2. M. Alexander 2009 Environmental Print Activities for the Early Childhood Classroom

3. M. Alexander 2009 What is environmental print? The print found in a children's natural environment.  One of the first sources of reading material for young children

4. M. Alexander 2009 Types of Environmental Print Commercially Produced Company and Product Logos  McDonald’s, Cheerios, Doritos, Legos Road Signs and Institutional Labels  Stop, US Post Office Homemade  Classroom Rules, Children’s Names on Cubbies and Desks, Labeled Furniture

5. M. Alexander 2009 Why Use Environmental Print? Meaningful and interactive Increases student motivation and knowledge about reading Make connections the known to the new Helps children understand how written language is used and organized Leads children to form concepts about letters and words Inexpensive teaching tool

6. M. Alexander 2009 What Environmental Print Should be Used? Environmental print that:  Children are interested in  Exposed to frequently  In their environment

7. M. Alexander 2009 Using Environmental Print to Teach Literacy Identification of letters and sounds are essential, but… Reading is a meaning-making process The ultimate goal is comprehension of text

8. M. Alexander 2009 How to Use in the Classroom Have students bring in items from home Label important classroom items (desk, table, light, chair, etc) Look for print around the school. Create an environmental print word wall or bulletin board Create a classroom book out of environmental print brought in by students

9. Environmental Print in Play Areas Label everything! Children will learn to recognize the words that represent common items. M. Alexander 2009 Table

10. M. Alexander 2009 Teacher Facilitated Activities Draw children’s attention to letters and sounds by asking questions  How do you know that it says ___________.  What letter do you see at the beginning?  What sound does that letter make?  Can you find another logo that begins with the same letter?

11. M. Alexander 2009 Play – Themed Prop Boxes Enrich language and literacy experiences through Play Prop Boxes  Step 1: Brainstorm Ideas (authentically connected to them)  Step 2: Have students bring in items from home (relevance-meaning)  Step 3: Demonstrates literacy process  Step 4: Extend an activity This begins as a “Teacher Facilitated Activity” but then can be left for further play as an independent activity

12. M. Alexander 2009 Independent Learning Activities Independent games in literacy centers are:  Motivational for children  An effective way to review newly learned skills  Helping build solid foundation for future reading experiences

13. M. Alexander 2009 Tips for Independent Practice Work in a logical sequence Self-correcting whenever possible Adapt activities to meet the needs of individual children Have young children work in pairs

14. M. Alexander 2009 Activity: Two Piece Puzzles In the blank puzzle outline make an example of a two- piece puzzle from a food/ magazine ad. You can make these out of cardboard and put them in the classroom for children to do. Lego

15. M. Alexander 2009 Reference: Environmental Print in the Classroom: Meaningful Connections for Learning to Read, J. Prior and M. Gerard, 2004.