Literacy Every DayIdeas for Preschool Teachers and Families

TN State Improvement Grant Preschool Literacy Training ProjectEast Tennessee State University

Why is Preschool Literacy Important?

• “The child who has been exposed to many different everyday activities, like pumping gas with her dad, writing shopping lists, going grocery shopping, and visiting the library, is likely to come to school with an intuitive understanding of how numbers work, why it’s important to write things down, how to recognize some environmental print, and the joys of storybook reading. These past experiences influence her abilities to remember, reason, solve problems, and acquire new knowledge” (Neuman & Roskos, 2007).

• Emphasizing literacy during the preschool years, in the classroom and at home, provides a foundation for more success during the school years.

What Is Preschool Literacy?

• The word “literacy” often brings to mind “reading and writing”, but preschool literacy includes so much more:– Reading– Having conversations– Viewing items of interest– Visually representing ideas– Writing

Reading

• “If a child is old enough to talk to, she’s old enough to read to. It’s the same language.” Jim Trelease, The Read Aloud Handbook

• Research shows that reading aloud to young children is the best predictor of future reading success in school.

• Reading aloud should not be limited to books; in a print-rich environment there are lots of items that can and should be read to preschoolers.

In the Classroom

• Include meaningful print around the room, but make sure it has a purpose; call children’s attention to the print.

• Do not write your Morning Message ahead of time; instead, write it in front of the children and read the letters, sounds, and words to them as you write.

• Play Letter Detective by having the children find words around the room starting with certain letters.

At Home

• Reading aloud to your child can begin in the Reading aloud to your child can begin in the womb and should be a daily occurrence womb and should be a daily occurrence throughout the preschool years. throughout the preschool years.

• But when you don’t have time to sit down and But when you don’t have time to sit down and read a book together, there are lots of other read a book together, there are lots of other ways to read with your child. ways to read with your child.

• Just think of all the things you read daily – the Just think of all the things you read daily – the newspaper, the grocery list, magazines in the newspaper, the grocery list, magazines in the doctor’s waiting room, billboards as you drive doctor’s waiting room, billboards as you drive in the car, the cereal box at breakfast, etc.in the car, the cereal box at breakfast, etc.

• Read all these items out loud and let this Read all these items out loud and let this become part of your daily routine.become part of your daily routine.

Having Conversations

• “Before children are readers and writers, they are speakers and listeners” (Roskos, Tabors, & Lenhart, 2004).

• Preschoolers need to learn and explore at least 2 new words per day in order to build a sufficient vocabulary.

• Intentional conversations expose children to new words and socialize them to understand the give and take process of speaking and listening.

In the Classroom

• Much of the talk in the preschool classroom involves the teacher telling the children what to do or disciplining/reprimanding them for poor behavior.

• Make sure to take time to talk with children instead of just to them.

• Ask open-ended questions that require more than a 1-word answer, and allow the child enough time to answer you; then ask follow-up questions to keep the conversation going longer.

• Use a “talking stick” at circle time so that children learn to take turns speaking and listening in a group.

At Home

• Before children can read and write words, they need to build Before children can read and write words, they need to build up a large vocabulary in order to connect spoken words with up a large vocabulary in order to connect spoken words with print. print.

• Reading aloud to your child is a great way to teach new Reading aloud to your child is a great way to teach new words, but simply having conversations also builds words, but simply having conversations also builds vocabulary and teaches your child about taking turns vocabulary and teaches your child about taking turns speaking and listening. speaking and listening.

• Try to take time on a daily basis to talk to each other about Try to take time on a daily basis to talk to each other about how your day went – conversations could happen during how your day went – conversations could happen during meals, before bedtime, while at the Laundromat or grocery meals, before bedtime, while at the Laundromat or grocery store, or any other time that is convenient. store, or any other time that is convenient.

• If your child is hesitant to speak or gives brief answers, keep If your child is hesitant to speak or gives brief answers, keep asking more detailed questions to get more information. asking more detailed questions to get more information.

• You could also make a game out of the conversation by You could also make a game out of the conversation by using walkie-talkies, toy phones, or puppets to talk to each using walkie-talkies, toy phones, or puppets to talk to each other.other.

Viewing Items of Interest

• “As [children] begin to experience interesting visual images, their perception of objects, movement, and print expands” (Isbell & Exelby, 2001).

• Viewing items of interest to the child allows opportunities for conversations and the introduction of new descriptive vocabulary words.

In the Classroom

• Post photos/documentation panels of past activities in the classroom, and invite children to look at them and talk about what they liked about the activities.

• Bring unusual, beautiful items into the classroom such as seashells, stones, and flowers. Ask children to use their words to describe the items, and write down what they say.

• Take the children on nature walks and discuss what you see along the way; you could also explore the playground.

At Home

• Viewing photos, pictures, artwork, and other items is Viewing photos, pictures, artwork, and other items is considered literacy because the observation can spark considered literacy because the observation can spark meaningful conversations and discussions between meaningful conversations and discussions between you and your child. you and your child.

• When you see something visually interesting or When you see something visually interesting or unusual, point it out and start a discussion. unusual, point it out and start a discussion.

• Ask what your child thinks about the viewing and share Ask what your child thinks about the viewing and share your own opinion. your own opinion.

• You don’t have to go to a museum to do this – you can You don’t have to go to a museum to do this – you can talk about the illustrations in books you read together, talk about the illustrations in books you read together, family photos, your child’s own artwork, and even family photos, your child’s own artwork, and even billboards or signs you see while traveling in the car or billboards or signs you see while traveling in the car or taking a walk.taking a walk.

Visually Representing Ideas

• “Scribbles, dabs, and blobs are the building blocks of art and the building blocks of writing” (Neuman & Roskos, 2007).

• Allowing preschoolers to express themselves creatively is not only important for literacy development; it also increases self-esteem and problem-solving skills.

In the Classroom

• Keep the art center open for a good portion of the day, and make sure that materials are stocked and ready to use.

• After a read-aloud, encourage children to create artwork based on the story in some way.

• Make sure to include clay in your art center in addition to playdough; clay requires more effort to mold and provides greater exercise for the hands and fingers.

At Home

• In addition to seeing visually interesting items, your In addition to seeing visually interesting items, your child should be encouraged to child should be encouraged to createcreate pictures and pictures and other artwork to visually represent something. other artwork to visually represent something.

• Keep simple art materials handy such as paper, Keep simple art materials handy such as paper, markers, paints, and clay so that your child can create markers, paints, and clay so that your child can create a visual representation anytime. a visual representation anytime.

• If your child tells you about something interesting that If your child tells you about something interesting that happened during preschool or at a relative’s house, happened during preschool or at a relative’s house, ask your child to make a picture of it or create a ask your child to make a picture of it or create a sculpture. sculpture.

• You can also help your child label the artwork.You can also help your child label the artwork.

Writing

• “Writing is an important part of a child’s literacy development. Pretend writing should be as meaningful to young children as pretend reading, so that there is no fear of writing later on. Writing should be a natural, enjoyable, successful part of play.” (Levine, 2007).

• In earlier years, it was believed that reading skills had to be developed before writing could begin.

• We now know that reading and writing development go hand-in-hand as part of overall literacy development, and they are best learned together.

In the Classroom

• While writing your Morning Message with the children, talk about the letters as you write them: “I need to make a big H for Hello because I am starting a sentence”.

• Include writing supplies in all learning centers so that children will connect writing with all content areas.

• Encourage children to write their names on all artwork instead of just writing it for them.

• Include Journal Writing during the day separate from Art; this will help children learn to distinguish writing from drawing.

At Home

• Writing for preschoolers includes hands-on activities Writing for preschoolers includes hands-on activities and exploration of writing utensils in a variety of ways and exploration of writing utensils in a variety of ways to build fine motor skills in the hands and fingers.to build fine motor skills in the hands and fingers.

• Writing activities should be meaningful and show your Writing activities should be meaningful and show your child that writing is useful. child that writing is useful.

