A literacy environment should be cultivated by its curriculum. Learning how to read and develop literacy skills is a process that will benefit a child their entire life. It is the foundation for other subjects, and a manner in which students learn to communicate and learn about their world, near and far.
The process to teach the required skills necessary is complex, and varies depending on the needs of each learner. In my experience, literacy teaching and learning should be a “dream”. A dream in the sense of literacy learning being a priceless gift—and a dream in the sense of having curriculum and teaching practices which address Diversity, Relevance, Engagement, Access, Motivation (D.R.E.A.M.).
D.R.E.A.M. Literacy focuses on practices being implemented into instruction by educators, as well as encourages at-home support and partnerships in using diverse texts, popular culture and technology, and multimodal resources. D.R.E.A.M. represents several pieces necessary to address and provide quality and equitable literacy instruction for all. When planning literacy lessons, assignments, and making curriculum decisions educators and parents should consider the following elements:
Diversity
Diversity brings about a wide spectrum of issues that educators can be faced with. Willingness to learn, accept, and apply the culture (VERY IMPORTANT: Culture does not just mean ethnicity or race) of students to instructional practices is key. Here are some ways to address diversity in literacy:
Inclusion and representation of various backgrounds (An array of genres, using texts and curriculum by authors of color)
Diversity of resources (types of texts, authentic sources)
Use of books and resources that have a balance of representation in protagonists
Relevance
Students need to know how to apply the knowledge being taught, and how it applies to them. Students want to feel like they are included and are represented in a learning environment. Students want to know why it’s important, and how it is useful. Students need to know why they are developing literacy skills and where they will encounter them in their future. Making content relevant includes:
Connecting books to the interests of students
Fostering a culture of literacy being all around/environmental print (various types of text on signs, products, television, digital literacies)
Letting students explore non-fiction texts (real-world relevant texts, local and regional texts, etc.)
Exploring cross-curricular connections (Math, Science, History, Fine Arts)
Engagement
Engagement starts with learning the interests of the students, merged with the academic knowledge needed. Engagement also involves educators utilizing multimodal approaches in their lessons and work with students. Some great multimodal literacy strategies include:
Interviewing or conferencing with students about what they read or write
Acting out texts
Creating visuals or artwork to accompany work
Access
Ease of access to resources and empowering parents/guardians to help build literacy skills at home is necessary for growth. Not all students have the opportunity to have access to books in their home. If books and reading are left out of the home environment, is it really that important for a child and their family? Insight on how to continue a child’s learning outside of the classroom doors is crucial. The following ideas are recommended:
Collect donated books (bookstores, sales, retiring teachers, etc.) and hold regular “book swap” events with students and parents/guardians
Provide regularly updated virtual lists of digital literacy resources (games, apps, videos, activities, etc.)
Motivation
As far as motivation, our role is to grow our students’ skills and learn what makes them excited to learn—this is very important with students who have so many unique needs that are changing as society changes daily. The main ingredient for motivation in a literacy classroom is choice.
In closing, a literacy environment should thrive on partnership between the internal and external learning communities. Parents and educators are the essential component that provides students the opportunity to see literacy as a tool of advancement and an escape— teamwork makes the “dream” work.
Most students either really love to read and find joy in growing and sharpening their literacy skills, or they feel the opposite. Their experience depends on two things- the instructional decisions made and the environment in which they learn. Educators are often told to create a “literacy rich” or “print rich” classroom setting, but what does that really mean? R.I.C.H. should address four different aspects: Relevancy, Inclusiveness, Creativity, and Hands-On approaches.
Relevancy
Students, younger and older are often disconnected from the literacy skills and expectations that are required in standards-based instruction and assessment. This is because they don’t see the “bigger picture” of learning the skills and strategies that are often taught in isolation. The foundational stages of literacy involve building word sense, concepts of print, and lots of repetition and practice—but educators shouldn’t stop there. The students who often struggle lack the connectedness and relevancy of the materials shared. To gain sense of relevancy and what resonates with students, conversations, bookstack cultivation, and surveys should take place.
