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"A literacy-rich environment not only supports the standards set by the Common Core, but also provides a setting that encourages and supports speaking, listening, reading, and writing in a variety of authentic ways – through print & digital media."
- Kimberly Tyson, Ph. D. of learningunlimitedllc.com

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"Scientific literacy means that a person can ask, find, or determine answers to questions derived from curiosity about everyday experiences. It means that a person has the ability to describe, explain, and predict natural phenomena. Scientific literacy entails being able to read with understanding articles about science in the popular press and to engage in social conversation about the validity of the conclusions. Scientific literacy implies that a person can identify scientific issues underlying national and local decisions and express positions that are scientifically and technologically informed. A literate citizen should be able to evaluate the quality of scientific information on the basis of its source and the methods used to generate it. Scientific literacy also implies the capacity to pose and evaluate arguments based on evidence and to apply conclusions from such arguments appropriately" - (National Research Council, 1996).

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A study by Swan (2003) showed those students that observed and interacted with scientific phenomenon in combination with access to interesting texts gained greater conceptual knowledge of the science content and experienced greater engagement than those without the literacy connection.  [BL4] The contributions of literacy enable students to continue to learn, reflect, and communicate about science issues throughout their lives.

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Desks facing the front and work stations around the room

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Hands on activities around the room (human body, projects, experiments displayed in the back)

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Improvements for my own science classroom

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Improvements for my own science classroom

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- Library
One thing that I did not notice when I was observing in classrooms as well as researching them online, was a library. The students have textbooks and the ability to look information up online but they do not have many resources around the room. "When students are provided with well-designed classroom libraries, they interact more with books, spend more time reading, exhibit more positive attitudes toward reading, and exhibit higher levels of reading achievement" (NAEP, 2002).

-Word Wall with vocabulary to improve reading ability
It is important for students to be immersed in the vocabulary that is connected to the lessons. Those vocabulary words should be used in everyday conversation and classwork. "Teachers can provide instruction in literacy skills and content-specific reading skills; however, if students are not provided with access to interesting books that they want to read and can read with success, they will never reach their full literacy potential" (Gambrell, Malloy, & Mazzoni, 2007).

- Computers for students
With the improvement of technology, some students are fortunate enough to be 1:1 in school districts. With this allowance, students have access to many different variations of texts. "In an age fueled by information and driven by technology, understanding the concepts and process of science is as indispensable as knowing how to read, write, speak, and listen...Adults in the twenty-first century...will need to be scientifically literate-to possess a set of skills that marries knowledge of science concepts, facts, and processes with the ability to use language to articulate and communicate about ideas" (Thier & Daviss, 2002).

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What should it look like in the classroom?

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What should it look like in the classroom?

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Journals for note-taking

Conversations about what students already know, what they want to learn, and what they have learned in the lesson (K-W-L)

graphic organizers

time for individual, partner, and whole group work

vocabulary word walls

access to videos, texts, and hands-on activities

teacher modeling of writing requirements

instruction of relevant information

formative and summative assessments

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A. (n.d.). Teaching Science Literacy. Retrieved September 20, 2017, from http://www.ascd.org/publications/educational-leadership/mar11/vol68/num06/Teaching-Science-Literacy.aspx

Gambrell, L.B. Malloy, J.A., & Mazzoni, S.A. (2007). Evidence-based practices for comprehensive literacy instruction. In L. Gambrell, L.M. Morrow, & M. Pressley (Eds.), Best Practices in Literacy   Instruction, 3 rd edition (pp. 11-29). New York: Guilford Press.

Mosquera, A., & About Ari MosqueraI am a teacher, blogger, and curriculum designer. I am an upper elementary teacher who loves to share ideas! Let's work together to provide high quality science instruction for all students. (2017, February 05). Supporting ELLs in the Science Classroom: Part II — The Science Penguin. Retrieved September 20, 2017, from http://thesciencepenguin.com/2015/03/supporting-ells-in-the-science-classroom-part-ii.html

National Assessment of Educational Progress Report. (2002). 1992-2002 NAEP Report. Princeton, NY: Educational Testing Service.

National Science Education Standards. (1996). National Academy of Sciences. Washington D.C., 22.  http://www.nap.edu/readingroom/books/nses.

