Classroom Management Strategies that Support a Literate Classroom...

Classroom management involves the organizational and decision-making skills teachers use to create a climate that encourages learning. Teachers exhibit strong management skills when they assess students learning and plan instruction based on their needs. To be most effective, all class members must be engaged in meaningful literacy activities. The teacher must establish an organized, predictable environment and teach children to use it. Classroom setup can dramatically affect students' attitudes toward and habits of learning. Students need an environment that is organized, stimulating, and comfortable in order to learn effectively. Creating such an environment entails arranging a practical physical layout, supplying diverse materials and supplies, and encouraging students to have a sense of belonging and ownership.

The physical environment is the “what we can see” part of the classroom. In a balanced literacy setting, the physical environment can be thought of in four main categories:
1. Classroom arrangement
2. Organizational structures
3. Books
4. Resource materials

Classroom arrangement can affect students' attitudes toward learning. Students need an environment that is organized yet stimulating in order to be excited about learning. Creating this type of environment requires a practical and flexible physical arrangement and a supply of various resources materials. The physical arrangement should include the following areas: whole-group, small-group, reading, and writing.

• The Whole Group Area is for whole-class lessons. This includes discussions, class meetings, direct instruction, and student presentations/sharing.
  
• The Small Group Area is for small group interaction, direct instruction of guided reading groups, etc.


• The Reading Area is a place for students to read independently or quietly with a partner. This area should be comfortable and have a variety of books and other print materials.


• The Writing Area is a space for students to write independently or collaboratively. This area should contain an adequate space for students to work and a variety of writing supplies and resources.

Designing and Organizing the Learning Environment

First and foremost the classroom needs to be a supportive community and an atmosphere that welcomes all learners. In his book, Life in a Crowded Place, Ralph Peterson reminds us about community this way:
Teachers who make communities have a big order to fill. Students who show up at the classroom door when the school bell rings in the fall are not an all-of-a-kind family. Far from it. Each person is unique, a reflection of his or her own personality…it is not unusual in today’s classrooms to find three, five, and sometimes more cultures represented. Bringing students together as a group and nurturing tolerance for their ways and beliefs while celebrating their differences challenges the talents of most experienced teachers…The primary goal at the beginning of a new year is to lead students to come together, form a group, and be there for one another.
It begins the first day of school and continues throughout the year. When the school year starts, try a few things to establish community, such as:
• Create Opening the Day, Transition, and Ending the Day ceremonies. Ceremony is very powerful, because it forms attitudes, creates a feeling of group purpose, centers the group, and turns attention to events that follow.
• Create rituals together. Do this important work with each other, rather than deciding everything before students arrive.
• Establish and practice routines until they are automatic.
• Work together to decide on the jobs necessary to keep your learning space orderly and who will be responsible for them.
• Choose read-aloud texts carefully: What books get the community to pull together because we’ll respond emotionally to the texts?
• Get kids to “bring themselves” into the classroom by sharing hobbies, collections, and favorite books from home.
• Ask students to help decide room and library arrangements.
• Make connections between school and home. Include parents in early homework assignments and in the curriculum.
• Be open with students about your own learning process.

Creating the Read Aloud Atmosphere

Preparing for an effective read aloud entails more than just selecting the right book and planning related activities. A meaningful read aloud also involves setting the tone to ensure listeners are engaged. Here are a few tips to consider in creating a successful read aloud atmosphere.

Allow time for students to settle as you make yourself comfortable. Whether you are sitting in a low chair or on the floor, be sure that each child can see the book. Remember, you are creating a community of learners. If they have to elbow each other to see it will defeat your efforts.
Some teachers even "dress" for the occasion. I remember one first grade teacher wearing a raincoat and carrying an umbrella as she prepared to read Cloudy With a Chance of Meatballs to her class. Talk about building anticipation! Other teachers create their own rituals: "Here's the reading puppet" OR "Let's settle in as we pass around the listening stick."

As you read, move the book around (either while reading or after reading each page) so that each student can see the illustrations. Most picture books depend on the illustrations to tell the story and students are "reading" the pictures while you are reading the words. If there are no (or few) pictures, pause and look at your listeners.

Pace your reading to allow time for the student listeners to think about what they are hearing. Read with expression; create a mood. Modulate your voice to reflect emotions and emphasize key points. Give young students an opportunity to add to the story with appropriate noises. For example, have students use their fingers to drum out the sound of soft or hard rain. Also, consider using motions for emphasis, but do not overdo it. Instead use natural and comfortable movements.

Finally, reading aloud does not come naturally for everyone, but don't despair. Practicing will make it much more comfortable. And the time spent practicing is definitely worthwhile.

WORD OF ADVICE: Do not read a book aloud that you have not read yourself beforehand!

More About Read Alouds

Selecting the read aloud...

Choose an appropriate book based on a specific reading purpose: exploring author's craft, introduction of key vocabulary, relating to specific content, or some other clearly defined purpose. Choose a book or section of a book that lends itself to being read aloud that supports your goal or purpose. Ask yourself, does the text flow? Is the topic engaging? Are there opportunities for stopping points to wonder aloud? Does the text inspire questions? Consider locating relevant artifacts, illustrations or other hands-on materials that might support the text and foster student questions. Finally, think about connections to other literature-- by this author, on this topic or in this genre. Also, consider collecting related books for a classroom reading display.

Planning the read aloud...

Think about the focus for your read aloud. Identify any key words or concepts to discuss in context as you read the text. Mark "talking points" where you want to:

• stop and reflect or ask questions.
• support the target skill or purpose.
• develop open-ended questions to stimulate students minds and imaginations.
• use the questions to keep children involved in the book.
• plan related activities to follow or precede the read aloud.

Additional hints and Do's and Don'ts can be found in the Book Pals Reading Tips web site. Scroll down and visit the "More Reading Tips" pages: http://www.bookpals.net/cgi-bin/bookfinder/index.pl?page=tips

Read Alouds

As I continue to observe interactive read alouds in the classrooms here at Keowee Elementary, I thought I would create a series of postings on the benefits of this important literacy strategy.

What are read alouds and what can they do for instruction?
A read aloud is a planned oral reading of a book. The read aloud can be used to engage the student listener while developing background knowledge, increasing comprehension skills, and fostering critical thinking. A read aloud can be used to model the use of reading strategies that aid in comprehension. Reading aloud good books often becomes a tradition and favorite activity in the classroom!

Benefits of using read alouds...
One of the most important things adults can do in preparing children for success in school and in reading is to read aloud with them. Listeners build listening and comprehension skills through discussion during and after reading. Listeners increase their vocabulary foundation by hearing words in context. Listeners improve their memory and language skills as they hear a variety of writing styles and paraphrase their understanding. Listeners gain information about the world around them. Listeners develop individual interests in a broad variety of subjects and they develop imagination and creativity: what better way to build skills which foster inquiry?

Read alouds can be used to...

• introduce lessons


• provide an introduction to new concepts and build vocabulary


• invite conversation and generate questions for discussion


• model divergent thinking and develop multiple perspectives


• model different problem-solving approaches


• examine the colorful illustrations and photographs


• increase awareness of words


• model fluent reading


• show the range of topics, styles, and genres in written language


• extend and layer on existing knowledge