The Function and Use of a Print Rich Environment in the Dual Language / Bilingual Classroom

1. The Function and Use of a PrintRichEnvironment in the Dual Language/BilingualClassroom

2. PrintRichEnvironment…… • A print-richenvironmentcreatesnumerousopportunities for students to use print for language and vocabularydevelopment, literacy building, and writing. • Research tells us thatearlyvocabulary and concept developmentisespeciallycritical for childrenfromlow and moderateincome homes (Snow, 1999). • For print in classrooms to beuseful, children must attend to and interactwithitdaily.

3. 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

4. Whatliteracyelementsdoesmyclassroomoffer? • Doesitoffer multiple opportunities for students to make use of print in bothlanguages? (withyourpartnerlistideas or waysthiscanoccur in the classroom) • Doesmyclassroominclude: (in the language of instruction) • Chartsthat support literacy (Authentic vs. Commercial) including labels and studentgenerated alphabet • Functionalprintused for classroom communication • AuthenticStudentgeneratedwork & writing • Printthatcanbeused as an instructionaltool • Interactive and studentgenerated Word Walls

5. 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.

6. 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.

7. Word Wallscont. • 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.

8. Word Wallscont. • 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

9. Examples of Word Walls

10. Upper grade Word Walls Cards do not have to have illustrations

11. Word Walls First Grade Word Walls

12. Content Area Bulletin Boards There is a differencebetween content area bulletin boards and a wordwall. Content area bulletinboards: • mayinclude a pocketchart or becreatedusing a trifoldboard. (Use trifoldonlywhenwallspaceis not available. Wallsshouldbe first choice.) • are in the language of instruction. Content area bulletin boardsshouldinclude: • content lessonvocabulary relevant to current instruction. (oldwords maybeadded to appropriatelanguagewordwall or put in bil.learning /research center) • relevant content charts or posters in the language of instruction. • studentgeneratedwork or products.

13. Content Area Bulletin Boards

14. Content Area Bulletin Boards

15. Content Area Bulletin Boards Use trifolds only when wall space is limited

16. Content Area Bulletin Boards Use trifolds only when wall space is limited

17. Chartsthat support literacy There is a differencebetweendisplayingchartsthat serve a purpose versus usingthem to decorate the classroom. • Charts are used as teachingtools and engage the students in reading,literacylearning and content area learning. SomeChartsinclude(but not limited to): • Calendaractivites in bothlanguages (In primary grades) • Anchor Charts (studentgenerated and in bothlanguages) • Colorcharts • Content area charts Anythingthatcanbestudentgeneratedwill help createstudentinterest and ownership of the classroom

18. StudentGeneratedwork or assessments An environmentrich in print (co-createdwithbilinugal pairs or work serves as a model of authenticstudentaccomplishments) becomesmeaningful to studentswhen the teachershowcasestheirwork. Students tend to take more pride in theirworkwhenthey know itwillbepublished.

19. Content Area Bulletin Boardscanalsobeused to display studentwork

20. StudentGeneratedWork Kinder Math Writing

21. 1st Grade Writing Sample

22. 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).

23. Labeling

24. StudentGenerated 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.

25. StudentGenerated Alphabet

26. StudentGenerated Alphabet

27. 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 readthem • Read the alphabet • Read charts Word Wall Activities • pick a letterreadwordunderit • Sort words by noun, verb, adjectives etc • Sort words by content • Refer to words in instruction • Refer to wordswhenasked how to spell one or the meaning of one • Addwords to wall as they come up in instruction, a story or a question • Interactwith the print in your room.(This will model to the childrentheycan do the same)

28. Make sure…. • not to clutteryour room and walls • to display items that are relevant to review, and currentlessons. • to keep relevant items and wordwallsateyelevelwhenever possible. • not to waste prime wallspacewithhousekeepingdetails. • to rememebersomecharts are important for classroom routines, they are not the only sources of print one shouldsee in a classroom. • To create as manyopportunities as possible for studentgeneratedwork • TO LET GO!!!! Allow for dialogue between the children and alsowithyou.

29. Whatshould all Dual LanguageClassroomsinclude? • StudentGenerated Alphabets in bothlanguages • Word Walls in bothlanguages • Labels in bothlanguages • Content Area Bulletin Boards in the Language of Instruction • Display of AuthenticStudentwork in bothlanguages • A library of qualityliterature books in bothlanguages