Presentation on theme: "The Function and Use of a Print Rich Environment in the Dual Language/Bilingual Classroom."— Presentation transcript:
The Function and Use of a Print Rich Environment in the Dual Language/Bilingual Classroom
Print Rich Environment…… A print-rich environment creates numerous opportunities for students to use print for language and vocabulary development, literacy building, and writing. Research tells us that early vocabulary and concept development is especially critical for children from low and moderate income homes (Snow, 1999). For print in classrooms to be useful, children must attend to and interact with it daily.
What Should My Environment Include? Turn and talk with your shoulder partner Brainstorm what components an interactive environment should have? You should include: Labels in both languages Word Walls in both languages Student Generated Alphabets in both languages Bulletin Boards in the Language of Instruction Authentic Student Work in both languages
What literacy elements does my classroom offer? Does it offer multiple opportunities for students to make use of print in both languages? ( with your partner list ideas or ways this can occur in the classroom) Does my classroom include: (in the language of instruction) Charts that support literacy (Authentic vs. Commercial) including labels and student generated alphabet Functional print used for classroom communication Authentic Student generated work & writing Print that can be used as an instructional tool Interactive and student generated Word Walls
What are Word Walls? A word wall is an ongoing, organized display of key words that provides visual reference These words are used continually by teachers and students during a variety of activities. Word walls serve multiple purposes. Effective word walls: - support the teaching of key words and subject-specific terminology. - promote independence in reading and writing by building vocabulary. - provide visual clues and reference for language learners. - help students remember connections between words and concepts.
How Do I use Word Walls? Building a word wall can be easily integrated into daily activities. Include key words and/or terminologies that relate to the lesson or unit of study can be added gradually as they are introduced. (read- Alouds, questions, curiosity, how do I spell in primary grades you may also include high frequency words) A word wall should ideally be within reach of the students and or teacher in order to allow for better interactivity. (interactivity also includes student word generation, interaction for LOD activities, use for writing, and instructional application and manipulation) A word wall should be organized in a way that is useful to students with additions reflecting the skills or concepts being taught. Often, word walls are organized alphabetically, with words printed on card stock, and taped or pinned to the wall/board.
Word Walls cont. Teachers are encouraged to be creative in designing a word wall so that it engages the students and enhances their learning. Words should be added to the wall as they are encountered in learning. (relevancy to instruction, add at least 5 words per day) Create two word walls one in English and one in Yugtun equitable in size. (color code the walls or the word cards) Interact with the word wall regroup words for a lesson, read the( “Green” / “Brown”) words as a language of the day activity. Refer to the word wall when a student asks how to spell a word or the meaning of a word, add it to the wall if it is not there.
Word Walls cont. Brain Storm with your partner and create a list of other ideas for using the word walls Ideas may include: but not limited to Interact with the word wall regroup words for a lesson read the( “Green” / “Brown”) words as a language of the day activity. Refer to the word wall when a student asks how to spell a word or the meaning of a word, add it to the wall if it is not there. Word Sorts Spelling patterns, rhyming words, contractions, prefixes, homonyms… Quick writes with specific words Facilitate and enhance writing opportunities
Content Area Bulletin Boards There is a difference between content area bulletin boards and a word wall. Content area bulletin boards: may include a pocket chart or be created using a trifold board. (Use trifold only when wall space is not available. Walls should be first choice.) are in the language of instruction. Content area bulletin boards should include: content lesson vocabulary relevant to current instruction. (old words may be added to appropriate language word wall or put in bil. learning /research center) relevant content charts or posters in the language of instruction. student generated work or products.
Content Area Bulletin Boards Use trifolds only when wall space is limited
Charts that support literacy There is a difference between displaying charts that serve a purpose versus using them to decorate the classroom. Charts are used as teaching tools and engage the students in reading, literacy learning and content area learning. Some Charts include (but not limited to) : Calendar activites in both languages (In primary grades) Anchor Charts (student generated and in both languages) Color charts Content area charts Anything that can be student generated will help create student interest and ownership of the classroom
Student Generated work or assessments An environment rich in print (co-created with bilinugal pairs or work serves as a model of authentic student accomplishments) becomes meaningful to students when the teacher showcases their work. Students tend to take more pride in their work when they know it will be published.
Content Area Bulletin Boards can also be used to display student work
Labeling In Primary grades you can begin to label obvious items In Upper grades let students label the room. Let them choose the items they would like to know the names of help them find the information The items labeled in your DL classroom should be reviewed with your students in the Language of the Day (MWF: Yugtun // T-TH: English).
Student Generated Alphabet In Pre-K logos, clip arts or magazine pictures may be selected by students to create Student Generated Alphabet card. Use a full sheet to ½ Sheet (minimum) of paper and should include: – A large visible letter – A space for student drawing and student attempt at writing (at lower grades- if student attempt is not legible, visible or accurate then teacher can rewrite the word or student can rewrite and paste over original attempt) In upper grades use content area topics or words to create alphabet which can also include a sentence or definition.
How to use the print in the room Language of the Day Ideas Read the Room ( Can be a center activity ) Pick labels appropriate to the language of the day and read them Read the alphabet Read charts Word Wall Activities pick a letter read word under it Sort words by noun, verb, adjectives etc Sort words by content Refer to words in instruction Refer to words when asked how to spell one or the meaning of one Add words to wall as they come up in instruction, a story or a question Interact with the print in your room.( This will model to the children they can do the same)
Make sure…. not to clutter your room and walls to display items that are relevant to review, and current lessons. to keep relevant items and word walls at eye level whenever possible. not to waste prime wall space with housekeeping details. to rememeber some charts are important for classroom routines, they are not the only sources of print one should see in a classroom. To create as many opportunities as possible for student generated work TO LET GO!!!! Allow for dialogue between the children and also with you.
What should all Dual Language Classrooms include? Student Generated Alphabets in both languages Word Walls in both languages Labels in both languages Content Area Bulletin Boards in the Language of Instruction Display of Authentic Student work in both languages A library of quality literature books in both languages