Inclusiveness
Relevancy and inclusiveness go hand in hand. Whether planning the instruction or the “look” of a space, students need to see themselves in the materials presented. Not only do students need to see themselves, but they need to see others who are not like them as well.
When thinking about inclusivity and literacy, one might think of diversity, and the representation of various racial and ethnic backgrounds and perspectives. This is crucial, but just a starting point. Representation can be present in literacy settings, and students still not understand the importance or value of a concept or idea. Therefore, it is important to know that in addition to representation, students need to be exposed to an environment that allows them to feel safe (with learning new skills and contributing), and take risks (with new strategies, with new resources), and be inclusive of families (inside and outside of the classroom).
Creativity
Literacy learning is often repetitive and can be boring for some. The more creativity that is sparked within lessons—the better. Creative ideas for literacy learning involve using traditional skills and practical, everyday materials and happenings to get students to understand.
Example: Connecting technological and popular culture terms with academic literacy terms
Hands-On Approaches
We want students to read, but don’t give them enough opportunity to write (or see the correlation between the two). We ask students about other writers and authors’ ideas, but don’t challenge them to see themselves as authors. Writing centers, blogging opportunities, and spaces where students can critique and explore all facets of literacy (listening, speaking, reading, writing) is a climate that would provide hands-on learning in a “R.I.C.H.” classroom.
The literacy environment has evolved, just as education has changed. Teachers often create themes at the beginning of a school year, and it is to get students excited about being in their class. The literacy environment needs a R.I.C.H. environment that is tailored to the needs of the students who are being served, and the learning community as a whole.
It’s all about the hook. Find what is inspiring to the youth and you find the hook into reading. Take baby steps even if needed. Not interested in reading a book? Start with a graphic novel. Even the old school Baby Sitters Club books are coming back with a vengeance in graphic novel form! Boys! Who doesn’t love adventures about a dog!? Try Dog Man! The goal isn’t to read MacBeth in first grade. The goal is to simply love reading.
Why? Well, let’s start with imagination. We tend to quickly lose the essence of imagination as we grow older. Those dreams you used to have as a kid, gone. Now you dream you are at work, even when you aren’t at work!
Second, you gather information. Yes, you in fact can learn from reading. Try the Who was/Who is/Where is collection. Going out of town? Find out if an inventor came from the area you are traveling. Going to the Grand Canyon? Yes, there is a great Where is the Grand Canyon book full of facts geared towards kids, but in fact, adults can learn a great deal too!
Third, reading is an escape from the real world. I don’t know about you, but TV shows just aren’t the same these days. However, Wild Kratts is pretty phenomenal. Books can take us on some pretty outstanding adventures.
What’s next for you? Maybe take your book to the park, sit on a swinging bench and enjoy nature at its finest. Have a hammock? What better way to spend the afternoon far off in your imagination swaying away in your backyard.
Try it sometime. Your kids might even want to join in on the fun when they notice your joy!
Something that I’ve learned in my time as an educator is the power in providing students with choice. Choice to explore their learning, choice to figure things out on their own, choice to learn new things in a variety of ways. Literacy skills are the foundation of learning, and something that educators should get excited about, because there are so many ways to create and mold literacy instruction in the classroom.
The formative years for a child, let’s say ages 2-6, are critical for literacy development. Reading, rhyming, talking and singing are all ways in which children interact with both written and spoken language. When they are provided with experiences in literacy during those formative years, they are developing the foundation for their relationship with reading and writing that will continue throughout their lives. Healthy development of the brain requires children to have these experiences.
So, how do we give children in the classroom these rich, meaningful experiences that will shape their relationship with literacy?
Choice!
