A Literacy Rich Environment for K-6 Classrooms
Create Surroundings Focused on Reading, Writing, and Oral Language
Mar 5, 2009
Learning to read, write, and speak effectively should be the focus of every elementary classroom, for it is with these tools that students are able to succeed in the other content areas. A literacy-rich classroom environment promotes the use of oral and written language across the curriculum, both by the physical surroundings of the room itself and by the learning opportunities presented there.
Organizing the Literacy-Rich Classroom
Classroom space is organized to encourage movement and interaction among the students. Desks are placed in small groups for use with cooperative learning activities, and there are tables devoted to specific content areas (such as a science center) or skills (such as a writing or listening center). Other tables or spare desks may be used for featured books, author study, and computers or other technology.
Word banks from current and past units of study, which students use for spelling, vocabulary practice, and writing assignments, are posted on the walls. Other displays include student writing, book recommendations, or current events. Library space is comfortable, with carpet squares, pillows, or a loft for kids to use while reading. Books, newspapers, and magazines are readily available for free time use.
Literacy-Rich Classroom Routines
In a classroom devoted to literacy learning, routines are established to engage children with oral and written language right from the beginning of the day. Students use reading and writing for real purposes: attendance, lunch count, homework check-in, and messages to each other, parents, or teachers. At all levels, teachers set aside time to read aloud to their students, and everyone participates in daily Sustained Silent Reading (SSR) and writing times.
Teachers model active literacy by reading with students during SSR, discussing favorite authors and good books they’ve read; helping students choose books that interest them; sharing things they’ve written and asking for feedback; and providing a safe, non-threatening learning environment where students feel free to experiment with oral and written language use.
Literacy-Rich Instruction
One of the main tenets of a literacy-rich learning environment is that no matter what is being studied, students will read, write, and speak about it every day and in a variety of ways. Teachers gather resources on content topics from the school media center and local library; and some draw on parent expertise and experience to enrich their lessons with hands-on demonstrations or presentations. Children’s own interests are engaged as they explore and report on different facets of a topic.
As much as possible, learning tasks are derived from the nature of the content, and student interaction is encouraged. Oral language is used as students present information through videos or role play; and writing assignments are also varied, going beyond the basic essay to include formats such as diary entries, resumes, tall tales, riddles, poetry, or news articles.
Literacy-rich classrooms are active and dynamic learning environments, where students are engaged in a variety of high-interest tasks, see the real-life purposes of learning oral and written language skills, and are able to transfer their language learning practices to other content areas.
Further Reading
Guthrie, John and others. Best Practices in Literacy Instruction, 3rd Ed. New York, NY: Guilford Press, 2007.
Jacobs, Heidi Hayes. Active Literacy Across the Curriculum: Strategies for Reading, Writing, Speaking, and Listening. Larchmont, NY: Eye on Education, 2006.
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