EDU 3410
Name Lizabeth Mattson
Observation Date _______
Observation Time_______
(B-2) Objective: To complete a literacy environment checklist of the classroom.
Directions: Observe the classroom and complete the literacy environment checklist that follows.
Part I: Literacy Environment Checklist
YES
1
Book Area
1. Is an area set aside just for book reading?
If this area is used for other activities, such as for circle time
or as a block area, score this item NO.
2. Is the area where books are located orderly and inviting?
Are the books displayed on a bookshelf or bookcase? Are
they oriented properly (front covers or spines facing out and
right-side up): Are they neatly organized?
3. Does the area where books are located have soft materials?
Are there pillows, cushions, or comfortable furniture (e.g.,
couch) in the area so that children can look at books
comfortably?
Book Area Total:
YES
1
Book Selection
4. Do the books in the classroom range in difficulty level?
This item refers to all books that are accessible to children,
not only those books in the book area. Do some books have
no words or very few words per page, whereas others have
one or two paragraphs per page? Do some books include
simple language, whereas others incorporate more
sophisticated vocabulary?
5. How many books are easily available to children
Count all books that are accessible to children, not only
those in book area.
6. How many books convey factual (non-fiction) information?
Count all books that are accessible to children, not only
those in book area. Include science- or math-related books
and social studies books or books about other cultures, as
well as health-related books.
NO
0
Fewe
r than
15
(1)
0
(0)
1625
(2)
26+
(3)
3-5
(2)
6+
(3)
1-2
(2)
7. Are there three or more books related to the current theme?
The current theme should be evident through classroom
displays, activities, and teacher conversations with children.
If you are unsure about the current theme, ask the classroom
teacher.
0
3
Book Selection Total
Book Use:
NO
0
0
1-3
4+
How many books are easily available for childrens use in the
following areas? Only count books if the area in question is
separate from the book area. For example: if the block area is
also used as the book area, circle 0 for the number of books in
the block area.
8. How many books are available in the science area? THERE IS
NOT A SCIENCE AREA
9. How many books are available in the dramatic play area/
THERE IS NOT A DRAMATIC PLAY AREA
10. How many books are available in the block area? THERE IS
NOT A BLOCK AREA
11. How many books are available in other areas (not including the
book area)?
List these other areas: STUDENTS HAVE BOOKS IN
BOOK BAGS ON THE BACKS OF THEIR CHAIRS
12.
Is there place for children to listen to record
books/stories? The listening center does not have to be a
permanent area in the classroom. However, it must be in
working order and available to children without adult
assistance on the day of your observation.
YES
(1)
Writing Materials
17. How many varieties of writing tools are available?
For example, are there pens, pencils, markers, crayons,
NO
(0)
Book Use Total
13. Is an alphabet visible?
This includes but is not limited to alphabet posters, stencils,
and letter shapes. The alphabet must be at childrens eye
level or readily used by children.
14. Are there word cards with names or familiar words?
For example, are there cards with childrens names held
together on a ring or cards with familiar words posted on the
wall next to or above the writing area? Word cards must be
in a place intended to support childrens writing. (Word
cards do not include labels on objects around the room).
15. Are there templates or tools to help children form letters?
For example, are there alphabet stencils, sandpaper letters,
rubber stamps, and so forth?
16. How many varieties of paper are available for writing?
For example, are there construction papers, white lined and
unlined paper, tracing paper, and so forth?
YES
1
1
NO
0
0
0
(0)
0
(0)
1-2
kind
s
(1)
1-2
kind
3+
kinds
(2)
3+
kinds
colored pencils, magnetic letters, a chalkboard, a
whiteboard, a typewriter, rubber stamps, and so forth?
18. Is a distinct area set up and functioning for writing?
In order to score this item YES, the area must be used only
for writing. It cannot be combined with an art area, book
area, or any other area.
Writing Materials Total
Writing Around The Room
O
(0)
19. How many varieties of teacher dictation are on display in the
classroom?
This item is designed to determine the variety, rather than
the number of dictations. If the display of teacher dictation
consists of work from a one-time teacher-led activity
completed by all children, count it as one example. If a
single display consists of unique or spontaneous work from
each child or the works were completed over a longer period
of time (2+ weeks), count each item as a separate example.
20. How many charts, big books, or other evidence of full-group
literacy are there in the classroom?
Include teacher-created charts that show evidence of group
discussion (e.g., My Favorite Color, Our Trip to the
Aquarium).
21. How many varieties of childrens writing are on display in the
classroom?
