In RED 3012, RED 4519, and RED 4942, we spent a substantial amount of time discussing learning environments and the best way to create a print-rich environment. My first placement was an example of an exemplary literacy environment. Each student had their own browsing box filled with books on their reading level and in their interests. Students were permitted to read anywhere they felt comfortable and were also allowed to read with a stuffed animal from a favorite story (i.e. Cat in the Hat or Horton the Elephant). The classroom library was separated into boxes based on reading level and genre. Each genre box was labeled with both words and a picture that described that genre. The reading corner was decorated with favorite literary characters, bean bags, and motivational reading posters.
The set-up of my supervising teacher's classroom was both inviting and beneficial. ELLs benefited from the picture labeling on the boxes as well as the motivational posters around the room. Every student knew their reading level and knew exactly where to pick their books from. Students in this classroom found reading fun and loved reading in the reading corner with their animals. Before I left my placement, I took notes on the classroom set-up and learning environment so I will be able to apply what I saw to my own classroom.
My supervising teacher also uses her classroom environment to enhance vocabulary instruction. Her students are constantly surrounded by new vocabulary words through word sorts and a vocabulary wall. She also utilizes read-alouds to build vocabulary. Each morning, we read a book before morning circle. After lunch, we read from a chapter book at least two grades above ours. This helped introduce our students to words they had not encountered yet.
RECs: 6.12, 6.5
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