CHAPTER 2

Creating a Literacy-RichClassroom Environment

PAM'S CLASSROOM

Pam, i1 thlrd-j;T3de teacher, is sittin,;:: ot a. table with rve students. he is leadlnj; thisgr.·up or dt"'d('pinh readers in reaJing "A Li-t." ., chapter in Fn' Imd 7i Ii «'tN/I, r(Lobel, lY72). The students arc highly en a~ro and animated while r adin with Pam,"Toad U, '0 "illy." cr il.~ .\larro. "Doesn't he xnow yo I don'! nc"Cd ,\ list to tell him 10 ~d

llr?~ 1',101enJoy. th <mal! groups 0 learners, ill' he i" al:-I••to glYe th m mdivrdualatknti( n. and the stu lents know thut they are en ru~-d to pi:u. freely and en, <theIn c n\'t'f"iltion" without rilhng lht'ir hands,

OCC41l,j n.111·1'.101SW ps her crt'S around the classr m, to kl7Cp up with wh.1t isgoin~ n m (liner r '.h.• ht' ~ .•.•.•.1grol'P of '"It.'l l"nh In a o-nlt'r called "\-"Iud lrl~."

The)' are t.lkin~ turns leadins: h ~r(\up as t-her p.,niapal-e in: ~tjn~th words theylearned during " lesson the ddY before.

in th •• (-la",W"i'tn ItlH'i\r!~p~ ,ob;;..>r\·<"l two Pilir-<eor ~tl d"ol" who ."f't' r<'iI<im& l>flfl'~

on predator-" and prcy-e-Iwo concepts they arc learning rn science. They arc readin~I\l ,~(h nlhc • ot'<'d:'-inn"lly ~-h'prillg In l.llk about thv information ltwy Me "briuningAnother ~roup of 5 udcnts arc at the computers, rcsc<uchillf; in orrnaticm about adopt-iog wolves, r,'m lw'> !'l't the computers on thl" w ·lJ,:.lte- the students need, .lull givenexplicit direction. about how to naY!!;,l! the website and record th Information, Onceag.1in, th~' ~tudent" are \"Iking oitly to each other. pointingand helping each other,

Afl<'r.l~'l'r,,,im.,t ••ly 20 minutes, ,\ chinw g ,'" ff. TIll' students ;;top what they ardoing and pill' attcntron to Pam as "he f;1\'CS drrccuons. The studen who are in thed.1<;,,"WIT1 lihr.n)' mov It the word study .enter. The ,Iud<"",,. whu h. v be' I"t"i\dingwith her ~o 10 the classroom library to choose ks to read on their own. The srudcn .in the computer center !'t.ly there and are ~i\'en the e: tr.l time thLl' need to work on theirresearch. The students r {;lie one more nme in the hour dedicated to centers,

Establi hlfl~ an eff icntly-run cla III is hard work. Allh ugh It took Pam .J

br<:",~tdeal (>f tIT dnd "nuTt al Ihf' beginning \,( the year 10 build th e structure "nd pm-vide the pr.icric , it has paid 0 f for the students in her producnv classroom.

9

10 TEACHING REAOI G

CLASSROOM CONTEXTS tHAt FOSTERMOTIVATION TO READ

R"""ardwr- hay learned d gr".,t de I abnut the eff 1- ,)f m('Ii\'MH)O nn -Iutlt I,' "Hl-es about rC'adln~ and performance- while learni~ 10 read. They as",,, s!Ton~ly that

mouvation improve» performance (Carnbrell, I .t>,2004; .uthril' & Wig.fidd. 2(JOO).Wehave :1r.1",nupon C.lml>rell's (1996, FP' 194-197) ~1.lld(?lin("5 for CT!!.lting classrooms that[ostcr motivation h" '3d'

•. Students <II'\: mO{"',11<"d 1(1 read when th1:-cnvrronrnent is liter.:! 'y-nch .•• • ludf'l\t~ ar motivated 10 read when lhf!y <If.., Im'olveil in ch(l()';ing re t.•• ilnd

material they want 10 react• Stud..:'n[-.; re rnoti .•.akd to ~Gd when thev have opP(lr\unilie:, 10 cng.,gt' in ,..\1:;.-

