Early Literacy and Language Environmental Rating Scale

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Early Literacy and Language Environmental Rating Scale
Kim Bailey
Concordia University, St. Paul, ECE 544 – 621
Barbara Schoenbeck, Ph.D.
August 22, 2013
Early Literacy and Language Environmental Rating Scale
1
Center/School:____________________
Age group: 3 to 5 years of age (Pre-K)
Teachers: Names of teachers
Date: August 13, 2013
Environment
Always
Labels and other print are at child’s
level
Sometimes
x
Rarely
Not Yet
Examples



Books:
Variety and other print materials
available, accessible to children, and
age appropriate
Area for children to sit and read
(cozy and welcoming)
x



x




Utensils:
Variety is available and accessible to
children
x




Writing Materials:
Variety is available and accessible to
children
Children’s work is displayed at
children’s level
Materials are children’s size, safe, and
age appropriate
x
x

x








Rich print environment (not too
cluttered)
Signs and labels are at children’s
eye level
Signs and labels catches
children’s attention and are
functional
Children’s cubbies are labeled
Areas are labeled
Variety of books:
o
Big books, little books,
picture books, culture
related books, etc.
Five books per student
Accessible to children
Area has matting and soft
pillows
Stuffed animals for children to
hold
Area is quiet
Display books on open shelves
Variety of utensils includes:
o
Pencils
o
Pens
o
Color crayons
o
Markers
o
Etc.
Accessible to children
Variety of writing materials
includes:
o
Different types of paper
o
Clip boards
o
Chalk boards
o
Etc.
Accessible to children
Children’s work is displayed
Children’s work is where they
can see
Children’s work is up dated
Neat
Chairs and tables are children’s
size
Materials are safe
Materials are appropriate for
preschoolers to use
Notes:
Materials were safe and are children’s size. Materials were available for children to use, however, the materials did not have much of a variety.
There were labels, however, some labels were very high up. The children would have to look way up to see some materials are step back. There
was a warm and cozy area. The room is very clustered (overly stimulated),
If there is not enough literacy materials out, why? : There is not a lot of literacy around the room because there theme is castles.
Strengths: The children looked comfortable in the room. The children were in two areas of the room and able to step away from the movement
area if they did not want to dance.
Goals: The room was very clustered. The materials in the house area were not put away (started observing in the morning, when children were
still arriving. Teacher was still prepping and was not fully engaged with parent or child as they came in the door. The goal is to be better prepared
in greeting parent and student at door. Have materials and room ready for students to explore. Remove items that the children are no longer using.
Early Literacy and Language Environmental Rating Scale
2
Daily Schedule/Events
Always
Daily schedule is children usable
x
Sometimes
Rarely
Not Yet
Examples


Schedule is located and accessible to
the children
x

Variations made in schedule to meet
individual needs
x



Transitions are smooth between events

x

Time for play and choice activities


x

Schedule is balance with structure and
flexible

x

Schedule is clear and
understandable
Child friendly (children can go
up to the schedule and
understand it)
Located where children can look
and use the schedule
Shorter story time for children
with short attentions span
Child taking longer on project is
allowed to finish pass schedule
time
Slow eater is allowed to finish at
their own pace
Materials ready for children to
use
Children are engaged in
transitions
No long waiting
Efficient time is given for
children to play and explore
Children are allowed to choose
where they want to explore
Activates may be lengthened due
to children’s interests
Outdoors may be lengthened due
to nice weather
Notes:
Schedule is up but falling apart. Schedule is child friendly (picture schedule). Schedule was high
up and not at children’s level.
If schedule is not put up or organized. Why? : Schedule is up but falling apart. Teacher states
that the schedule is old and that they are going to change it or fix it up as soon as they are able
too.
Strengths: Schedule is up and child friendly. The pictures on the schedule is pictures of the
children in the room.
Goals: Fix falling schedule and bring it down so the children can go to the schedule and remind
themselves of what is going to happen next.
Always
Sometimes
Rarely
Not Yet
Examples
Language
Conversations take place in the
classroom
x



Teachers provide time to listen
x


Teacher provide opportunity to let
children talk
x

Teacher and children engaging in
conversations
Students are engaged in
conversations
Children are encouraged to use
their words
Talk with children using
language appropriate to their
level of understanding
Encourage children during
conversations and respond to
what child is saying
Teacher encourage and prompt
children to share ideas and
stories
Early Literacy and Language Environmental Rating Scale
3
Teacher models conversations
x

