Classroom Arrangement The room is for learners to move easily from one area to another. Desk arrangement reflects cooperative work. Teacher desk is at the rear or nonexistent.
		Classroom discussions are punctuated by partner talk rather than calling on one student at a time.    Procedures for "turn and talk" should be established, such as how to turn eye to eye and knee to knee.
Resources are organized and easily accessible. Paper, sharpened pencils, markers, sticky notes, etc. should readily available for students. Stored resources are out of sight. Involve students in the organization and placement of materials and books in the room.

• 
    Create spaces in your classroom that are inviting and thoughtful. 
•   This will develop a sense of warmth and community in your classroom.
  

Walls that Teach:

"Making Thinking Visible, Public, and Permanent"

From: Debbie Miller, Thinking with Intention

Classrooms should be filled with visible print that is attractive, meaningful, and authentic. Comprehension strategies are clearly posted, as well as examples of student work showing how they have applied the strategies. The walls reflect the learning that is taking place in the classroom.

Bulletin boards are tools for learning rather than for decoration purposes. Boards should be displays of anchor charts, authentic student work, or other displays of student thinking. Evidence of student writing is evident and developed across the curriculum.

Community Gathering Place Areas for

Small and Large Groups

A  large group meeting area with a carpet provides a place where students can come together as a community of learners for focus strategy lessons, interactive read alouds, discussions, and sharing.

Small group meeting areas should be clearly visible. These areas can be used for a variety of purposes throughout the day, including teacher directed small-group strategy instruction, literature cirlces, or anytime students need to work together for a specific purpose.

Teachers may refer to the Environmental Survey (attachment below) developed by Linda Hoyt and the Professional Development Network for the Davidson County Schools Strategic Literacy Project.