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In the classroom library, the books were primarily in English.  The book's contents however, reflect the classroom diversity, including a book on what Passover is.

The reading area was also a calmer area where students could digress and relax and enjoy a good book.

The reading area provided was very developemntally appreriate it had flexable seating, books atthe childrens level, and the reading corner looked like quiet and away from everthing else.

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Print rich environment with posters
Translations of different languages (English and Hebrew)
Provide colored strips to allow students to practice writing their names and information from book they read

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Students played with the light table where they could manipulate objects and play around with the different lights and colors the objects made when they moved them and stacked them.  Students were also seen writing on paint strips in both English and Hebrew

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Was not seen in the video provided.  Was very environment-based with acorns and other natural objects.

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Maria Pechacek
Natalia Saavedra
Alyssa Reese
Eyanna Carter
Emily Gilman
Abby McCurter

Reggio Emilia Classroom

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There were samples of writing in both English and Hebrew throughout the classroom, such as the writing center labels, and labelled color strips. Students were seen working on writing these color strips at tables together

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In the Reggio Emilia Classroom there are writing and literacy centers that are integrated in choice time for children to explore and learn in.
Reading centers are provided for individual and group reading opportunities.

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Student driven, an independent-based ideology-
Teacher let children do their own thing and explore and provided little additional conversation to enhance learning.

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No book area.

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There is no functional print or honestly any kind of print at all anywhere in the classroom

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Multiple different centers with specified activities, such as the kitchen center. The centers are open and flow well within the classroom, allowing the students to seamlessly transition to different activities.

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No evidence of environmental print in the classroom.

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Peiyao Lin, Olivia Olsen, Jordyn Rimmer, Sydney Badway, Phoenix Eckard

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No evidence of writing or writing activities in the classroom.

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There is no literacy in the classroom

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The teachers do not use media at all they use natural materials and everything that the child hears is from the "human voice or instruments such as a harp." The teachers value individualized learning and play was a ginormous part of their foundation. The teachers had a calming nature.

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There was no book area.

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There was no functional print.

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They had a sitting activity where they had three Ss for them to be themselves and have some quiet, solitary alone time. Most of their activities were more life skills and camping-related, like cooking on a fire.

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There was very little environmental print. They had an egg carton with words on it, but not really anything else because they were in a forest.

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Meghan Kendrick, Lauren Dowman, Naimah Reynolds, Emersyn Brown, Caitlin Partridge

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The only writing was shown when they used materials they found in nature to spell "Charlotte's Wood'.

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There was no literacy throughout the classroom.

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The teacher was holistic. The classroom was in nature, so she was a facilitator of helping the children learn nature skills. She was more concerned about the process kids were engaged in, rather than specific learning objectives. She specifically felt her methods were beneficial for kids with special needs because they don't stand out like in a traditional classroom.

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There was no book area shown.

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There was a lot of functional print within the classroom. Everything was labeled (toys, centers). Charts and schedules were displayed around the class.

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The students had daily meetings, large group time, small group time, center time, and recess.

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There was no environmental print seen.

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There was very little writing involved within the classroom. At one point a child was shown pointing to children's writing but nothing more.

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The students weren't shown actively writing but it was mentioned that it was part of large group activities.

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Not much about the teacher's behavior was shown. We see the teacher's safely guiding the children into the classroom, watching them play on the playground, and sitting with the children and interacting with them during centers and small/large group time.

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Brianne Rodecap
Moriah Davidson
Bryanna Kiely
Hailey Wahlers