Teacher is sensitive and in tuned to
children’s needs
x




Teachers provide new and used
vocabulary words

x

Children are comfortable to seek
support

x

Teacher repeats correct model of
conversation without directly
correcting the child
Teacher maintain eye contact
Teacher is aware of children who
need extra support
Teacher is responsive to children
and supports their needs
Teacher is effective in helping
address needs and problems
Teacher share new words with
definition or explanation of what
the word is
Teacher provide more meaning
to already used vocabulary
Children appear comfortable
responding to questions
Children appear comfortable to
share ideas
Notes:
Teachers engage in conversation with children. Teacher is talking to child from across the room.
Teachers stay with play theme by calling children, your majesty, queen, princess, knight, and
your lady ship. A child is in music and movement explaining to another child how to do the
waltz.
If there was limited language, why? : During breakfast, I listened in on conversations. Teachers
were engaged in conversation about growing up and it was a requirement for being clean by
taking a bath. This conversation was taken up because a child came in wearing the same cloths.
The children at this time did not engage on conversation and the room became very quiet except
for the adults in room.
Strengths: A little girl started crying and talking in Spanish. The teacher talked Spanish to the
little girl and she dried her tears with her hands and smiled. She went back to eating her
breakfast.
Goals: Meal times are the perfect time to engage children in conversations. Talk to the children
and be mindful that the child may know you are talking about him/her. Conversations about high
gene can be done later when children are not around. The family may have limited resources and
wears clothing more than once a week.
Literacy
Always
Children are given time and room to
explore materials
x
Sometimes
Rarely
Not Yet
Examples


Children are given time to
explore literacy materials by
themselves and with teachers
Children are allowed to choose
different types of materials to
play with
Literacy materials are age appropriate
x

Materials are not too hard or too
easy for the children
Variety of materials available and
accessible to children
x

Variety includes:
o
Books
o
Finger plays
o
Songs
Early Literacy and Language Environmental Rating Scale
4
o

Children are exposed to alphabet
knowledge

x


Children are exposed to rhyming and
alliteration

x


Teachers use emergent reading with
children



x

Teachers are promoting literacy through
play

x

Alliteration/rhyming
games
o
Alphabet posters
Children can easily access
materials without teachers
assistance
Teachers are explicit about letter
formations
Promote letter games activities
Letters are accessible and
inviting to children
Teachers are using explicit
meaning for rhyming and
alliteration
Rhyming and alliteration games
are accessible to children
Teachers are promoting rhyming
and alliteration through games
and play
Talk about words and letters
Teachers do dictations
Help children learn about
sequences of books (front, back,
etc.)
Provide materials (flannel
boards, books, etc.)
Children seems to be enjoying
activities and are not sitting a
table to trace
Activities are throughout the
room and available for usage
Notes: Children are able to move around and explore by themselves. There are limited rhyming and alliteration games. Most of these are teacher
directed and only used during transitions. I did not see much of teachers reading to children when I was doing my observation. Alphabets were
posted but up high above windows.
If there were limited literacy, why? : Most materials are teacher directed. They are in the middle of castles and will be changing the materials
soon.
Strengths: Children looked engaged. During my time there children did not use much of the literacy materials. The children danced, play house,
went into the castle, however, teacher indicated that the writing on the door said castle is closed. When the castle was open, roles were made up
by the children.
Goals: A child wanted to be a knight, a teacher said he could not hold a stick. The child walks up to another teacher, that teacher questioned the
other teacher why can’t he be a knight. The other teacher stated that the boy may hit another child with it. The teacher by the boy said “it’ll be ok
and she’ll keep an eye on the boy”. The boy smiles and walks into the castle. When having supplies out for the children to use establish the rules
with other adults so all adults will feel comfortable with the materials set up for the children to use. Incorporate letters without having it up so
high. Having alphabet lower so children can access it easily.
Writing
Always
Variety of materials is used for writing
x
Children are encouraged to write their
own names on art and personal writing
or drawing
Sometimes
Rarely
Not Yet
Examples

x


Variety includes:
o
Journaling
o
Pencils, pens, markers,
crayons
o
Clip boards
o
Paper (lined, unlined,
colorful, different sizes)
Children are writing on their
own
Children are exploring
throughout the room using
different materials to encourage
Early Literacy and Language Environmental Rating Scale
5
Teachers enhance children’s knowledge
of print and that print has meaning
x
Writing materials is around the room
and accessible to children
x
Teachers encourage children to write or
trace words or their own names
n/a
n/a
Teachers are modeling writing and
enjoys writing
Support children where ever they are in
their individual writing development
n/a
n/a
x
n/a
writing
Teacher explaining print by
saying things like:
“I’m writing Sarah, so everyone will know
who this belongs too”
“This word says stop. We need to stop and
wait”

