A Literacy-Rich Classroom Environment The following practices identified by Project ELIPSS promote emergent literacy
for preschool children.
Practices Promoting Emergent Literacy for Preschool Children
The classroom has an attractive, inviting reading center or classroom library.
Books are displayed so that children can see the pictures on the covers.
Adults read books aloud to children daily.
Labels with signs or pictures are present on toy containers, shelves, and
learning centers.
Children are encouraged to write or draw every day.
Adults model writing for children daily.
The classroom has a well-stocked writing center and art center.
The classroom has a listening center with a supply of books, cassettes,
and cds for children.
Children are encouraged to write and publish their own individual books.
Learning centers contain print props
Examples: grocery store coupons, notepads and pencils, magazines
Children’s books are placed throughout the room.
Accessible Centers
An inviting reading environment helps to stimulate children’s interests
in books and reading. By arranging the furniture and materials in a comfortable,
accessible manner, children will want to spend more time looking at books either
alone or with peers in the reading center.
Components of a developmentally
appropriate
Reading Center Furnishings
Soft, comfortable chairs, such as bean bag chairs, giant pillows or a
small foam couch
Child-sized rocking chair
Stuffed animals to “read with a friend”
Small table with two or more child-sized chairs if room permits
Bookshelves which allow books to be displayed with covers facing outward
Book bins
Crates for books
Boxes or large baskets for storing books
Reading Center Materials and Equipment
Head sets, tape recorders, cd players, and recorded books
Felt board and flannel story pieces
Magnetic board and magnetic story pieces
Books for a Developmentally Appropriate Reading Center
Five to eight books per child (this is the recommended minimum for classroom
use)
Books for pleasure
Examples: picture books , pop-up
books, nursery rhymes, fairy tales, song picture books, and poetry
Informational books
Examples: factual books on topics such as animals, insects,
and machines; picture dictionaries; art and craft books
Language play books
Examples: alphabet books , books
with simple pictures and single words or phrases, books
with repetitive rhymes and phrases
Children’s self-authored books (books made by children)
[insert Graphics related to components of reading center]
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Children should have opportunities to write in an area of the classroom that
has furniture and materials for writing.
Components of the writing center may include:
Furnishings for a Writing Center
Child-sized table and chairs
Small plastic tote boxes
Baskets and boxes as storage containers
Writing Center Materials
Variety of paper
Examples: lined, unlined, colored, white, paper stapled together
as a book, memo pads, notebooks, envelopes
Materials that support writing
lists of the children’s names
chalk and chalkboards
magnetic board and letters
flannel board
letter tiles and blocks
alphabet chart
Letter and picture stamps and ink pads
Writing tools
Pencils (regular and chubby)
Colored pencils
Colored markers
Crayons
Examples: regular and chubby; variety of colors; glitter
crayons and scented ones
Chalkboards and chalk
Magic slates
Magnetic boards and letters
Letter stamps and ink pads
Examples: washable stamp inks, various colors
Acetate sheets and wipe-off pens and cloths
Laminated poster board pieces and wipe-off pens and cloths
Letter and design stencils
Hole punch and yarn or ribbon for binding “books” made
with hole-punch pages
Stapler
Glue, paste, and tape
Scissors
Examples: child-sized with rounded points, adaptive scissors,
decorative edged scissors
Pencil sharpener
Book of wallpaper samples for making covers for homemade “books”
Old magazines, catalogs, pictures, and postcards
Examples of writing centers:
White
Oak Preschool
Writing
Center
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The art center should include a variety of materials that support development
of art and literacy skills in different forms. Art can be a form of communication
for young children. They develop emergent writing skills as they draw and paint.
Furnishings for an Art Center
Child-sized table and chairs
Easels (at least two)
Low set of shelves for art supplies
Bins to organize art tools and materials
Materials for an Art Center
Paper of all kinds
Variety of colored construction paper, drawing paper, tissue
paper, textured papers (natural, mulberry, vellums), different weights of
cardstock, origami paper
Rolls of newsprint, heavy paper, butcher paper, and easel
paper
Office discards, junk mail, greeting cards, magazines, paint
chip samples, and wallpaper sample books
All paper scraps, especially construction paper
Drawing and painting tools
Crayons without paper wrappers (a large variety to choose from)
Examples: fat crayons, adaptive crayons, multicolor
crayons, homemade crayons, glitter crayons, gel crayons
Markers of different colors
Chalk, including fat chalks in many colors
Rulers and templates
Magna Doodle
Assortment of paint brushes (different sizes)
Adaptive grips and extended handles for brushes
Sponges and sponge shapes
Scissors (including decorative edged scissors and adapted scissors)
Modeling compounds
Adhesive materials
Glue and glue sticks
Paste
Cellophane tape
Masking tape
Packing tape
Contact paper
Glue dots
Xyron machine - to make stickers, magnets, or to laminate
Sticker maker
Paper punches
Stencils and Embossing Stylus
Crimpers
Texture plates
See EC-TIIS Expressive Arts Workshop for more information on setting up the
Art Center in the classroom.
http://www.wiu.edu/ectiis/
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A science center can be designed to encourage emergent literacy skills.
Literacy Materials to Include in the Science Center:
Books about famous scientists
Books with simple science experiments
Informational books with science-related topics
Examples: animals, plants, insects, birds, oceanlife,
and five senses
Writing pad and pencil for children to write notes about creatures
in the center or to journal other observations
Chart paper and marker for children to mark daily progress of small
animal in the center or plant growth
Labels for items in the center
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Children’s interest in reading and writing will be sparked when print-related
props are placed in the dramatic
play
Literacy items to include in the Housekeeping Area:
Notepads for making lists
Telephone book by the toy telephone
Grocery store coupons
Store advertisements
Empty food containers
Cookbooks
Recipe cards
Magazines and newspapers
Labels on items such as stove, refrigerator, and sink
Literacy items to include in Block Area
Books about buildings, construction and construction workers
Books about vehicles (trains, cars, planes, buses)
Posters with names of different types of workers
Materials for making signs, such as “Gas Station”:
Markers
Strips of cardboard or posterboard
Tape
Tongue depressors, straws, or popsicle sticks
Paper cups
The following tips have been compiled by Project
ELIPSS dramatic
play
Dramatic play settings based on familiar real-world settings usually
generate the most interest and participation from children.
Children are more likely to play independently in dramatic play settings
if they have prior knowledge or experience they can relate to the setting.
Adult modeling of print-related behaviors (making lists, writing notes,
pretending to fill out order forms) is important.
Dramatic play settings should be changed regularly in order to maintain
the interest and participation of the children.
[a graphic of the different boxes and a link to sample contents? Or it could
be a link to a pdf file of the contents]
Office Prop Box
Flower Shop Prop Box
Veterinarian Prop Box
Fast Food Restaurant Prop Box
ITLC Online -- -- http://www.wiu.edu/itlc/
Copyright 2005. All Rights Reserved. Center for Best Practices in Early Childhood Education at Western Illinois University.