Llincd. independent !'eliding,• Students <Ire more motivated to fl:dd when th c}' hav •.•opportunities tll di:.cu,,~

with orhers what they have read.• Students M'C • on: motivated to rt.-<ldwhen litcrdcy dcti,'ilics n:-co<~nizt!' "rid \'1I1uc

tlwlT cultllr.llldt'ntifJl~

HIGHLY EFFECTIVE CLASSROOMS

In Cunnan~h.lm and Alhng!nn'" (2001) r VK'W of In tudies hi hl~r ef live class-rooms, thcv have drawn the followin!, conclusions (pp, 7-9) about what It takes to pn,~'vide an e vironrncnt 10 which all student- il 1<'(111\to read and write well:

• Th· rru I ..,ff~"Cti,,> rla-srooms pW\',de bal, need mstructron• ~hildrc.>n10 h most e iectivo classr oms do ,1 I t fro.., ing and \\'r,hnf;-• Science and social studies .lre t•.lll~ht .}nd Jnlc~r,lIcd with rCllding .mJ \\'rilin~,• M<'.-mmg1" c nrral, and teachers emphasizo hib er-Ievel thmking "kill!'.• Skills <IT{' c. pliatiy t,mj.;ht. and children are coached to U5C them while n:~dinf;

and "'fiting.• Teachers use 11",'rlet}' of { rrnats to provide Instruction, ns well us iI wide vanery

of mat ••r i<11~,• Classrooms am well man;)gt:'d, with high I \'I~1.of cnf;oll'emt"nt.

At the bt""tnnin~ of th is chapter, you have read about Pam's classroom, ,1 well-designed learning sp.lce that mvitcs, enc ura~"S, and msplres her-students to read ,II dwnt ••. Altholl&h ,10 attractive physical envir nment jo;. not ,'IgURr.'lntee or a ~\Jh~litlll"for erfoct ivc n.·ildll1~ instruction, it can clear! • contribute, the overal! comfort andmotivation of Ihe I<'Mn<',-.- within il";wall . It i.•.dt'i\f thill Pam has ptlt d great deal (Ifth g t mr th physlc.]1 <;P,lCL' in her d,'5Sf00n1, and she- uses the spac(." e fcctrvr-lv tosupport the likr,l y routines thilt "h.- h,'" put In place. In the r,,:;l of thl» h ••pkt, wedISCUS'> W<l}' you can establish a po"lti\'(' Ie.)rnm~ I1IWI nrnent, with well-designed,Iiterecv-nch phy ledl ~,Kl'S, ,md consistent J,]il~' rouunes that support the develop-m••nl 01 exco;>llent f('. tiP ,

l'

BeST PRtl,CTlCES YOU WilL SEE mUlls CHAPTEfI./ Selting up a literacy-rich classroom,

v' U-sing a vord waif.,.i Using flexible grouping,

v' Tenchil)9 reading in!1 vllriety oi contexte and us,ng variety oi materiels.

THE PHYSICAL SPACE

\\'c have little, i any, control ann' the size of the spaa:s givL'TI to us to deliver rc<Kli!13in"tr\l .tion. TIlt' ~f M\":; m,,), rangt' from cramped closets (where t'!:nomg "pe<'i(lllsIS art!often dclcgah.>d to work with students ono on one or in small groups) to large, ilir)"d.IS:"I'LI<lIl'S with high ceilings and windows that open to let in Ireshair, '1o~t classroom"paces fall somewhere HI between, The good I1t'W5, hnW('H'1'; is that once Wt' itr ••.giy,mthe 5pIlCC. much of what is inside ISwithin out' control, and we h.W0 the t:~'edom to crate an im'iHng ,md m!.tiv.'lting environment in whtrh our <tudent- can thrtve, t\:<"UIl1-

in that this is, or will be, the case for you, we 0 fer yflll5u~stions for designing a~p,K'<.·thdt su"t,lins <llld supports <:M:elk'nt I'.:<lrling instruction.

SeatingAn efficicntlv running classroom has a variety of !>eilting or the' students: desks andchoirs, benches, rocking choirs, and beanbag chairs, WC' like to think oi tudents' desksas their horne bases, n~'t the place:- where Ill ••)' sp<'nd the entire dill' It!ill11ing. Shrdt-'l1ls'd ks can provide the sp.lce to store some personal materials, Stich as writing instru-ment- and I~otel'(\()k",.and 1'.'.11'\ serve <I:; p~rl<Of'lal ~P"(i' in which to write or read. l\.1m't'-able desks arc also ideal for gmup work or projects, .1.S the desks (,10 be moved closetl)gt'lhcf. The dynomic nature of the $C,'t;n~has rn."tI1j' possibilitres [or supporting lit·"r.l'}' Il:ammg.