Staff, T. (2017, August 29). The Elements Of A Literacy-Rich Classroom Environment. Retrieved September 20, 2017, from http://www.teachthought.com/literacy/the-elements-of-a-literacy-rich-classroom-environment/

Swan, E.A. (2003). Concept-oriented reading instruction: Engaging classrooms, lifelong learners. New York: The Guilford Press.

Thier, M., & Daviss, B. (2002). The New Science Literacy: Using Language Skills to Help Students Learn Science. Portsmouth, NH: Heinemann.

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Work stations around the room

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Student work above the tables

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Teacher made anchor charts

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Content Posters and stacks of resources for the student to check out on the front table

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Content posters and seating that allows for individual and group work

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Labels on cabinets with supplies

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What are some of the elements of a literacy-rich classroom environment?

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What are some of the elements of a literacy-rich classroom environment?

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classroom libraries that include a variety of genres and text types

content posters

anchor charts – teacher-made and co-created with students

word walls

labels

literacy workstations

writing centers

computers

display of student work

displays of books & information

bulletin boards, and

plenty of opportunity to read, write, listen, and speak

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Literacy-rich environments, as endorsed by the International Reading Association, have a significant impact on what goes on in the classroom and set the stage for interactions with a wide variety of genres. In the past several years, I've supported many teachers and administrators as they work toward creating literacy-rich classrooms across schools and districts that allow for increased interaction with print and literacy learning for students.

Much attention is being spent preparing for the Common Core standards and the call for increasing the amount of nonfiction and informational text in classrooms. Perhaps we should begin by focusing attention on the classroom environment and making certain that it is a place that supports and encourages literacy learning. A literacy-rich environment not only supports the standards set by the Common Core, but also provides a setting that encourages and supports speaking, listening, reading, and writing in a variety of authentic ways - through print & digital media.

A literacy-rich environment is not only important for early literacy but supports content-specific learning as well. I've been promoting this idea for years, and was recently reminded of its importance when reading a recent article featured in ASCD in support of content-area literacy-rich classrooms. Depending on student level and the content area, elements of a literacy-rich environment include, but are not limited to:

classroom libraries that include a variety of genres and text types

content posters

anchor charts - teacher-made and co-created with students

word walls

labels

literacy workstations

writing centers

computers

display of student work

displays of books & information

bulletin boards, and

plenty of opportunity to read, write, listen, and speak

Unfortunately, many classrooms lack an environment that supports engagement with text in the form of reading, writing, listening, and speaking. Cold, hard chairs carefully aligned in straight rows do little to encourage student interaction and engagement with each other or text. Walls that are barren, except for exit signage, and classrooms that include few books and materials for students to read won't help us meet the new standards nor do they support student learning.

Students need access to interesting books and materials - both in print and online. When students are provided with well-designed classroom libraries, they interact more with books, spend more time reading, exhibit more positive attitudes toward reading, and exhibit higher levels of reading achievement (NAEP, 2002). Additionally, classroom libraries support balanced literacy instruction. Teachers can provide instruction in literacy skills and content-specific reading skills; however, if students are not provided with access to interesting books that they want to read and can read with success, they will never reach their full literacy potential (Gambrell, Malloy, & Mazzoni, 2007).

This post is not intended to serve as a plug for classroom libraries (though I've done that here and here and here), but rather as a recommendation that teachers, instructional coaches, and administrators slow down and take a look at classroom environments. As you observe K-12 classroom settings, ask yourself if they support learning as defined by 21st century literacy demands and the new standards? If not, what are your next steps to support teachers in creating literacy-rich environments that foster student learning?

The infographic below summarizes Key Characteristics of a Literacy-Rich Environment. Use this with colleagues as a means to create conversation and movement toward creating print-rich environments that support student learning, the Common Core Standards, and provide for equity and access across classrooms in your school and district.
Gambrell, L.B. Malloy, J.A., & Mazzoni, S.A. (2007). Evidence-based practices for comprehensive literacy instruction. In L. Gambrell, L.M. Morrow, & M. Pressley (Eds.), Best Practices in Literacy Instruction, 3rd edition (pp. 11-29). New York: Guilford Press. National Assessment of Educational Progress Report. (2002). 1992-2002 NAEP Report. Princeton, NY: Educational Testing Service.

