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ASSESSMENT IN THE PLP-R (KS1)

Section 5: About the Whole School and Classroom Environment

5.1 Introduction

Whole school and classroom environment should be caring, student-centred, engaging and informative. They can motivate students, enhance learning and reduce behavioural problems. The PLP-R needs to be supported by such environments.

5.2 The Reading Room

The Reading Room needs to be a safe, comfortable and friendly environment as well as a stimulating language-rich one. Students will feel a greater sense of ownership and belonging if they are involved with decisions about how the Reading Room will be organised and are asked to take on responsibilities. Appendix 5.1 provides more suggestions for the setting up of a Reading Room environment.

Resource Organisation

Some of the planning and organising of the classroom environment must be completed before the new year begins. For example:

• furniture and equipment are installed

• books are organised into levelled sets, covered and stored in a suitable place

• resources, such as arts and craft material and stationery, are ordered and stored

• some of the Unit of Work Materials are prepared.

Some of the planning, organising and displaying of resources should involve the students. For example:

• the designing and completing of wall charts

• the displaying of student work

• the making of high frequency and content word cards (as they are introduced in context)

• the storing of materials and equipment including their own personal belongings

• the labelling of spaces, furniture and equipment.

Areas, furniture, equipment and objects can be labelled so that students learn to read environmental print. The vocabulary can become part of the instructional and functional language learned and used.

Layout

The following needs to be considered:

• movement around the Reading Room

• class size

• work areas and quiet areas

• shape and size of furniture

• space to storing books and for other resources and equipment

• spaces for groups, whole class, individuals and special activities

• work areas with tables, chairs and equipment

• displays of learning charts and posters as well as student work

• unobstructed views of the reading room for the teacher and students

• proximity of electrical equipment to power points

• areas for the storing of student belongings, including home reading bags.

Definite space needs to be considered for different kinds of activities. For example, there will need to be a space for the whole class to share the reading of a book and there will need to be a ‘quiet’ area for independent reading that is separated from the ‘busy’ areas.

Language-rich Environment

Teaching and learning of literacy and language needs to be supported by a language-rich environment.

Ideas to create a language-rich reading room environment:

• Flood the room with print, such as labels, alphabet charts, posters, stories, poems, songs, word banks and students’ work. Refer to them frequently.

Create them with the students as part of the Literacy Session’s learning and teaching

• Involve the students in contributing to information on charts, e.g. date, weather

• Make sure this print relates to the context of the focused text, e.g. the Shared Reading text

• Have many and varied texts in the Reading Room library, e.g. books, pamphlets, brochures, magazines, albums, comics, newspapers

• Make sure these texts in the library cater for students’ interests, backgrounds, cultures and abilities

• Create and display class books

• Read to students frequently from a wide selection of texts

• Help students to operate listening posts, cassette or CD players, computers and other language tools

• Provide opportunities for self-access learning.

5.3 The Whole School

An environment that encourages and supports the learning of English as well as English literacy skills needs to extend beyond the Reading Room. Students need to have opportunities to engage and interact with authentic and diverse situations. They need to be able to practise and apply what they have learned outside the Reading Room.

The following are ideas for creating a rich whole school language environment:

• Inform stakeholders (principals, sponsoring body, parents) about the PLP-R (KS1) through meetings, assemblies, displays

• Organise opportunities for students to interact with others in English – their own classmates, school staff, including other teachers, other students and visitors, including parents and community members

• Provide role models for engaging in reading, writing, speaking and listening activities

• Organise for students’ own spoken and written communication to be sent or read to the intended readers

• Organise teachers, other students and other adults, including parents and principals to read to students

• Create an English presence – label school areas and equipment

• Organise whole school activities, e.g. English days, assemblies, extra curriculum activities

• Organise Language Arts activities, e.g. competitions, performances, radio, television, audio and digital recordings, readers’ theatre

• Make sure there is a well-equipped library with books at different reading difficulty levels and catering for different interests

• Provide quiet reading corner/s or spaces

• Have easy access to reading materials in different parts of the school, such as in classrooms and student activity rooms

• Display posters, signs, notices and charts to stimulate/ encourage reading around the school

• Organise theme-based book exhibitions

• Invite book shop representatives, book agents and publishers to come and display books and other reading resources

• Involve parents and other students in supporting less experienced students and those having difficulties learning English or with English, i.e. a buddy reading programme, Big Brother/Sister programmes, Reading Mums/Dads, Reading Clubs

• Establish a network of parents to support the teaching of reading in English

• Liaise with other schools to organise English activities

• Invite other schools to participate in or watch school performances

• Inform parents about suitable activities to take their children to during holidays.

The English Language Education Key Learning Area Curriculum Guide (Primary 1-Secondary 3), 2002, Key Messages, suggests that schools can create a language rich environment by:

• providing greater opportunities for learners to use English for purposeful communication both inside and outside the classroom

• making use of learner-centred instruction to promote learner independence

• making greater use of literary or imaginative texts to promote critical thinking and encourage free expression and creativity

• assigning quality homework to provide language practice in meaningful contexts and discouraging meangingless mechanical drills

• facilitating the development of a “reading to learn” culture through encouraging learners to read a wide range of materials with different subject content and text types, and designing appropriate tasks for learners to appreciate the value of reading

• promoting the development of strategies, values and attitudes that are conducive to effective, independent and lifelong learning.