In youn~~r ~mdcs, trapezoid, rectangular, and round tables make it c-<lsy Jor stu-dents to work t(1gdh~t; in the upperd~fl1<.·nt3ry ~r.1de",l'lfgcr bodice- require nlPI'Csub-stanrial r rsonal spaces, so desks work well. W" have se n cia. sroorns in whi h desksare ~rmlped so t!l<lt (1m: empty desk serves M;':I pIne..: 10 store supplies [extra pencils,t·n' .••·!':-. m: rkers, etc.) Or Ihe ('mpty desk can h Ie! baskets of books t'hilt student." canreed dUTinl; transition periods, center lime, or independent reading.

Wall SpaceThe classroom Wi\I!.; "ift~roptimurr, c'ppl\rtul1iti~ 1<'"llrp,)rt lit(,l'(t{'Y kaming. \Nt:encourage you to be thOll"httu! about the kind s of print you display on th(· walls. Toomud) print b overwhelming, WI:"i:lth'lse '~"din:;tpur'(hMmg readv-made po.otero;andw,,11displavs that simply decorate the room and fiU up Sr<lc(', These are nfien distract·in~, and ih~ students stop nofidn~ them after they have been lip for <l while. We encour-(lge YOll to di .•plil), rurpo~dlll print that the students can interact with and rer•.•r Inthroughout the d.,y. Fi};\l~ 2.1 depicts an example of an interacrive wall display. The

12 TEACHb G H£ADING

FlGtmE 2.1. Ewmpl;lrY inWr~"'i'Yc clas om w.111dlspb\·.

photo shows a p,ut o. the classroom where students gather with the teacher ach day todi...n.l5:, the d y:- of the weeks, nl<'l1lh . ~.fthe year, ,1nd daily we,llI'!er., ,m(lng other I 'p-lCS. l'he number chart and tall~' pockets h Ip the students calcu late I ow man~' days theyhove been ilL hool th,lt YCdr, Studt'nb elso I .; the weather dnt! us-t: fllph., to i1~~r"'~JtC'

rhe d ilD dwV collect .

• Itlllhc'l ""'Imple of .In mtcradi\'\,' w.,11 "p.1Cc i" d waret U'an (Cunnmgharn. _005;\\'<1~la f. 20(1). At first gliln<..•~. il word Willi mil)' slml'ly resemble M'I organi7ed d is-plav of words. 110\\'0:'\'cr, as rl~urc 2.:! explains, word W<lUS are any thin!; but simple.W~)rd Willi" Irequ 'nll)' di:-pl.\y word-, in alpht3b 'Ii', 1order th,u student- \I • [re 1\Ienll1'in their writin ,incllldin~ their own names, the teacher's name. and the nam of theschool. High·ff'<.'ql1~n }' word» are added gr,ldlhll1y • s tll" tudents l-cgin encounter in••them. A iirst-);rade word wall f .It'urini; hlf.h·fr qu>ncy words is illu trarod in H~ure2.3.

Words on a 'lord \\,.111can a!. l", di<:played according I "'1'( 11m>: p,lttcm orcontent-area themes. The spelling patterns mil1hl coincide with yout· word study. and

• A.de Opmentill 'I approprtate corecnoo of word's tor ~tU(!en!s \0 MUdyill the cie gloom.

• A cumulil'.M:l co.lee 'on (0 ich new Vlords are addcd as they aretrodcceo and needed.

• A visual scalfolo n31 !empor:Jl1l~aSSiSlS "'UCEf1IS tfl re3o.ng 3nd ••••.THiIIg.

• A eonversillJono.l scaffold lhtlt structures the ",ay'S s!udcn\s stud, thmkabout, and use words.

AGURE 2.2.. WI"" h.) word' ',111' 13,'\>-1.'<.1( n Br.lt>h.lmand "iI!;l\lm •(;xt(1I1.

