Entry #6 Using the Power of Classroom Print to Promote Students' Writing and Literacy Growth

    According to Gerde et al. (2016), teachers invest major efforts in creating a classroom environment where students are surrounded by print in creative, meaningful ways. But, research has shown that teachers do not use that print, which may be on bulletin boards, charts, or labeled objects, to help direct students' attention to the print in ways that will support their writing and literacy development (Gerde et al., 2015). The authors note that "young children do not look at print unless their attention is drawn to it" (p. 285). This idea of the power of classroom print made me recall the many times I've been in a classroom as an assistant or for field placement, and I was drawn to inviting walls covered with attractive, timely, and valuable print. But, I do not recall hearing the lead teacher draw students' attention to the words around them.

    Perhaps the task of getting the bulletin boards and printed posters (and perhaps student work) up in the classroom is sometimes seen as a one-time event that a teacher does, maybe, seasonally, to make the room look colorful and interesting. Also, on parent-teacher conference days or field trips with volunteers, teachers may want to make sure the room is spruced up and looks great for visitors to see. But, I have seen teachers use chart paper and pocket charts during lessons with students that are intentionally designed to go with the topic the teacher is teaching. Whereas, I think it may be more challenging to get into the habit of regularly referring to the already displayed print throughout the class day. Thus, I believe it is essential to plan the classroom print carefully to be displayed throughout the school year, focusing on different themes, topics, and subject matter that the students are studying.

 Gerde et al. (2016) give several ideas on how to incorporate classroom print so that its power to promote students' writing and literacy growth is utilized well. The authors point out that making efforts to make sure that the students see the connections between the print and words that are around them to perhaps label the scissor box or instructions on washing their hands will help as the students see text in books and the teacher points to the words while reading. Interestingly, they noted that "pointing to words helps children understand that we read the print and not the pictures" (Gerde et al., 2016, p. 288). This idea is a new thought for me to consider as a teacher and reminds me that it is important not to assume what a student understands or does not understand. 

Thus, recognizing the importance of connecting the print that is in the classroom to what is going on with my teaching during the day is important as I consider what print I want to have displayed in my classroom or area where I do my "pull-out" lessons for my ELL students. I must be culturally responsive, intentional, and thoughtful as I consider the various bulletin boards, labels, charts, and other print to display. I must also ensure I'm using the displayed print to help my students understand the connections between sounds, letters, words, and objects. I also believe I will need to really use the "think-aloud" strategy that Gerde et al. (2016) mention to help my ELL students see the connections between the displayed print and the English language, as well as to listen to my own thoughts processes as I'm writing the displayed print or maybe asking them to write it to display. It will also be essential to incorporate my students' languages and their evolving English print artifacts in my classroom displays.

                                                                  References

Gerde, H. K., Goetsch, M. E., & Bingham, G. E. (2016). Using Print in the Environment to Promote Early Writing. The Reading Teacher, 70(3), 283–293. https://doi.org/10.1002/trtr.1508

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