Writing materials are around the
room (e.g. dramatic, block,
discovery)

Children can access the materials
and used to explore with their
own free will

Children is writing words by
looking at other prints

Teachers are supportive by using
encouraging words like (“your
wrote it by yourself” or “you are
a great writer”

Teachers are modeling writing in
the classroom

Teachers are writing and
showing how wonderful writing
can be

Encouraging children even if
they scribble their names

Supporting the children’s interest
by using creative ways to
support writing (writing letters
with a car in sand)

n/a
n/a
n/a
Notes: On schedule there is a sign that says sign in. There is a chart for sign in, however, I did
not see it being used. I did not see teachers modeling writing. The art project was crowns and
when children finished pasting on collage on crowns, teachers taped (already cut crowns)
together on children’s heads.
If there were limited writing, why?: Children were not encouraged to write, they were more so
into the roles the children would be playing for the castle theme.
Strengths: During transitions, teachers were doing letter names, by using Zaner-Blosers
traditional method and writing out letters for children to see on a wipe off board.
Goals: Children are engaged in castle theme, writing should be a big part of learning in the
classroom. Encourage children to copy signs in room or their names when they come in can
support children’s writing skills.
Circle Time
Always
Sometimes
Rarely
Not Yet
Teachers are attentive to children’s
needs and moods
x

Teachers are using different vocals and
facial features to engage children’s
interest
x

Examples

Children are interested and
engaged. However, if children’s
are having a hard time siting,
teacher would change it up to
suit the children’s needs
Teachers are keeping children
engage by doing facials and
changing their voice to support
the story (e.g. the mouse was
very quiet, as the teacher is
reading this she/he would be
whispering)
Story or book is read out loud
Early Literacy and Language Environmental Rating Scale
6
Teacher models how to read the book
and explains functions of the book
x
Teacher introduce new words and
enhance already known words by
relating it to their conversations
x
Teacher models and provides
opportunity for children to respond by
using open ended questions

x
Children are engaged
x
Materials used are age appropriate and
ready
x
Models how to hold the book
and read

Explains the functions of the
book (front, back, author, title,
illustrator, starts here on the left)

During story children are
engaged in conversations

Teacher is explaining about new
words and explains meaning

Teacher is listening to children’s
thoughts on the story

Throughout story teachers
provide questions like:
“What do you think will happen next?”
“who can add on”
“have you even felt that way”