Creating il lltcrocy,Rlch Clossroom £nllironmcnt 13

FIGURE ::!-3. First ~r:l1:! word wall,

In •• wo i<. on I"" word wall r -info-TO> the falt ••r "lea ed. Or dunng a theme- r unit ofstudv in nc of Ih content areas (such us moth, ocial studies. or science), word Williscan C< tilln tn.' "<lrd, In••-aud ••nts will ;.t't' and writ •• (Iflton during Ihilt unit ;I..•,1mean-,of reference, and en th words .1fC removed ill the nd of the mit, No matter how thewl'Tl.h. tlI.: tlrr,1n,,;cd, the words should be cbuly written ond accessible to all :-tuu, to,f m wh rever th~' sit. In Fi~ Ire 2,J, we summarize \I mngham's (200'» gUld"lin~for usrrt word ,".,11".

The cl:l~"r\ rn w••U••<:3 also di.'iplily rrinl that ri'inf(lr~ the dOl,sroom rouun ,rules lor procedures, rcsponsibihtics, and other important mformetion that rnav stil~'

In", ••ame throughput the )Cin. I hese an be written bv YIlU and your -tudent-. togdh.:r,\\'h~'n ~hK:k'nf:sassist in dcnsir.g rules ilnd procedures, their \'oiC'C'S M'I? heard and theirid ',''''.>r.: honored: Ih!.'~tdke c "no:t"hir (If.H\ diil'l III d.~~"r(lo!l1,Mo...t oi the prmf. h(",,-cv•.•r, should bo dynamic, and it should be f"v i..sed or chilo!)~>dperio.: ica!!:-. For exarnpl ••..tr.ltt:gi" ••. ("Y ",-,•.•dillj:; end ••riting b •.-come F',lft .,f II"" "",III Ji,..pby. MId II", ••.'nh:nt.,ch,m}? .15 the 51rat'egit'''.11: add •..d to the students' repertOIre.

• oe:;el cl.'Ircl'

'mit Io'OfdSlo common words 6tudcmts need frequt'ntlyin writmg,

• Add words grGdUallv " a v ~ek,

Aa'J(eVtOlcts aecessnne a.t\d eaSJ1yre C!by .,If ch>ldren.• P aetice words by chanting and 'I ·ting thorn.

• use 3 vsr ely of !ICII lies 10pfo\ioe. t ~ nt pracnce tn uSIng I?le WOld.

• .Iii c student ilccountable for spe: og 'froid "'<1I words In all wnllng they do

14 TEACHh G PeAOING

Slu\knl work on dj~plc\)' i., n ,:xJ.lmp/, t,f me~ningfll! and purpo-efu] print (In thewalls, In ad:!iti n to compl It.'<i work, work in prog ('5..~should be dio;pl.'y~d. to s row-,1~ th~-developmem fa piece (If writing. Classroom w;llb can exhibit anything th.1t

showca es the srudent« <;trL>n~lh-. Other id <I" f("lf "t\l"i nr wor are list" below:

• \'\lrll 11.'0"""p0n .••." It literature• Book rcvrcws•• Gr3phk ory;.!Ili/.,r.> .\IlU 0111,1 ::.Ir.ltt'gl<::> for oreeruzine text ,1t.~igl\cd by iflJi-

vidua] ()f gmup of srudents• \\'ord problems or word stories in m.,thcffi,\ti _• -ience I"umil! entru-s• Research report!'

• Art• Computer-general d mercrrals•. Publrshcd books

Dedicated Spaces.'ilK.lfl'd ~,mn." .1rt:' "rea . ct aside for a "reeiric PUrp05"'. They coni nbu to <In PT~.l-

nized litcrocy classroom. Such !>pilCt."S provide .1 sense of security ,md ownership foryour ';1\1<"I('nl.,('spt'clally i the~,i'!f\' involved in the d~o;ibni g and maintenance of thSF"lC1:'5,The dedicated sfM that w recommend include a common rncctirig arc",

1.1,..room IibrMY, quiet rt:,~di"g"r<' •...computer center, wnting center, MId resour to'

ce-nter. \ V(!elaborate on ach tyr'" of are" below.

