The Function and Use of a Print
Rich Environment in the Dual
Language/Bilingual Classroom
Print Rich Environment……
• A print-rich environment creates numerous
opportunities for students to use print for
language and vocabulary development, literacy
building, and writing.
• Research tells us that early vocabulary and
concept development is especially critical for
children from low and moderate income homes
(Snow, 1999).
• For print in classrooms to be useful, children
must attend to and interact with it daily.
What Should My Environment
Include?
Turn and talk with your shoulder partner
• Brainstorm what components an interactive
environment should have?
You should include:
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Labels in both languages
Word Walls in both languages
Student Generated Alphabets in both languages
Bulletin Boards in the Language of Instruction
Authentic Student Work in both languages
What literacy elements does my
classroom offer?
• Does it offer multiple opportunities for students
to make use of print in both languages? (with your partner
list ideas or ways this can occur in the classroom)
• Does my classroom include: (in the language of
instruction)
• Charts that support literacy (Authentic vs.
Commercial) including labels and student generated alphabet
• Functional print used for classroom communication
• Authentic Student generated work & writing
• Print that can be used as an instructional tool
• Interactive and student generated Word Walls
What are Word Walls?
• A word wall is an ongoing, organized display of key words that
provides visual reference
• These words are used continually by teachers and students during a
variety of activities.
• Word walls serve multiple purposes.
• Effective word walls:
- support the teaching of key words and subject-specific terminology.
- promote independence in reading and writing by building
vocabulary.
- provide visual clues and reference for language learners.
- help students remember connections between words and concepts.
How Do I use Word Walls?
• Building a word wall can be easily integrated into daily activities.
Include key words and/or terminologies that relate to the lesson or
unit of study can be added gradually as they are introduced. (readAlouds, questions, curiosity, how do I spell in primary grades you may also include
high frequency words)
• A word wall should ideally be within reach of the students and or
teacher in order to allow for better interactivity.(interactivity also includes
student word generation, interaction for LOD activities, use for writing, and instructional
application and manipulation)
• A word wall should be organized in a way that is useful to students
with additions reflecting the skills or concepts being taught.
• Often, word walls are organized alphabetically, with words printed on
card stock, and taped or pinned to the wall/board.
Word Walls cont.
• Teachers are encouraged to be creative in designing a word wall
so that it engages the students and enhances their learning.
• Words should be added to the wall as they are encountered in
learning. (relevancy to instruction, add at least 5 words per day)
• Create two word walls one in English and one in Yugtun
equitable in size. (color code the walls or the word cards)
• Interact with the word wall regroup words for a lesson, read
the( “Green” / “Brown”) words as a language of the day activity.
• Refer to the word wall when a student asks how to spell a word
or the meaning of a word, add it to the wall if it is not there.
Word Walls cont.
• Brain Storm with your partner and create a list of other
ideas for using the word walls
• Ideas may include: but not limited to
• Interact with the word wall regroup words for a lesson
• read the( “Green” / “Brown”) words as a language of the
day activity.
• Refer to the word wall when a student asks how to spell a
word or the meaning of a word, add it to the wall if it is not
there.
• Word Sorts Spelling patterns, rhyming words, contractions, prefixes, homonyms…
• Quick writes with specific words
• Facilitate and enhance writing opportunities
Examples of Word Walls
Upper grade
Word Walls
Cards do not have to have
illustrations
Word Walls
First Grade Word Walls
Content Area Bulletin Boards
There is a difference between content area bulletin boards
and a word wall.
Content area bulletin boards:
• may include a pocket chart or be created using a trifold board.
(Use trifold only when wall space is not available. Walls should be first choice.)
• are in the language of instruction.
Content area bulletin boards should include:
• content lesson vocabulary relevant to current instruction. (old words
may be added to appropriate language word wall or put in bil. learning /research center)
• relevant content charts or posters in the language of instruction.
• student generated work or products.
Content Area Bulletin Boards
Content Area Bulletin Boards
Content Area Bulletin Boards
Use trifolds only when wall space is limited
Content Area Bulletin Boards
Use trifolds only when wall space is limited
Charts that support literacy
There is a difference between displaying charts that serve a purpose
versus using them to decorate the classroom.
• Charts are used as teaching tools and engage the students in
reading, literacy learning and content area learning.
Some Charts include (but not limited to):
• Calendar activites in both languages (In primary grades)
• Anchor Charts (student generated and in both languages)
• Color charts
• Content area charts
Anything that can be student generated will help create student
interest and ownership of the classroom
Student Generated work or
assessments
An environment rich in print (co-created with bilinugal pairs or work
serves as a model of authentic student accomplishments) becomes
meaningful to students when the teacher showcases their work.
Students tend to take more pride in their work when they know it
will be published.
Content Area Bulletin Boards can also
be used to display student work
Student Generated Work
Kinder Math Writing
1st Grade Writing Sample
Labeling
• In Primary grades you can
begin to label obvious items
• In Upper grades let students
label the room. Let them
choose the items they would
like to know the names of help
them find the information
• The items labeled in your DL
classroom should be reviewed
with your students in the
Language of the Day (MWF:
Yugtun // T-TH: English).
Labeling
Student Generated Alphabet
• In Pre-K logos, clip arts or magazine pictures may be selected
by students to create Student Generated Alphabet card.
• Use a full sheet to ½ Sheet (minimum) of paper and should
include:
– A large visible letter
– A space for student drawing and student attempt at
writing (at lower grades- if student attempt is not legible, visible or accurate then
teacher can rewrite the word or student can rewrite and paste over original attempt)
• In upper grades use content area topics or words to create
alphabet which can also include a sentence or definition.
Student Generated Alphabet
Student Generated Alphabet
How to use the print in the room
Language of the Day Ideas
• Read the Room ( Can be a center activity )
• Pick labels appropriate to the language of the day and read them
• Read the alphabet
• Read charts
Word Wall Activities
• pick a letter read word under it
• Sort words by noun, verb, adjectives etc
• Sort words by content
• Refer to words in instruction
• Refer to words when asked how to spell one or the meaning of one
• Add words to wall as they come up in instruction, a story or a question
• Interact with the print in your room.(This will model to the children they can do the same)
Make sure….
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not to clutter your room and walls
to display items that are relevant to review, and current lessons.
to keep relevant items and word walls at eye level whenever possible.
not to waste prime wall space with housekeeping details.
to rememeber some charts are important for classroom routines,
they are not the only sources of print one should see in a classroom.
• To create as many opportunities as possible for student generated
work
• TO LET GO!!!! Allow for dialogue between the children and also with
you.
What should all Dual Language Classrooms
include?
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Student Generated Alphabets in both languages
Word Walls in both languages
Labels in both languages
Content Area Bulletin Boards in the Language of Instruction
Display of Authentic Student work in both languages
A library of quality literature books in both languages