• Think about why Think about why youyou write – writing checks to pay bills, write – writing checks to pay bills, making grocery lists, leaving notes on the fridge to making grocery lists, leaving notes on the fridge to remind family members of chores, etc. remind family members of chores, etc.

• Include your child in some of these activities, and make Include your child in some of these activities, and make sure to model writing everyday. sure to model writing everyday.

• Just as kneading dough and playing with clay Just as kneading dough and playing with clay strengthen fine motor skills, so too does using a variety strengthen fine motor skills, so too does using a variety of writing utensils with small hands and fingers.of writing utensils with small hands and fingers.

Quick and Easy Literacy Activities

• ““I Spy”I Spy” – – ReadingReading• You will need: You will need: to be to be ridingriding with your child in the car or with your child in the car or

on a bus.on a bus.• What to do: What to do: pick out signs and billboards you see on pick out signs and billboards you see on

the ride. Tell your child “I spy” and describe what you the ride. Tell your child “I spy” and describe what you see, choosing one large letter or a very short word. see, choosing one large letter or a very short word. Give clues until your child guesses what you see. For Give clues until your child guesses what you see. For example, if you use the McDonald’s sign, say “I spy example, if you use the McDonald’s sign, say “I spy something yellow with a big letter M; we went there last something yellow with a big letter M; we went there last week for a birthday party”. week for a birthday party”.

• Classroom adaptation: Classroom adaptation: play “I Spy” on the playground play “I Spy” on the playground or on the bus ride to a fieldtrip.or on the bus ride to a fieldtrip.

Quick and Easy Literacy Activities

• ““And Then What Happened?”And Then What Happened?” – – ConversationsConversations• You will need: You will need: two puppets or socks to use as puppets.two puppets or socks to use as puppets.• What to do: What to do: you and your child will each have a puppet to speak you and your child will each have a puppet to speak

to each other during this activity. For example, you could start out to each other during this activity. For example, you could start out with “once upon a time, a little boy (or girl) named (your child’s with “once upon a time, a little boy (or girl) named (your child’s name) woke up one morning and discovered many purple rabbits name) woke up one morning and discovered many purple rabbits hopping around the bedroom…and then what happened?” After hopping around the bedroom…and then what happened?” After you child takes a turn, keep going back and forth until you bring you child takes a turn, keep going back and forth until you bring the story to a close, making it as long or short as you like.the story to a close, making it as long or short as you like.

• Classroom adaptation: Classroom adaptation: do this activity during circle time, but do this activity during circle time, but have children pass around a “talking stick” to add parts to the have children pass around a “talking stick” to add parts to the story. Have a teacher’s assistant write down the story as it is told, story. Have a teacher’s assistant write down the story as it is told, and post it in the classroom.and post it in the classroom.

Quick and Easy Literacy Activities

• ““Family Photo Fun”Family Photo Fun” – – ViewingViewing• You will need: You will need: several old family photos.several old family photos.• What to do: What to do: sit down with your child and look at the sit down with your child and look at the

photos together. Tell stories about the people in the photos together. Tell stories about the people in the pictures and what is happening. If your child pictures and what is happening. If your child remembers something about the photos, encourage remembers something about the photos, encourage sharing of the memories. Ask specific questions that sharing of the memories. Ask specific questions that require more than yes or no answers. For example, require more than yes or no answers. For example, “you are smiling in this picture taken at the park. Do “you are smiling in this picture taken at the park. Do you remember what made you happy that day?”you remember what made you happy that day?”

• Classroom adaptation: Classroom adaptation: use photos from class use photos from class fieldtrips or from earlier learning activities; this activity fieldtrips or from earlier learning activities; this activity could be done as a circle time discussion.could be done as a circle time discussion.

Quick and Easy Literacy Activities

• ““What Did I Do Today; What Will I Do Tomorrow?”What Did I Do Today; What Will I Do Tomorrow?” – – Visually Visually RepresentingRepresenting

• You will need: You will need: art supplies such as construction paper, crayons, art supplies such as construction paper, crayons, colored pencils, and/or markers.colored pencils, and/or markers.