Common Meeting AreaThe imrnon mc."'t"hng <ll't'., 1:-. .l place in ,I 1:>u,,1'daN'-fl urn where -\ t'1j'l.'n~me ets It)serve a common purp06<.'. It IS th pl.lc<,>where udcnts ~;]th<.>rtOTmOTnlnf; mectUlf; orp.nti lp.,k In alerular " 'li\·I!it.'!'o. Studenb can 31,,0 meet in the comm 1\meeun Me3during n><lding m ••tructton 10 l('am or ,>hrit'f a slrar£>gy. f'nSilg.' in W 01 class mctruc-non . or watch d demon tratron of answering <In opcn-respons<: questi n,

In rnenv d .•ssroorn», the common mt"t>im~ area h d•....•gll.1te.i bv a carper ,1 d (111-

lains som thing to write on (<1 whitcbontd 01" ;scl), Th ;:H a should be lar~(' enough forctll tI t: students to ~it comfortably, The !'oh.ldt:n~should know that whenever they meetin ih cornn on m('eting area, there is a common ~.1! or ptlrp()Sl',

Ctas too: LifJrafY"' •• (',II' u\\m<"diMti'ly rt'cugnizt:- a w II-di:'::-Igned dOl»I'(" m, t: • ause dw d. s-sroornlibrary IS th focal point. It p minentposihon rn th cia. sroom spact:' ~l\' s the stronj;mC5~.111t: that rcodin is vital to lcarrri g 111 the classroom.

Effl'cli\'" teachers know thaI Ih e d <;s '){'1m librarv I ore than a se (If shefv . for510rm~ books, These tcacbcrs also know that the libf~ry IS a dynamic place, They con-hn .lily "cfuliniz..- IIr· :-or,} .; They giVc" h~al tit', J or rh )lIght 10the w ~ th", Nw~:-Meor";<l017t'<:l. the materials and texts that .1!'C included in the> !>p.1ce. and the procedures

Creating a ll~ef"acy-Rlch Classroom E'mftronment 15

~\Hl"'\lnJi"b Ihe r-'\"(\"'" "i ,'<' <, \V", \0;.1"'-"" ~h.\~ h~ n'<'t~ri31" in da,,-<.ro,ml libraries,,'5 In t'ltht'T I) t\llibrnn, should be well ()'1:i.lm"~,i, accessible, and multidimen-"'Ion,,!.

The d.,";;fonm hOf>lfYshould include a wide varietv of t xts and genre., and shouldbe if;h1r ccess iblo.Worthy and Roser (200.1) humoro '- lv re ('1" to this as "flood cnsur-,10 e," ...inn' it will enable )'011 10 sccommodete it "fkx •••i~of .'i1gt'r r<"ad'r,,1 They de meI1CC6j as .1pprC'pnat('ness, appeal. and sufficicncv. Th )"remind us that "students whoh,w(." f<:,\ Iy JCC~,,"~to .1wide r,'1 ~c of r<·.lding m.lkridb .If.: more Iikely to reod. 1-1l1d tomak •. more pr'o ,N'S,>, han th >sP- who do not" (p. 1 '). The International ReadinF As.••..•-ciotion (2000) makes rec mmendetions about specific numbers of books tlh,1 stlldent~should have M(""""'~ 1(1. seven p<'r child in ,'deh d,H<;'I"O(Wn ht-.r3T)'. ph .•". two more pt'l'

child each year or books th"f .:lrt:' no [O!1~ I"tirnclv or that have been damaged.Like public libr.tfll'::<, cla sroorn Iibraric» should c >I,t<lill ,j balance (,f e -f'<'"itory end

narranve texts, and should also include other kmds of print matcnals (such a.<imagil-r..ines, nC\'·~p<lPCr.i, "nd reference lexls) .• '.ur.l!r\'c and e r sitory materials l>h III be,ht'l".:d '-t"r~riHdy, .-" th ~y represent very liff'I"\'nl kind" nf f«wing, nd I",,}' 1ll.'Ybe chosen or vcr . di. crcnr purposes. Duke's 2000) inyC'SHf!,ltions remind us f theImporldlKl' (,f mcluding expository Ie.\!;; both in elementary classroom librMil.,. c nd 10

"U" insrrucri n&,oks can be lobeled by cdk~orics •.md torcd In iI \',l£il-ty of colorful bins nd

shelve . In Figun.· 2.5, you can s('t' boo s <tor j in this wily; th~y are anang.--.d in Ci\I"~

rrcs and wcll labc d. 0'-5 nn b also show - din separate displav I camp em mt.~science unu, \ ' ..-j. I ,t\ldi~ unit, Of ,1 gCf\1'\.' III ,'\llh, r ,rudy, l wC,l,.ing bon -, I~

ano her \\,.l;.' to ma e them highly accessible or the students.To help your tudents <il>- over whJl l' in the d,l. r som libr,lrY.) LI can choo-e

.1 fPl't' book'> t'a<"h week to prt'vi(,w and endorse. in addition, any new acquisitions I

the classroom Iibrarv should be introduced.' csc b o· will often be chosen bv t e,tude t. durmg :-e!{ el teet re.iding, "" lh<y haw rec eiv tilt: -tamp of dpprO\':ll bythe teacher.

