Main Topics

Introduction
Basic Assumptions
Literacy Rich Environment
Managing the Classroom Environment
Technology Integration
Interactive Commercial Software
Adaptations/Customization
Assessment of Literacy Skills
Performance Indicators
Emergent Literacy Site Map

Designing a Literacy Rich Environment

Sub-Topics (Click on topic you wish to see)

Labeling
Reading Center
Writing Center
Art Center
Technology Center
Classroom Management

Designing a Literacy-Rich Environment

Literacy skills are promoted through an environment rich in print and writing materials. Classroom centers may include reading center, writing center, art center, and computer center.

Labeling

Labels in the classroom. The early childhood classroom should have a variety of labels, signs, and charts in locations that are easily seen by children. Labels on materials and centers provide children with print experiences which promote early literacy. Labels may also serve as a guide when toys are being put back in their place. The word “blocks” along with a picture of blocks may be taped to the shelf where blocks are put away.

Help children notice the labels by:
1) asking them to help place the labels on objects around the room and/or
2) pointing out the labels and talking about them.

Reading Center

Considerations for an appropriate reading center for young children:

There are a variety of reading materials, such as books, magazines, pamphlets, and papers, for young children to explore. Teachers change the books regularly to keep children's renewed interest in the center.
Books address a variety of types, including simple picture books, predictable books, and books with repetitive themes.
Books are available and easily accessible for children. Also books which relate to the current theme or unit are within easy reach for the children.

	View Picture Books
	View Early Childhood Reading Materials- Books

The center may also include children's favorite books for reading during storytime, children's magazines and reference types of books.

The center contains comfortable seating, such as bean bag chairs, pillows, and carpeting, and plenty of room for a small group of children to explore books.

The reading center may also include books which they have created and therefore enjoy reading them often.
A special book hanger may be used to display books made with Hyperstudio.
The center has a check out system so children can take books home to share with family members.

The reading center should be kept neat and orderly and maintained as an interesting, inviting area for children to explore. Teachers should spend time during the day in the center with the children to encourage their reading and to read to those who request it.

Writing Center

Although writing is encouraged in any area of the classroom, a variety of writing materials are also readily accessible to children in the writing center. Children are encouraged to explore making marks on paper and trying to form the letters in their name as they write for a purpose, such as creating a message for a parent or friend. Child Writing.

Writing surfaces include paper of different sizes, shapes, colors, and textures; chalkboards, dry-erase boards, index cards, stationery, and envelopes.
A variety of crayons, markers, pencils, colored pencils, and assorted alphabet stamps with ink pads are also available.
Chubby crayons, chubby-handled pencils or markers are needed for children who have a weak hand grip.
The writing center has an inviting appearance and is kept well stocked with materials, with new items added occasionally, so that children's interest in writing is maintained.

The teacher may provide suggestions for writing, such as thank-you notes or invitations to special events for parents, which helps children realize the purposes of writing. By providing the appropriate environment which includes writing materials and suggested activities, the teacher assists young children in the development of emergent writing skills.

Art Center

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