Standard 5 - Literate Environment

Candidates create a literate environment that

fosters reading and writing by integrating
foundational knowledge, instructional practices,
approaches and methods, curriculum materials,
and the appropriate use of assessments.
Evidence that demonstrates competence may
include, but is not limited to, the following:
Reading Specialist/Literacy Coach
Candidates
5.1 Design the physical environment to optimize
students use of traditional print, digital, and
online resources in reading and writing
instruction.

5.2 Design a social environment that is low-risk,

includes choice, motivation, and scaffolded
support to optimize students opportunities for
learning to read and write.

5.3 Use routines to support reading and writing

instruction (e.g., time allocation, transitions from
one activity to another; discussion, and peer
feedback.)

Classrooms should be structured un order to

ensure that all students have access to a variety of
materials. Setting up centers in the classroom can
support this strategy. These centers should be easy
to see and easily determined. For example, of
there is a center for expository texts, the students
should be able to tell that the center houses
expository texts. Furthermore, the materials
placed in the centers should supplement the
topic(s) being covered in class. These materials
should cover a wide range of reading levels. In
addition to these centers, if technology (classroom
computers/laptops, eReaders, ipods, etc.) are
available, then there should be a place in the room
that allows for access to these materials.
In order optimize students opportunities for
learning to read and write, students and teachers
need to have trusting relationships with all
students. For example, something as simple as
learning the correct pronunciation of names.
Another strategy is to encourage students to share
their ethnic background by teaching the class
about holidays, foods, or the language.
One of the best ways to support this environment
is to ensure that the teacher is facilitating
instruction rather than directingwhenever
possible of course.
Most importantly, expecting the best from all of
students of all backgrounds and abilities and also
offering all students the same advantages can
encourage and support them in their learning.
According to the Center for Research on
Education, Diversity, and Excellence, there are
five routines that have been found useful in
creating a positive learning environment. They are
as follows; (1) cooperative learning is productive
and carefully managed, (2) reading and language
is always part of the curriculum, (3) making
connections to everyday life, (4) setting
challenging expectations, and (5) instructional
conversations.
The first routine means cooperative learning
routines should be outlined for students and
explained early on if necessary. The second
routine involves language proficiency in that it
should be emphasized through morning messages,
word walls, routines, journals, and writing
workshops. The third refers to relating new
concepts and skills to students everyday
experiences by linking familiar routines to new