Stretch Every Story into a Center Time Activity

There is nothing quite like the sight of a young child engrossed in a story read-aloud! The best way to make young toddlers and preschoolers into "readers" is to share many, many loved stories and then to give them a fun place to "practice" early literacy skills in a self directed center - without any pressure. This way they can retell, think about, draw and "scribble-write" their own ideas - all essential skills they will use as they develop along the path to becoming a reader.

Here are a few tips to help you include more early literacy opportunities in your class or center.

• Read every story with expression and use interesting voices to add to the drama. This will help hold the children's attention longer, stop occasionally and ask the group to guess what will happen next - before you turn to the next page.
• Always have a table set up near the reading area with a writer’s caddy containing writing materials such as a set of thick colored markers, thick pencils, thick crayons, 8 ½ in. x 11 in. paper, colored paper scraps, glue sticks, one-hole paper punches, child safety scissors, and a stapler.
• After you finish reading and discussing the story, stand the book up on the table near the writing caddy so the children can see it.
• Invite children to visit the table as an “open-ended activity” and look at the book again during center or free time.
• Encourage children to use the supplies and tools in the caddy to draw pictures from the stories or illustrate their own ideas. (Provide adequate adult supervision when children use one-hole paper punches, child safety scissors, and staplers.)
• Ask each child to tell you about his/her illustrations. Print his/her EXACT words in yellow marker and invite – but do not force – each child to trace over the letters. Say, “Choose your favorite color marker to trace these words to make them ‘your very own.’ ” Allow each child to trace as many or as few letters as he/she chooses.
• Encourage older preschool children who show interest to pretend to “write” (scribble) more words or thoughts on the page for themselves. Ask each child to pretend to read his/her words back to you.

GOLDEN RULES!

1. Do not correct a child’s letter formation, tell the child how to spell, or correct his/her “reading” during this activity.
2. Only offer guidance if a child specifically asks you how to write a letter, about the sounds in a word, or how to read a word.
3. This process is intended to provide an enjoyable, age appropriate, comfortable place for all children to imitate and practice early literacy skills and express their ideas about theme related information.

To read more about developmentally appropriate ways to promote early literacy in your program:

National Research Council (2004). Starting out right: A guide to promoting children’s reading success. Washington, DC: National Academy Press.

Neuman, S. B., Copple, C., & Bredekamp, S. (2000). Learning to read and write: Developmentally appropriate practices for young children. Washington, DC: National Association for the Education of Young Children.

Schickedanz, J. A. (1999). Much more than the ABC’s: The early stages of reading and writing. Washington, DC: National Association for the Education of Young Children.

Vukelich, C., & Christie, J. (2005). Building a foundation for preschool literacy: Effective instruction for children’s reading and writing development. Newark, DE: International Reading Association.

Zigler, E. F., Singer, D. G., & Bishop-Joseph, S. J. (Eds.). (2004). Children’s play: The roots of reading. Washington, DC: Zero To Three Press.