1£ TEACHING READING

• .nsure that there ore ooks representing the cultures or al! re..dcrs in the class-xnn

• Ensure that th T(' JYeboo - that allr aders can r ,1 indepen entlv,• Review the book" <In 11lt',.h lvee- for ondition, dPpn'f ri..'1{enes-, ,HI I. uracy• Hot,lle the books on h shelves periodrcatlv,• Show asc certom Dc:>O. '" Ih.tt complement .1 unit in lot.' ontent areas.• '>i: iI v,uit·ty , f -helves, "in.;, ..nd {1Ot.1int'r5 I . di'pJ.~y tilt: i'!")):;'; in creative

W.:I)'s .

.• Involve the "tu •.t.'n! .•In ('rg,lni..:ing tt..: 1.'1":,,,r(I,'m library bY!'()fting and IdbdingIht>texts and d£'vi!>ing gllidelin for tI"mg thf' libr.w)' spilce.

A" with any hrc>r.J ysp ce or center, Tram procedure, and rc>1lI1111.'> need to accom-parw IhC'us 0 t. l'SP,,"lCC In rnanv classr ms, W ee ru and proccdur written bychildren [or u,.ing the c\d: .....room library, \\'c think thiv i:- a reat ide." In this wily, ,,1\1-d••nts and It',1cnt'rs work [O~ ther to reare an optImum hbrary 5p;,!a?_

f-I un .• ,0 is ,\ chert for T,\ling your cles room librar y, If yt'tI ore d practicing te.Jchef,t.1kt.-' In lime [0 evaluate yl'ur OKn cla !>TOOmlibrary-yo r most imrortanl litera.-ySpil e. Ten. llSmt; what you have recorded, ma .(! a plan or lmpronnl; this sp.1cc. Ityou do not ha\'t' your 0-"" classroom, VI,.lt the clas-roorn fit P-,(,f, .~n f 1l"C the cl art as.1 WJV It) im'C'ntory your peer's classroom libr,uy

Quiet Reading SpaceA..;.jdt-'in> the cla-e-room librtlry, tlwrt' ~h uld be iI ~p3 e d''''igoill!(j 0' the qui 'I read-mf; area, \\' und rsrand th."\ta hihllly productiv classroom Will not always be qui t,

but II ehould include at least on,' quiet 'pdCC. t least some _ludcnts 1n.1 bu" , eLl:. roomIn;"!},need and seek it quie SP;)('£' The "Paa? need not hI' I,u",,; in fad, a small p.1C!! 1$

better, A corns v armch.nr r bcanb f; chvil',.:1 "m"JI rug, .md more. heh •.·" \'Hh limstedV.H) .• ,",In ..•erve t'ffe<:li\ .•.•ly for thiq Sp,1"" Ftgurc 2,7 (page: J, ) depicr-, (In l-. ample t,r aCJriet $~'.lre lor rc.:ldin~ and writing,

Computet ceme:The rompmer (\'I\f('j',:l II iundal1le tillle.1rmng "i'rl""" n thf' ~I!'t century, It j; 1l\11nnger..In option. II i:. a ncces ity. Kuhn and Morrow (2005) exp nin that despite initial diffi-cultll', \ 'ith w..jng It-.:hnology in classrooms (not enough computers. no -u-er-Iriendlycomputers), me impl mcnranon (' computer in classr -orns L~mcreasmj; m th nited_1.111:", Kuhn and Morr w go on t explain th<'ll there is J c.ruse-and-effe t action inrl.y· Ac; comptft r:o; and ther l<.>.:hnCllogyb me incrca ingly .;.c.phi rkatt>d. Ilw)' aI,bccorn more uscr-Iricn lv, ("IS they bee me more user-Ir icndlv, thc~-beam e morc pro-lific; c1~tht'y become n ore prolifk, teachers fit! qudt'nl:- aN' ore t ~·.ht' u"'lng them

If students have computt>r5 ar horn ,_ chool use f computers reintorces the hornschool x-nnection: if students do not have computers Ihorne. the Iessroom is an indis-pt'n<.able place for them to learn and prilc·tic •• the t.xhn<,I<'bY they will b ••expected If'know and use wrth relative case. Bccau 'C students in ~r,' des K·'~ spend the majority (If

HOW DOES YOUR CLASSROOM LIBRARY RATE.?