Research and studies have shown time and time again that children learn best through exploration and problem solving, opportunities to work things out in a way that makes sense to them. So, what does this look like and how can educators incorporate choice into their literacy programs? One way to do this is designing structured, engaging centers that provide students with multimodal learning opportunities. While students may have specific “work with teacher” time, other time can be spent exploring other centers. One center could focus on consonants, having students use a stamp, sticker or other tool to indicate which consonant letter a picture starts with. Another center might have students create a pretend grocery list and find items that start with certain letters. A third center might be a letter-sounds listening game, where students listen to a word, and decide which sound they hear at the beginning of the word. Another center might be working with syllable cards, where the students look at a picture (ex. dog, banana, etc.) and match it to the number of dots – or syllables – on a card (ex. 1 dot for dog, 3 dots for banana). A final center could be a simple picture rhyming match.
That’s 5 interactive, differentiated center ideas! The point? Choice. Allow students to choose which center interests them. Create structured, timed rounds for students to explore each center, before going to a new center. Giving students the power of choice and the opportunity to explore a variety of ways to learn a concept is key to building a child’s relationship with literacy and promoting lifelong learning.
How do you get kids excited about books? Over my 25 years of teaching, I’ve discovered many ways to spark excitement. Here are 10 to get you started:
Start an After-School Book Club
Invite a guest reader from the community to kick off the meetings. After the read-aloud, the kids spread out to read independently or with a friend. You can also invite a high school sport team or club to buddy read with the kids.
Be a “Book Fairy”
Use your points from Scholastic book clubs or grants to gift books to kids. Try to give every student a book by the end of the year. Kids love the surprise and owning their own book is more special than borrowing, so they treasure it.
Invite Guest Leaders as Readers
Leaders in schools and the community love to be a part of this and your students will be inspired to see what some of their role models read. Invite the football coach, the mayor, chief of police, a local veterinarian, and others to share a favorite book.
Encourage Kid-Created Contagious Book Reviews
When a student reads a book they love, have them create a book review to share with the class. You can do these live, or have kids create a video. You can even take the videos, create a QR code for them, and adhere the QR code inside the cover of the books!
Hold a Reading Marathon
The day of the “marathon,” have kids wear running gear, create paper running bibs, allow healthy snacks and water bottles, and read all day! Have kids read independently, in pairs, Zoom in guest readers and authors, and YOU should read aloud to them too.
Kick off the Year with a Book Tasting Event
Use tablecloths and place settings and serve a pile of books on plates. Provide wish lists for your students to jot down the books they are interested in reading that year. This is a great way to get kids familiar with your classroom library and excited about what they get to read! (Use their lists to get ideas for book fairy visits too!)
Host Book-Bartering Days
Kids bring in a book that they’re willing to part with in exchange for another book from someone in the classroom. Students give a 30 second pitch on what they loved about the book they’re offering. Arrange the books on tables and allow students to make their selections.
Get Your Own Little Free Library
As a class, write a grant for a Little Free Library for your school. Your class will love this service project and visit it often! To fill the library, send home a request for gently used books as a donation to the Little Free Library. You will be surprised at how many books come in!
Host Chat and Chews
Choose a book you have multiple copies of. You can make book marks with the dates for each meeting and what chapters need to be read each time. On assigned dates, enjoy your lunch and discuss the chapters of the book together!
Have an Author Visit!
I may be biased, since I’m a children’s book author who LOVES to do author visits, but I truly believe in their power. Kids love to meet authors in person and have a renewed passion for reading and writing afterward. From hearing the story behind the stories, or special secrets the author shares, it is a memorable experience.
When kids see you make reading a priority and a treat to be enjoyed, they are on their way to becoming life-long readers.
The young students frantically waved their hands high in the air. They couldn’t wait to run to the front of the gym and participate in a game I call, “5 in Ten!”. I recently spoke with hundreds of students in different settings (urban, rural, and suburban) and they all enjoyed “5 in 10’!”. The gist of this interactive game is to name 5______ in ten seconds.