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The Elements Of A Literacy-Rich Classroom Environment

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Literacy-rich environments, as endorsed by the International Reading Association, have a significant impact on what goes on in the classroom and set the stage for interactions with a wide variety of genres. In the past several years, I've supported many teachers and administrators as they work toward creating literacy-rich classrooms across schools and districts that allow for increased interaction with print and literacy learning for students.

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Four actions to help teachers foster citizens who are critical thinkers about science-related issues.

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Four actions to help teachers foster citizens who are critical thinkers about science-related issues.

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1. Identify science topics of interest and connect them to the real world

2. Engage students in reading the research with a variety of texts

3. Teach students to read like scientists by focusing on strategies to deep the understanding of vocabulary words

4. Guide learners to evaluate classroom and real-world data from multiple sources

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Jacqueline, a 12th grader, is purchasing her first car and feels torn as she balances conflicting desires and messages. She yearns to be seated behind the wheel of a stylish vehicle, a yearning fueled by advertisements portraying women in luxurious cars. She's also confronted by billboard messages that claim "best fuel economy for your money!"

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How can we help diverse groups in the classroom?

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How can we help diverse groups in the classroom?

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1. Write a language objective.

2. Make a list of key vocabulary.

3. Use graphic organizers.

4. Media, media, media.

5. Provide hands-on experiences.

6. Provide sentence stems for speaking and writing.

7.Take into account students’ experiences that they can share.

8. Allow many opportunities for conversation.

9. Incorporate multiple modes of representation.

10. Use hands-on vocabulary instruction.

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After an awesome response to my first post, Supporting ELLs in the Science Classroom, I decided to write a Part 2 that will provide you with 5 more ideas to support your English Language Learners.

In Part I, I discussed the following ideas:

1. Write a language objective.

2. Make a list of key vocabulary.

3. Use graphic organizers.

4. Media, media, media.

5. Provide hands-on experiences.

In Part II, I have 5 more important things you can incorporate into your science lessons that promote English acquisition while still teaching content.
6. Provide sentence stems for speaking and writing.
I have found that sentence stems help many of my students communicate. You can have some standard sentence stems that are used for many classroom activities, as well as sentence stems for particular activities. I tend to provide optional sentence stems for science notebook entries.
7.Take into account students' experiences that they can share.
Several years ago, I had a student from Jordan who really enjoyed sharing his experiences. When we started learning about erosion in deserts, he asked if he could share some information. He brought in photos and told the class all about the changing landscape. It was so cool! Our students have plenty to share...let's encourage it!
8. Allow many opportunities for conversation.
Students who are learning English NEED opportunities to converse with their peers. "Turn and talk" is my go-to statement. If I ask a question, there's a 95% chance I'm going to say "turn and talk" rather than calling on students to answer. "Turn and talk" lasts just about 15-30 seconds depending on the question. After they've had a chance to talk, I'll call on students to share their ideas.

Another conversation technique I like is giving students a change to write or draw their ideas, explain them to a partner, then share with the class. This gives them a chance to formulate their ideas and practice before sharing.
9. Incorporate multiple modes of representation. 10. Use hands-on vocabulary instruction.
Write. Draw. Model. Animate. Graph. Using science learning stations allows students to explore new content in multiple ways. I tend to incorporate stations for 40-50% of instruction time. Students read, form models, do mini-labs, use the computer, sort pictures, interpret tables, and practice vocabulary.

Rather than the same old thing of having students write the definition and draw a picture for a word, provide an experience before even introducing new vocabulary. Hands-on vocabulary instruction uses a familiarizing experience for students to draw from when learning new terms. After an activity, the teacher introduces new vocabulary using Whole Brain Teaching. Then, students apply those new terms to the activity they just completed. Learn more about hands-on science vocabulary instruction.

Read Post #1, Supporting ELLs in the Science Classroom.

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Supporting ELLs in the Science Classroom: Part II - The Science Penguin

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After an awesome response to my first post, Supporting ELLs in the Science Classroom, I decided to write a Part 2 that will provide you with 5 more ideas to support your English Language Learners. In Part I, I discussed the following ideas: 1. Write a language objective. 2.