0: Not yet

!. Need more

2. Growing

3: Exoolfem

i o 2 I 3

I_~l?S.~OU!CI~S oom Ilbta~y:ha~o ...•...;,...~ _

CUrrent and appropnate reference materials?

ElCposttory leXIS comairunq accurate Information'?

Naualive texis representing all levelS of reading abilityin Ihtl classroom?

Texts representing a variety of genres cnndren love?Realislic fICtionFan1asyTradluonal tatssHistorical fictionBiographiesPoelry

_1r:2~o_rm_all~~1te~!... . _Picture boOkS'?

CUrmnt newspapers?

wert-organIzed shelves and blns?

D~splays IMI Showcase autnors. themes, topics, 01 genres? II

tr<>ol -l«r.,,,,S R.- •• lm.\; !'Jr.""" .••.•",,1/{",e,"rr<"!M em,!". 1--6 hy R,.-lw! \.. />.1.('"""",.1<; .and ~'n I.•.••r~"'l"~rdH("i'ynsht :!J:lJ(l fry' T1•••(;",I!""ll'w<l<. f'..,.mi<,~ru,I" r-h.'I"",'i'Y th" i,g"r~,. gr.ml'''; Ii' I'" .-.::h••" ••.•,~ftlll<- t>Po~INpcr~ ••lU""- onty {q-~C"t'YpyriS •...l pa~ h~r {k~"ltJJl}

19 TEACHI JG •.lEAOING

FIGURE 2.1. A quiet re'1din~ ~l'ac{'.

therr school d.,y wirlun tho classroom setting, it mak S sense for them to have accessto technology within the classroom willis, rather than goi~ In ,) computer lilb one•., orrwice il week.

The: directions for usin;; computers and other techlwtogy should be clcarlv dcmnn'iIT.'Ik'<i by tht> twu'h",r, and then WTltit'O out Mid' tf<ltt'gkally FIa(l~d in the computercenter for reference. There arc many hil;:h-qU.llity educational wcbsites for students toII"'" dm-ing their computer 1.1ll1\'; Ih~t' ;;jle" continue to ch.mg<' .'lnd improv • A••.YOtl11,1\'eread at the start of this chapter, P,1m intcr,mtc the computers into her center time,whik'"he works with smell rc,uiing group",lf students use I",""({pholle>;. computers canbe part of a quiet area also devoted In readin~.

Wriling Cente:Th« writing center q()r~" writing milit'ri I" and provIde" ii "'pa«' wher students ':<111

work on writml> projects indcpcndcntlv or in small f;TOUpS, The writing mntcrmlsshould be ,Il'\,'e:-.--ible,,mctthe writing center should be stocked with the kinds ,'f thingsstudents will need and can get themselves . .'.Iorm\\' (2005), Bromley (2007). and Oilier(2(1(13)provide :'lIg.gl'!>lion~ for tlt('lyp~':Iof n\"teri,lb writing centers should lMW, 5ug-gesti ns Me also gl\'en in Figure 2.8.

Dillcr (2003) h.1S su~'''Sted posihoning a writ.ing center ish", calls it a "work ste-tion~) ,war a word w•.,II, (,.r ea:<y accE""siHlit)' when srudent« art' wnrking indE'pe-ndenIJyor in. :;m.,11 groups in !lw center. A sJIl.:l1I tnok· and chairs allows students iI comtortableand femp<'I'My place to work. s.·\'el'a!lypes of 1'ilP<'T, including blank book", should be

---.-----------~-----..,• Assolfed papet• Pen . pence . marxees• Tabfe (lnO chlurs• Rf,t"rence mat~ls• 6ooks, pholographs, and psctures rcr mceets ana Ideas• Str;;-Ieg, s 101revtSlng/e<lltiog• IOeas IOf WTlTlog topics• S oem wmlng '" ancus staqes• Author's chair

FIGUJlE 2.8. :l.Lllt'nats forth wrilinS center,

Creating a uteraCY-~ld. Classroom Environment 19

a "tar1t· of lh.,. center O1dlt'nal •.; pt.'n~. F ·n.:il~s «11'd mark -r••~h(\ 1M db be av, ililbl~ inabun ance,