The catch is that the students do not know what I will ask them until I say, “go!”. For example, I will call someone up to the front of the class, gym, auditorium, etc. and immediately say, “Name 5 dances in ten seconds…go!”. I typically will have the audience be my shot clock and provide a whisper countdown…10…9…8….7…6…..5…4….3…2..1…Short Buzzer sound! The choices one can use are endless. I can ask participants to name 5 dogs, 5 birds, 5 pizza toppings, 5 songs, 5 movies, 5 shoes, 5 cars, 5 words that start with the letter “A”, etc.
I use “5 in 10” as an ice breaker for students, staff, parents, and families of all ages when I present. Similarly to “5 in 10”, I also use “3 in 5” and “1 in 3.” These are variations of the same “5 in 10” game with the exception that you have to name 3____ in 5 seconds and 1_____ in 3 seconds. Even in virtual environments, students. staff, and parents are excited to play these games!
It was a breath of fresh air to many who were struggling with the remote learning options that were very rigid at times. These fun games get students to speak in front of others. I use it to enhance listening. I use it to help with the correlation between listening, speaking, writing, and reading as well. Before I tackle reading, I typically get students to listen. Historically, stories were told orally (speaking) and the hearer had to “listen well” to pass the story on. Many of these stories were written and these words were read from papers and books. The correlation between listening, speaking, writing, and reading must be leveraged more.
Below are a few ways you can leverage the fun to get some reading gains!
Try “5 in 10”, “3 in 5”, and “1 in 3”
Tell a story and have your students continue where you left off. For example, “It was the first day of school for Anthony. He was so excited he ran out the door and forgot….” Have a student “continue” until you have a complete story! You can interject at times to get the story to keep moving.
After the students finish their collective story, have them write down the story on paper. Allow them to change up certain parts as they see fit.
Collect the stories and make a list of words that you want to highlight for vocabulary improvements.
Encourage students to take these same ideas home and have their families do similar activities!
So here is my call to action for you! At the very least, please try “5 in 10”, “3 in 5”, and “1 in 3” with your students, colleagues, and families. Let me know how they enjoyed it! Remember to leverage the fun as you learn!
Everyone knows that balanced reading instruction is important. But what exactly is it? This short video from Dr. Andy Johnson describes the basic elements of balanced reading instruction.
We want our kids to reach for the stars, dream big, think for themselves and grow up with a life and career that they happily built. But how when the winding path to achieve such goals involves so many variables and, sometimes, challenges that may be out of our control? Well, there is a way, and the path is actually straight forward. I’ve walked it myself with the many students I’ve had the honor of teaching. It’s a ticket that our children can take anywhere and it opens all doors no matter the variables. It’s Reading to be a Critical Thinker.
In education, all roads converge with Reading. Reading is key to becoming a Critical Thinker. And Critical Thinkers reach whatever stars they set their eyes on. Simple Reading strategies to obtain Critical Thinking Skills are easy and exciting.
The technical definition of Critical Thinking is to utilize data, decipher fact from fiction, gather information to synthesize, reflect and find resolution. Because our kiddos are not quite ready to knock out a dissertation, it’s easy to swat the entire concept away. After all, we want them to enjoy reading. Not to fret. The real-world, enjoyable, application of Critical Thinking that I teach is much smoother: Emphasize conversation not curriculum.
Two simple strategies reap indispensable rewards:
Set a comfortable reading routine; 20-30 minutes daily and if the child wants to read longer, then great. However, never allow reading to be a chore or punishment.
Check in with your child by asking about what they read; a 5-10 minute conversation twice a week can accomplish this and when you can do more, then great.
Yet, there isn’t always time to read every word your child read. So how will you know what to ask? Simply ask anchor questions like the examples below and keep the conversation lighthearted. When a child has this consistent interaction, they naturally find deeper meaning as they connect to the story and build a greater awareness of the world around them.
Ask about any fiction book:
Before you read, glance at the pictures. Can you predict what the story will be about?
Have you had a similar experience to that of the characters?
Did you read about an idea or situation that surprised you?
