charts
• Utilization of reading/resource stations
• Utilization of sound/spelling cards displayed

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• When individuals are highly motivated and their
  experiences are meaningful and purposeful for
  them, they learn more readily.
• Don Holdaway,
  1979

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Elements of a Print/Information Rich Environment

• Word Walls/Bulletin Board Displays
• Graphic Organizers
• Labeling
• Student Generated Work
• Classroom Libraries
• Artifacts
• Technology
• Literacy/Work Stations

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What is a Word Wall?

• A word wall is a systematically organized
  collection of words displayed in large letters on
  a wall in the classroom.
• Cunningham,
  1995

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Types of Word Walls

• High Frequency word walls
• Common patterns, phonograms, phrases
• Content/Thematic
• Genre
• Current Events
• Personal

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Word walls

• are constantly being constructed and
  reconstructed by the students. Generally they
  contain very useful words that children need to
  use in reading and writing.
• Fountas and Pinnell, 1996

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Bulletin Board Displays

• Calendars
• Class Event Board
• Current Events
• Weather Charts
• Featured Authors

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Graphic Organizers and Charts

• Color, Shape and Number Charts
• Poems and Songs
• Story Maps
• Venn Diagrams
• 2-Column Notes
• Authors Purpose/Main Idea
• Text Structure
• Vocabulary Maps

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Labeling

• Furniture
• Supplies
• Work Areas
• Special Classroom Projects
• Classroom Job Charts
• Notebooks/Folders
• Projects/Artwork
• Book Tubs

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Student generated work

• is displayed in the classroom and is used for
  further learning and points of reference.
• Fountas and
  Pinnell, 1998

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Classroom Libraries

• According to Lucy Calkins,
• Reading books within a classroom community is
  powerful because it allows us to escape the
  boundaries of ourselves.

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Classroom Library Connections

• Classroom libraries should be
• Organized by genre, author ,subject
• Labeled for easy identification
• Routinely changed
• Easily accessible
• Inviting, appealing, comfortable places

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Classroom Library Connections

• Classroom libraries should
• Provide a variety of books
• Magazines/Newspapers/Paperbacks/Comics
• Dictionaries/Thesauruses/Atlases
• Other print material
• Web Based Reading
• Books on Tape

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Artifacts

• Art
• Primary Sources
• Documentaries
• Theme Related Materials

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Literacy Through Technology

• Professionals and lay people are increasingly
  voicing support for inclusion of technology in a
  literacy program, because technology plays an
  increasingly central role in our society. It is
  both a facilitator of literacy and a medium of
  literacy.
• Reading Next, 2004

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Literacy Through Technology

• Interactive Games
• On-line learning
• Electronic Text

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Literacy Centers/Work Stations

• Games/Puzzles that promote literacy
• Word Work
• Independent Reading with teacher support
• Publishing

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Educational Leadership Support

• Providing Resources
• Connecting to Community
• Partnerships
• Media Center
• Routine Walkthroughs

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• Environments that support wonderful ideas have
  at their core the belief that all children can
  learn if appropriate conditions, resources and
  support are availableEnvironments for wonderful
  ideas are places where students can unlearn a
  sense of failure and replace it with a sense of
  wonder and possibility.
• Janet Allen,
  2000

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• A picture is worth a thousand words.

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Intermediate Classroom Library
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Genre Baskets
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School Book Room Leveled Texts
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Graphic Organizers
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Leveled Books
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Student Generated Work
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Phonogram Word Wall
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Classroom Library
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Classroom Library
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Classroom Library
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Middle School Classroom Library
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Middle School Classroom Library
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High School Wordwall
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Story Maps
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Student Generated Work
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References

• Allen, J. (2000). Yellow Brick Roads, Maine
  Stenhouse Publishers.
• Calkins,L. (2001). The Art of Teaching Reading.
  New York Addison Wesley Publishers.
• Cooper, J.D. (1997). Literacy. MA Houghton
  Mifflin Publishers.
• Cunningham, P.M. (1995). Phonics They Use Words
  for Reading and Writing. New York Harper
  Collins.
• Cunningham, P.M. Allington, R.L. 1999.
  Classrooms that Work. New York Longman

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References

• Holdaway, D. (1979). Foundation of Literacy. New
  York Scholastic.
• International Reading Association A Position
  StatementAdolescent Literacy www.reading.org.
• Pinnell, G.S. Fountas, I.C. (1998). Word
  Matters. NH Heinemann Publishers.
• Pinnell, G.S. Fountas, I.C. (1996). Guided
  Reading. NH Heinemann Publishers.
• Reading Next A Carnegie Report (2004).
  www.all4ed.org.