Student-, of ilil d:!t.•..•"e -d books milgdJ.m~~, phfllOgr.lph~. , nd other vi"'u,JI id~ togive Ih(>01 rd .1. tor te>pi.:s and to provi .r! models (\ ~ \\,;ii!1~_ t{e erence matcri-<.1lssuch .1_ diction rie~ and thesauruses sh uld be accessible <l!>well. The w.,lb of Iht.:wrilini; C"t'ntt'T can contain ~p(>("iflc s"w~ti(ln. ((II" writin); topiC!; and can c1"ar1r roo tthe s!Tiltl1!i~'S the students have .1lreoldr learned for rcvisin and L"c!Jlln: their work. Itj ••. ,,1"0 J gt" I idea If' dj"p!,lY 'hld..-n\ writing m \'clrJnl'_ 'I.tgt.~,"0 Ih"y haw m >(h-I- ofwritin}; in pr f;rt.>l'S-

A harr 'p :><:i(i c·.l!ly d(·>'ign,'tl.!d for :-harmg 'IN the il!rl!wr'. chair (CiI) 'In~, 199 ).can be- stored in the wl'ihng center and used when students are ;;.haring their work in~nl.11J~mup~ or with the whole class, \Ve discus the author's chair further i connec-tion with Ihe writin!; work.,hor.l.llttr in rhb chapt •.•r

Resource Center.A resource center h,)!>:<11t::"'~~for variou: ••types {.i mi\knaL These include core (;(,"1<",\-area t xt .• for scienc , . OCt.,1 studies, "ad math: rnanlpularives for math; . clence 5Up-plies for honds-e Ic.'rnin~ events: <ltI~ and tn<lPS f <II studies: and drctronaries[or "II ,-ubjl.'C!,. Th.·y -hould be well Iabcled and organil.t'd. nd <rudents -hould beable to find them ci.\sily_ Y u can al 0 ton: pub is cd anthologies of literature us forynllrrea.lmg progr.lm .)oJ leveled kxt" used fur "milll-g up re.ldmg m-lru lion In theresource ,enter,.1 th se would not normally be part 01 your classroom hbrarv,

TRY THISVi'll a I, "r om 'f il t". cO<'1'y u ,-on:'itit'r t tw,l highly effecnve litera_: lll~tr\l tor,who h.,,> <111 aprcalin~ and well-organized classroom. Look at the Sp.1Ce carchrllv anda-k vourself lht>~ qu.-,til'n!':

• I low Me tht: tudents" desks .1tr3I1gt:d?• I~ there a common mt'eting ilre,,~• \Vhcr.: is the d,lSSWQIn library:,. I, it org.tlli7t"d .lc{'('mding t , th~ guidpline,;. in thi .. chapkr?• Is t c information on the walls dynamic and interactive..• Are Ih~'re ,lcdi..:,I!~,,1 spaces {('If ~tl1dl'l)b h) work inticp"".t.l·1111y',. Arc rh r sui lCJC'nt m.nerials?• Are ccnte _ well labeled with dear directions>

Now, l~in~ the };ood ideas you have ~illhcrt.-d from obsc-r\"ing one or In 1fC t."flive •.-I.'l<.,wom' .'In.! th•• mftlrmillinn III hi, ch"'rl r, design a cI~""w()m in the p.-t{'prodded on the r llowing 1"'1>(."_

• Pirst. choo c il "racte I(."\'(~I"or your classroom,• Next, de .ide on the ty!'C" of centers and dedic lh:-d .lIC,)!> you want to include,• Then consider tl,., kind" f gmuplng you \\ ill w.~ t to \I~"_

• Fm"lly~ make a sketch of :-our Idea! space. Share your sketch with vour F rs.

20 TEACH I 'G P£ AO!NG

!Sketch it t ere1

, ow re rd the miltenill!' you neod to Include III ach of the sp:tC(!S d('S'gnatedbelow, U.I: observations you have me It: of d litera v-rich classroom und the ideas ),ouhave read In thi" rext. Whil! would yo ~'h[1O'a> for each area' What. p>.'<'ifi(' materialsMe nI:C~'Ss.:lTyor each .1rea to be clfe<!iv\:, Make a lisl in each co urnn, an share yourId<'ih <'no qllt""ti{)f'l,- w il") HI' I'~"":-'

ctassrooWaifS Liorarv WlltlnQ Center Resource Center Computer Center