Where did the story take place and how did it effect the problem in the story?
Can you tell me in your own words what you read about today?
Describe a character’s personality? Do you agree with their actions? Why?
Ask about any nonfiction book:
Before you read, take a brief glance at the pages. Can you predict what the text will be about?
What is the main purpose the author wants to share? How do you know?
Did pictures, maps, graphs or visuals help you better understand the information?
Did a person share information about the subject? What did they say?
Did you learn a new fact?
Do you think combining the different pieces of information is helpful?
Playing an active role in a child’s reading is nothing less than exceptional. Encourage them and you will engage them. Have fun involving your child in book selections, yet also expand their palette by seeking a variety of fiction and nonfiction. Soon, it will be second nature for your extraordinary child to read beyond the page. Critical Thinkers are lifelong learners, reflective, more responsible, innovators and their opportunities are plenty. They pave their own road ahead and won’t just reach for the stars, they will probably find and name a few new ones. So begin sharing the joy of reading today.
Early Childhood Education is a vital foundation for children of tender age. Not only are they introduced to various experiences, but they are also taught how to form and maintain positive social relationships, a sense of belonging, and developing specific skills to reach their full potential.
We see regular acts of racism, sexism, and prejudice being displayed among people of all ages in society. The need for greater diversity, inclusion, and equity is becoming more evident, from videos we see on social media to news headlines.
Raising a tolerant, accepting, fair and empathetic child should start from an early age. Incorporating equity and inclusion into the early childhood curriculum is one of the best ways to do this.
Equity is simply displaying the quality of being fair and impartial. On the other hand, inclusion is incorporating people who might otherwise be excluded or marginalized, such as those who have physical or mental disabilities and members of other minority groups.
Educators incorporating equity and inclusion in the classroom will help them to combat prejudice and racial discord by supporting positive behaviors among students, fostering a sense of belonging for all students and their families, and teaching respect for everyone.
How Do Children Benefit from Incorporating Inclusion and Equity in Early Childhood Curriculum?
The benefits of inclusion and equity are numerous for all children. Schools including these vital lessons into their curriculum can help children to reach their developmental potential. We have compiled a list of some of the many benefits of successfully incorporating inclusion and equity.
Improved problem-solving skills
Develop positive self-image
Respect for others
Independence
Improved communication
Being accepting of differences
Being more understanding
Having perspective
Promotes tolerance
May reduce bullying
Being able to recognize unfair and discriminatory scenarios
How Can your School Incorporate Inclusion and Equity in Early Childhood Curriculums?
It is no secret that children are more comfortable, grounded, and able to learn more when their school, classmates, and instructors respect their diversity.
Strategies that schools can use to successfully incorporate and promote inclusion and equity in early childhood curriculums include:
Use a multi-tiered system of support
Using this strategy involves Collaborating with early childhood special educators and other allied education and health professionals when needed. Facilitate each professional establishing a relationship with each child to maximize potential.
Provide high-quality early childhood learning resources that demonstrate a commitment to equitable outcomes for all children.
Schools can arrange budgets within their means to equitably meet the needs of children and staff. Recognize that high-quality programs will positively reflect the values, beliefs, and practices of specific children, families, and communities.
Develop opportunities for multiple voices with different perspectives to participate in decision-making.
Recognize that unspoken biases have often resulted in limited opportunities for members of marginalized groups.
Prepare current and prospective early childhood educators to provide equitable learning opportunities to all children.
Schools can ensure that educators understand the historical and systemic issues that have created structural inequities in society, including in early childhood education.
Involve children, families, and the community in the design and implementation of learning activities.
Involving children, families, and the community in learning activities will help children to embrace the idea of inclusion and equity. This will also help to build a sense of belonging with those involved.
Introducing and incorporating equity and inclusion into early childhood curriculums will benefit children and the instructors, family, and the wider community. This strategy will also help build a better future where people will practice more accepting and respectful lifestyles.
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