This contains some tips on how to organize the physical environment of the language and literacy area of a preschool classroom.

1. Organizing and Planning
for an Integrated
Language and Literacy
Environment

2. Developmentally
Individually
Creatively

3. Developmentally
Individually
Creatively

4. Developmentally
Individually
Creatively

5. Selection of
activities

6. Child-centered
space

7. Infants
and
Toddlers

8. Setting up the
Writing
Environment

9. Offer pressure-free
experimentation
with writing and
encourage children
to write often.

10. Remember that
children’s first
writing attempts
appear as
scribbling.

11. Materials should be
available at all
times for children to
use for writing.

12. Early writing
experiences should
introduce and reinforce
meaningful
opportunities for the
children in your
classroom:

13. Writing
with Water

14. Labeling

15. Writing to
Others

16. Story
Starters

17. Birthday
Celebration

18. Journal
Writing

19. Dictionaries

20. Observation and
Assessment to
Support Literacy
Learning

21. The most powerful outcome
of ongoing assessment is the
positive relationship teachers
can build with each child
(Dodge, Heroman &
Maiorca, 2004).

22. Literacy and Learning
with Technology

23. If children come from
families in which there is
little technology in the
home, they will need to
develop these skills at
home (Deiner, 2010)

24. Guidelines for Using and Selecting
Technology:

25. Guidelines for Using and Selecting
Technology:
Provide a computer center as one of
many equally valued learning centers in
the classroom

26. Guidelines for Using and Selecting
Technology:
Link technology activities with hands-on
classroom materials.

27. Guidelines for Using and Selecting
Technology:
Encourage children to work on the
computer in pairs.

28. Guidelines for Using and Selecting
Technology:
Allow children lots of time to explore how
to use a computer.

29. Guidelines for Using and Selecting
Technology:
Young children need interactive
programs they can gain control over.

30. Guidelines for Using and Selecting
Technology:
Don’t try to formally “teach” technology
skills and competencies.

31. Guidelines for Using and Selecting
Technology:
Do carefully evaluate all software, both
for developmental appropriateness and
nonsexist, nonracist and others.

32. Guidelines for Using and Selecting
Technology:
New software is being developed daily.

33. Guidelines for Using and Selecting
Technology:
Provide ways for children with special
needs to use computer.

34. Guidelines for Using and Selecting
Technology:
Encourage children to use digital
cameras to expand their language and
literacy activities.

35. Group Time
Activities

36. Presents an opportunity for listening,
speaking, vocabulary development and
cognitive and social activities.

37.  Finger plays
 Poetry
 Songs
 Stories
 Sensory Activities
 Flannelboards

38. Hop-Hop!: Finger Play
Teacher: Let’s tell a story together. Our
hands can help. First, make a fist
like this.
(Teacher makes a fist and continues to
model for the children all the actions
follow)

39. Now, hold up two finger (index and
middle fingers)
See, we have a bunny! These are his
ears. (Wiggle fingers)
Wiggle, wiggle, wiggle, it’s Robby
Rabbit! Can he hop?
(Make hopping motions)
Up and down, up and down – good!

40. Now, make another bunny with your other
hand.
This is Reba Rabbit. Wiggle her ears–
wiggle, wiggle, wiggle.
Now we have two bunnies. Can they both
hop? Good!
Let them hop behind your back and hide.
Now we can begin our story.
Everyone sing softly: “Ta-dah!”

41. Children: Ta-dah!
Teacher: (Bringing one hand forward with hopping
motion)
Here comes Robby Rabbit– wiggle, wiggle, wiggle!
And here comes Reba Rabbit (Other hand) Wiggle!
Wiggle! Wiggle!
(Bunnies face one another. When they speak, their
ears wiggle. Reba’s voice should be pitched higher
than Robby’s

42. Teacher: Robby Rabbit says, “Hello!”
Reba: Hello Robby! How are you?
Robby: I’m fine
(Both bunnies tremble.)
Teacher: Now they’re both so scared that they
hop behind you and hide.

43. Do you want to see them again? Sing, “Ta-dah!”
(Repeat the whole procedure through Robby’s
line, “Im fine!” This time, only Reba begins to
tremble.)
Teacher: Reba is so scared, she hops behind you
to hide again. But
Robby Rabbit is not scared. He sings this song:
(Robby hops and sings).

44. Using Rebus Charts is
another way to integrate
literacy into the
curriculum: