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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

Creating a Literate Environment

Kathleen G. Burriss

Middle Tennessee State University

www.mtsu.edu/~kburriss

slide2

Three Environments

COGNITIVE

SOCIAL/EMOTIONAL

PHYSICAL

learning centers
Learning Centers
  • Art
  • Music
  • Library/Literacy
  • Math/Science
  • Reflective
  • Games/Toys
  • Blocks/Constructive
  • Sand/Water
  • Parents
  • Socio Dramatic
teacher s values
Teacher’s Values
  • Democratic
  • Creative
  • Innovative
  • Current Research
consider child s 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

Consider Child’s Perspective

Adapted from Kostelnik et al., 1993

interaction dimensions
Interaction Dimensions
  • Teacher with Children
  • Children with Children
  • Children with Materials
  • Children with Other Adults
classroom displays
Classroom Displays
  • Community values
  • Teacher philosophy
  • Regard for children
literacy props
Literacy Props
  • Accessible
  • Varied
  • Teacher modeling
  • Move from center to center
teacher credentials
Teacher Credentials
  • Diplomas
  • Certificates
  • Portfolio
living things literacy
Living Things & Literacy
  • Fish
  • Turtles
  • Plants
  • Outdoor Classroom
slide12

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
how will information be represented
How Will Information Be Represented?
  • Maps & plans
  • Cross section & sequence charts
  • Timelines
  • Logs
  • Matrices
  • Games
  • Music & dance
  • Stories & plays
representing knowledge
Representing Knowledge
  • Writing
  • Oral Discussion
  • Drawing
  • Dramatic Play
  • Construction
nurture life long learning
Nurture Life-Long Learning
  • Flexibility
  • Range of materials
  • Differentiated instruction
  • Choice
difference between learning
Difference Between Learning
  • Academic = short term curriculum objectives
  • Intellectual = long term thinking/comprehension
intellectual learning
Intellectual Learning
  • Developmentally appropriate
  • Allow student autonomy
  • Promote creativity
  • Insure student choice
divergent centers
Divergent Centers
  • Range of ability, needs & interests
  • Flexible time & grouping
  • Goals, identified, but not specific objectives
  • Conference with children
  • Portfolio assessment
multiple intelligences
Intrapersonal

Interpersonal

Spatial

Naturalistic

Linguistic

Bodily-kinesthetic

Logical-mathematical

Musical

Multiple Intelligences
themes connect learning
Themes Connect Learning
  • Developmentally appropriate
  • Relevant/authentic
  • Integrate curriculum
prepared environment
Prepared Environment
  • Observe
  • Record
  • Re-evaluate
  • Modify
kinds of knowledge
Kinds of Knowledge
  • Social
  • Physical
  • Logico-Mathematical
literacy props24
Literacy Props
  • Books, magazines, comic books
  • Reference materials, maps, globes,
  • Designs, signage
  • Writing utensils
  • Paper- lined, unlined, graph
  • Computer
  • Pictures
literacy events
Literacy Events
  • Children reading/writing for meaning
  • Children seeking information
adults nurture literacy
Adults Nurture Literacy
  • Print-rich environment
  • Encourage literacy usage- time, access & materials
children s self concepts
Children’s Self-Concepts
  • Trust
  • Autonomy
  • Initiative
  • Industry
about flow
About Flow
  • Feel it?
  • See it?
  • Hear it?
reinforcement
Reinforcement
  • From Teacher
  • From Children
  • From Other Adults
  • From Physical Environment
centers size
Centers & Size
  • For Individuals
  • For Small Groups
  • For the Whole Class
literacy play
Literacy & Play
  • Informal/Spontaneous
  • Formal/Guided
slide33

Three Environments

COGNITIVE

SOCIAL/EMOTIONAL

PHYSICAL