Children seems engaged and
enjoying the activity


Story chosen is not beyond
children’s knowledge
Materials are prepared and ready
for usage
Notes: Children are listening to story and looks at book and teacher as she reads. Minimal
questions were asked. When asked they were all open-ended questions. Book was age
appropriate and children were able to be attentive to the story. A child raised hand, teacher did
not see. Child put down hand.
If circle time was not observed, explain:
______________________________________________________________________________
______________________________________________________________________________
Strengths: Teacher was great a using facial features and changing of vocals to really capture the
story.
Goals: Encourage more conversations out of the children by asking things like “who else can add
on”. Have two teachers available during circle time, so one teacher can read and the other can
support children who may have a quick question or need support.
Questions for teachers
1 How often are the classroom materials rotated?
Answer: We change materials every week depending on the materials. Books are changed
whenever we change the study. A new study is done every two weeks.
2 How many languages are used in the classroom?
Early Literacy and Language Environmental Rating Scale
7
Answer: We have five different languages spoken in this room (English, Spanish, Somali, Karen,
and Hmong).
3 How does a teacher engage a child that has limited English into a conversation?
Answer: We give the children the words. If we ask a question and the child looks puzzled, we
say, “You can say _____. This means ____”. We also use lots of gestures.
4 How often do you read with the children? To the children?
Answer: We read to the children all day. We do at least five to six times a day because we are
full day. Sometimes we don’t use a book. We do finger plays or we tell story through
movements. Sometimes the children act out the story so they are helping us tell the story.
5 How do the teachers promote literacy with parents?
Answer: We have a parent board and we put out information. We have family fun nights that
parents are encourage to come to. We talk to parents when they come in or pick up. We send
home library book bags. We give families books and writing utensils at least three times a year.
Early Literacy and Language Environmental Rating Scale
8
Pictures/notes from over all observations
Children’s work
Block area
Dramatic Play
Early Literacy and Language Environmental Rating Scale
9
Group Area/music and movement
Writing Center
Schedule
Early Literacy and Language Environmental Rating Scale
10
Reminders
Located beside the castle in the corner.
Parent information
Other areas in the room
Early Literacy and Language Environmental Rating Scale
11
Summary
Prior to starting my observation in a classroom, I spoke to the center manager about
going into a classroom three weeks ahead of observing. Three days prior to observation I talked
to the center manager again and she suggested room 4. She informed me she would not be here
but the teachers were alright with me going into the classroom and observing for a few hours. In
fact they would be happy to help me any way they can. When I first went into the room, the
teacher said she understood that I would be doing observations and I’m welcome to do so,
however, she than explained that if I had any negative feedback, they did not want to hear from
me. I was informed that they get observed all the time and they know their strengths and
weaknesses. I explained that I am doing this for a class I have in college and I created the scale. I
informed them I wanted to use my scale to see if my environmental scale is well written enough
to use in an early childhood setting for observations in language and literacy. I further explained
I would like to share my observations with all three teachers in the room when I am done with
putting the information together. She refused. I said I’ll make a copy for them and if they are
Early Literacy and Language Environmental Rating Scale
12
interested they can review it. With this information the teacher smiled and returned to her
prepping.
From the observations I have taken, I noticed that many of the children’s art work were
up, however, the art work was pre-cut and the names of the children’s were written by an adult
handwriting. My suggestion would be that children should be encouraged to write or trace their
own names. Allowing children time to also explore with scissors and cut out their own work will
benefit the children’s fine motor skills.
The block area sign was up. The castle was located in the block area. There were
minimum amount of writing and no blocks or manipulative toys in the area. Located in the castle
there were three pillows and a rug. Books were located beside the castle. The dress up cloths and
materials were located in the dramatic play area across the group area. My suggestion would be
move the castle to the dramatic play area and keep the block area a block area. The children were
dressing up in the dramatic play area and would walk to the castle. When walking to the castle
the children walking would step over the children who are lying down to read or play with
manipulative toys. One of the structures was knocked down. One of the boys sat on a chair most
of the day except for when it was group time and meal times. The little boy was making sounds
and taping his fingers along the arm of the chair. Teachers had minimal communication to
support the boy in finding an area to play in. Also by adding more writing to the block area
would be beneficial because most boys play in this area. Providing writing tools can also support
literacy growth.
Books were out and some were nicely in selves facing forward. Some books were piled
up and some were ripped. My suggestion would be go over the book and replace books that have
been ruined. The great thing about the books was that there were books in every area.
Early Literacy and Language Environmental Rating Scale
13
The sign in board was up and ready for usage. My suggestions would be stay with routine
and have children sign in every day. This will allow children to practice writing their names.
During breakfast I observed teachers talking about a little child who they have noticed
wearing the same clothing. They continue to talk about how it was like for them growing up and
how cleanliness was an absolute must in their families. The children became very quiet and soon
none of the children were talking. The adults were talking to themselves. My suggestion would
be that teachers should not make comments about the children or families, especially if they are
negative comments. Working for a non-profit organization and serving low income families,
teachers must be sensitive. The family may have limited resources and unable to afford new
cloths. If teachers are worried about this, teachers should build a relationship with the family and
help with resources or information. During meal times is an ideal time to share and engage in
conversations with the children. Stay focused on the children and listens to their conversations
and scaffold children’s communication skills.
The classroom felt very small because there was stuff everywhere. My suggestion would
be to remove any materials that are not being used. If time is an issue, allow the children to help
by giving suggestions or moving materials back to the areas they may belong too. The room does
belong to the children as well and little hands can be a great help in organizing and cleaning.
My overall suggestion for literacy is adding more child friendly materials out for usage.
Many of the literacy materials in the classroom was teacher directed. Add games and materials
that the children can use by themselves without any help from adults.
Early Literacy and Language Environmental Rating Scale
14
References
Bredekamp, S., Copple, C., & Neuman, S.B. (2000). Learning to read and write:
Developmentally appropriate practices for young children. Washington, DC: National
Association For The Education Of Young Children
Clifford, R. M., Cryer, D., & Harms, T. (2005). Early childhood environment rating scale:
Revised edition. New York, NY: Teachers College Press
Hamre, B. K., La Paro, K. M., & Pianta, R.C. (2009). Classroom assessment scoring system:
Manual pre-k. Baltimore, Maryland: Paul H. Brookes Publishing Co.
Machado, J. M. (2013). Early childhood experiences in language arts: Early literacy(10th ed).
Belmont, CA: Wadsworth Cengage Learning
Minnesota Department of Education & Minnesota Department of Human Services. (2005). Early
childhood indicators of progress: Minnesota’s early learning standards. Minnesota
Department of Education and Human Services.
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