Maine Reading First Course

1. Maine Reading First Course Session #6 Design of Classroom Environments that Support Literacy Instruction Maine Department of Education 2005

2. Key Learning GoalsSession 6Design of Classroom Environments that Support Literacy Instruction • Examine the physical organization of classrooms to support literacy instruction. • Understand criteria for selecting materials that support comprehensive literacy instruction. • Understand the design of comprehensive classroom libraries that include a wide variety of text types and reading levels. • Learn principles for selecting high quality children’s literature for read-aloud and wide reading that expands students’ vocabulary and background knowledge. • Learn principles for matching children with appropriate texts to support ample reading practice. Maine Department of Education 2005

3. Classroom Literacy Environment Think-Ink-Pair-Share What factors should be considered in designing a classroom environment that supports literacy learning? Maine Department of Education 2005

4. Classroom Literacy Environment Factors to consider…… • Size of furniture • Arrangement of literacy centers (i.e. writing, word study, classroom library) • Organization of materials within centers • Accessibility of materials within centers Maine Department of Education 2005

5. Considerations for Centers • Centers or stations should be opportunities for students to practice previously learned skills/strategies independently. • Routines for working in centers and moving between centers need to be practiced repeatedly before student are expected to follow them independently. • Model, model, model! Students need to see what it is you expect and understand why. • Introduce one or two centers at a time and be sure students can do them before adding on additional centers. • Many ideas for centers and for managing centers can be found at www.fcrr.org. Maine Department of Education 2005

6. Classroom Library Design Think-Ink-Pair-Share What kind of reading materials should be included in a classroom library? Maine Department of Education 2005

7. Classroom Library Considerations • Variety of reading materials representing fiction and nonfiction genres • Attention to student interests • Organization of library materials • Accessibility of library materials • Display of books • Care of books Maine Department of Education 2005

8. Evaluating Fictional Literature • Content and language • Illustrations • Format • Comparison with other texts Maine Department of Education 2005

9. Evaluating Nonfiction Literature • Format and visual features • Author’s credentials and accuracy • Nonfiction writing style and language • Writing content and organization Maine Department of Education 2005

10. Examining Children’s Literature Using the guides for examining fiction and nonfiction literature, try reviewing a piece of fiction and nonfiction literature. Share your findings with a partner. Maine Department of Education 2005

11. 3—2—1 • 3—things worth remembering • 2—things to learn more about • 1—burning question Maine Department of Education 2005