Ed-433
By: Jolena Malone
July 6th, 2012
 “As students explore language in classroom
experiences, they begin to understand how to use their
knowledge about language to communicate effectively
in different ways, for a variety of purposes, including
how to read and write.” Trehearne p.183
 Students need to learn how to communicate effectively
in a variety of social situations in the classroom for
many different purposes.
 *to solve problems
 *conversation
 *completing activities
 *extending play
 *following/giving directions
 *listening
 *sharing information
 *learning new information
Trehearne p.183
 “Children need to develop concepts and language skills
that will enable them to continue to build their
language knowledge, to learn new ideas, to be effective
participants in the classroom environment, and to use
this content knowledge as a cueing system in the
reading process.”
 “ The development of oral language is a critical
component of a kindergarten program. Classrooms are
language-rich environment which can help develop
language skills, but they also require that students be
competent language learners/users. Teachers need to
implement programs that support the development of
oral language skills, as well as print awareness and
phonological awareness if students are going to be
successful in school.”
 Trehearne p.217
with its focus on discovery,
interaction, and emergent
literacy provides multiple
opportunities to support and
extend students’ language
learning.”
Trehearne p.217
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“The teacher who spends time
nurturing relationships between
students and teaching classroom
expectations may get into the
curriculum later but wastes less
time on behavior management
throughout the year.”
Zeiger pg.1
“Children “learn to talk” before
they come to school, but to be
successful in school, they must also
develop skills in “talking to learn”.
They have to use language to
monitor and reflect on
experiences, and reason about,
plan and predict experiences both
orally and in relation to language
use in print.” Trehearne p.183
“ Children need to understand
that the way they communicate
may need to change depending
on the situation, purpose,
audience, or topic.”
Trehearne p.188
“Pragmatics of function refers to the
area of language knowledge that
supports effective communication in
different situations, with a variety of
people, and for various purposes. It
provides the framework or structure
and the social conventions that allow
for successful communication.”
Trehearne p.187
“Children are more eager to cooperate when they feel
comfortable in their classroom
and connected to their teacher
and classmates.”
Zeiger pg.1
“They are more willing to take
risks as learners when they feel
safe in their learning
environment and know what to
expect each day.”
Zeiger pg.1
Ways to Nurture a Sense of Classroom
Community from the Start:
 Remember that children learn what they live. Treat students with
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respect at all times.
Develop a system for class jobs that involves every child. Having the
children pitch in results in a sense of ownership among students.
Teach children techniques for conflict resolution such as using “I
messages” to describe feelings.
Have class meetings often to address students’ concerns and to
celebrate success.
Remember to read-aloud each day and leave enough time for children
to respond.
Give opportunities for turn ‘n talks, or show ‘n sharing.
Get to know your students and let them get to know you.
Provide choices often and ask for students’ input when possible.
Zeiger pg.2
Students need to understand:
*language is used differently in
texts than in conversation.
*books have different
structures and purposes.
*the narrative structure.
Trehearne pg.188
“Modeling, reflecting on, and
discussing ways to create a
supportive learning environment
are also essential aspects for
teachers who one day will cultivate
an atmosphere of mutual respect
in their classrooms.”
McCormick pg.4
-Students who lack confidence in themselves as
learners, who have potential that has not yet
been realized . Among them are students who
seem unable to concentrate , who lack everyday
motivation for academic tasks, who remain on
the periphery of small-group work, who are
reluctant to share their work with others, readaloud, or express their opinions.
Atlantic Canada English language Arts Curriculum
Entry-3 pg.8
“ A supportive environment is crucial for
students who lack confidence in themselves
as learners. If a true community of learners,
emphasizing that diversity enhances
everyone’s experience of learning. It is
crucial that this happens very early in the
school year and that it be continually
reinforced.”
Atlantic Canada English Language Arts
Curriculum Pg.9
 Engage them in authentic and worthwhile
Students
need experiences that:
communication situations
 Allow them to construct meaning and connect,
collaborate, and communicate with each other.
 Form essential links between the world of the text and
their own world.
 Give them a sense of ownership of learning and
assessment tasks.
Atlantic Canada English Language Arts Curriculum
Entry – 3, pg.9
“Whenever there is a level of
comfort and trust within a class,
built on teacher-student and
student-peer relationships, the
probability of the learner’s
engagement is multiplied.”
Atlantic Canada English Language
Arts Curriculum Entry – 3 pg.10
Bibliography
 1. “Atlantic Canada English Language Arts Curriculum Grades
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entry-3” Department of Education Prince Edward Island p.8-11
2. Lenz, Bob ; “A Community of Learners: Building A Supportive
Learning Environment.” www.edutopia.org/envision-schoolslearning-community-resoect. November 16, 2007
3. McCormick, Kelly; “building and Modeling How to Build a
Community of Learners.” www.k-12prepmath.ttu.edu, April 2008
pgs 1-4
4. Trehearne, Miriam P., “Kindergarten Teacher’s Resource
Book.” Nelson Thompson Learning, Chapters 3 pgs 183-232, 2000
5. Zeiger, Jan; “Developing a Community of Learners”
http://suite101.com/article/developing-a-community-oflearners-a14692, February 25, 2007, pgs 1-5