• What to do: What to do: draw a line down the middle of the paper. On the left draw a line down the middle of the paper. On the left side, ask your child to draw something that happened today. On side, ask your child to draw something that happened today. On the right side, ask your child to draw something that will happen the right side, ask your child to draw something that will happen tomorrow. If your child isn’t sure, talk about some things that may tomorrow. If your child isn’t sure, talk about some things that may happen tomorrow and let your child choose one. After the happen tomorrow and let your child choose one. After the drawing is finished, ask for a description or explanation and write drawing is finished, ask for a description or explanation and write it down as dictation.it down as dictation.

• Classroom adaptation: use this activity after center time; let the children draw what they did today, and plan where they would like to play tomorrow.

Quick and Easy Literacy Activities

• ““Make a List and Check It Twice”Make a List and Check It Twice” – – WritingWriting• You will need: You will need: paper and something to write with.paper and something to write with.• What to do: What to do: before going to the grocery store, sit down before going to the grocery store, sit down

with your child and write a list together. Talk to your with your child and write a list together. Talk to your child as you add items to the list, and let your child child as you add items to the list, and let your child attempt to write some items. When you are at the attempt to write some items. When you are at the store, put your child in charge of marking items off the store, put your child in charge of marking items off the list once you have found them.list once you have found them.

• Classroom adaptation: Classroom adaptation: during cleanup time, have the during cleanup time, have the children use a checklist for each center to make sure it children use a checklist for each center to make sure it is cleaned up properly.is cleaned up properly.

Sources Used

• Beyond Bedtime Stories: A Parent’s Guide to Promoting Reading, Writing, and Other Beyond Bedtime Stories: A Parent’s Guide to Promoting Reading, Writing, and Other Literacy Skills from Birth to 5, Literacy Skills from Birth to 5, V. Susan Bennett-Armistead, Nell K. Duke, & Annie M. V. Susan Bennett-Armistead, Nell K. Duke, & Annie M. Moses (Scholastic)Moses (Scholastic)

• Early Learning Environments That WorkEarly Learning Environments That Work, Rebecca Isbell & Betty Exelby (Gryphon House), Rebecca Isbell & Betty Exelby (Gryphon House)• Get Ready to Read, Get Ready to Read, www.getreadytoread.org • How to Get Your Child to Love Reading: For Ravenous and Reluctant Readers Alike, How to Get Your Child to Love Reading: For Ravenous and Reluctant Readers Alike,

Esme R. Codell (Algonquin) Esme R. Codell (Algonquin) • International Reading Association (IRA),International Reading Association (IRA), www.reading.org• National Association for the Education of Young Children (NAEYC),National Association for the Education of Young Children (NAEYC), www.naeyc.org• National Center for Family Literacy (NCFL),National Center for Family Literacy (NCFL), www.famlit.org• Nurturing Knowledge: Building a Foundation for School Success by Linking Early Literacy Nurturing Knowledge: Building a Foundation for School Success by Linking Early Literacy

to Math, Science, Art, and Social Studies, to Math, Science, Art, and Social Studies, Susan B. Neuman & Kathleen Roskos Susan B. Neuman & Kathleen Roskos (Scholastic)(Scholastic)

• PBSPBS, , www.pbs.org/parents • The Read-Aloud Handbook: Sixth EditionThe Read-Aloud Handbook: Sixth Edition, Jim Trelease (Penguin), Jim Trelease (Penguin)• READ TO ME: Raising Kids who Love to Read, READ TO ME: Raising Kids who Love to Read, Bernice E. Cullinan (Cartwheel)Bernice E. Cullinan (Cartwheel)• Reading is FundamentalReading is Fundamental, , www.rif.org • Reading Magic: Why Reading Aloud to Our Children Will Change Their Lives Forever, Reading Magic: Why Reading Aloud to Our Children Will Change Their Lives Forever,

Mem Fox (Harvest)Mem Fox (Harvest)• Reading Rockets, www.readingrockets.org• Tennessee State Improvement Grant, http://sig.cls.utk.edu