This item is designed to determine the variety, rather than
the number of child writing samples on display. If the
display of childrens writing consists of work from a onetime, teacher-led activity completed by all children, count it
as one example. If a single display consists of unique or
spontaneous work from each child, or the works were
completed over a longer period of time (2+ weeks), count
each item as a separate example.
22a. Are there writing tools in the dramatic play or block
area?
For example, are there papers, pens/pencils, a chalkboard, a
typewriter, a computer, and so forth?
22b. Are there props that prompt children to write in the
dramatic play or block area?
If there are not writing tools in the dramatic play or block
area (e.g. you scored 22a NO), then mark this item NO.
Props include items such as clipboards, telephones, menus,
s
(1)
YES
(1)
(2)
3-5
(2)
6+
(3)
YES
(1)
NO
(0)
NO
(2)
1-2
(1)
0
and so forth.
23. Are there alphabet puzzles available for childrens use?
Alphabet puzzles, must include all letters of the alphabet.
Puzzles must be available without adult assistance.
24. Are there puzzles with words available for childrens use?
Puzzles words must include several short words, and
meanings must be clearly indicated by pictures. Puzzles
must be available without adult assistance.
Writing Around the Room Total
0
1
(COMPLETE AT THE SAME TIME)
Part II: Literacy Environment Checklist
Students Name: Lizabeth Mattson
Grade Level of Classroom:
Kindergarten
Area
Book Area
Book Selection
Book Use
Writing Materials
Writing Around the Room
Score
Grand Total
11
0
3
3
5
0
I. Summarize your findings. What did you see? Initial feedback. What stood out to you as
good or bad?
My initial reaction to the environment was that there is not a specific reading area or classroom
library, nor is there a dramatic play area, block area, puzzle area or art area. I have been to
several kindergarten classrooms in Durham and none of them had such a set of areas either. It is
my sense that the district perhaps does not allow or have the budget to fund such sets of areas.
In terms of literacy environment, I see this classroom as a very controlled literacy environment.
Books are being rolled out to students through the make-a-book activity where the teacher reads
a book interactively with students, and then they are given paper versions of the book to put
together and place in their individual book bags on the backs of their chairs. They also each have
a regular book inside their book bags. These are the books they use during sustained silent
reading time (DEAR).
Because learning to read is of supreme importance in the primary grades, it does bother me that
there is not a larger selection of interesting books readily available for children. The classroom
scored 0 for designated book reading area. I would have liked to see a warm, cozy area for
reading. During DEAR time the students are allowed to find any spot they like in the room to
read their books, and they enjoy being able to sit in a corner, on the rug or under a table. The
classroom also scored a 1 on writing around the room. I would have liked to have seen more
examples of the craft of writing, for example, chart paper with teacher-written texts.
II. What are your reflections about what you discovered?
A very important aspect of this literacy environment observation is that it is taking place at the
beginning of the year in a kindergarten classroom, and that may be the reason that more
examples of writing and more books are not available and displayed. That being said, I did find
the environment to feel a bit sterile. An area on the wall where students pictures (they are
currently drawing pictures of their ideas as a precursor to writing about them) could be displayed
would, I think, help them to begin to see themselves as people who express themselves on paper,
as storytellers whose stories are valued. If activities take place that involve the teacher writing on
chart paper that is then hung on the wall, students are brought vicariously through the act of
writing and are able to see what value it has (perhaps the activity was making up rules for the
classroom that they then read on a daily basis).
III. What aspects of the literary environment would you develop differently?
I plan to have as large a classroom library as I can, with many choices for students to find books
that appeal to them: different subjects, different formats, different levels. The books will be
categorized by subject and/or format and/or level.
I plan to have different kinds of seating options available in the classroom, including pillows,
bean bags, rocking chairs and nooks. These will be available for reading. I plan to have a
dramatic play area (if allowed) with literacy props, including implements of writing, paper, and
clipboards that relate to the dramatic play being promoted at the time (for instance, prescription
pads if other props of a doctors office are present). I plan to have labels posted around the room
that identify items in the room (shelf, wall, door, chair, etc.). I plan to display my own writing
and students creations on the walls of the classroom.
I used to think that themes were hokey, but now I have learned that they can serve the very
important purpose of providing a purpose for reading and writing. Presenting a theme creates a
context in which to read and write. The theme can help to activate and form a schema in the
students mind, which then can be referred to when reading or writing on the subject of the theme
to increase the students engagement because s/he can make connections with prior experiences.
I plan to have a theme-rich instructional plan to take advantage of this.
