Home Literacy Activities for Preschoolers

The following home literacy activities are appropriate for preschool-age children:

Daily Reading

• Reread favorite stories (Burns, Griffin & Snow, 1999; Hall & Moats, 1999; International Reading Association & National Association for the Education of Young Children, 1998; Cullinan, 1992; Trelease, 1995).

• Respond to questions about print inside and outside the home; point out the letters in signs, logos, menus, and other sources (Ramsburg, 1998).

• Allow preschoolers to choose the stories to be read during story time (Burns, Griffin, & Snow, 1999; Sulzby, 1991; Sulzby, Buhle, & Kaiser, 1999).

• Regularly take preschoolers to the library (Burns, Griffin & Snow, 1999).

• Encourage children to join in reading by letting them complete rhymes or tell favorite parts of stories. Use the fill-in-the-blank technique: For example, "Old Mother Hubbard went to her ____." This method also can be used with nonrhyming books (Burns, Griffin & Snow, 1999).

• Listen attentively when children begin to "read" aloud from a book--or read emergently (Sulzby, 1991; Sulzby, Buhle, & Kaiser, 1999).

• Take time to answer preschoolers' questions about reading (Burns, Griffin & Snow, 1999).

• Occasionally point to the words while reading (Burns, Griffin & Snow, 1999).

• Use high-quality CD-ROMs and software to involve preschoolers in stories.

• Use the PEER sequence to ask questions and facilitate discussion about stories.

• Ask open-ended questions to encourage discussion and help the child focus on the details of a story (Burns, Griffin, & Snow, 1999).

• Ask questions that help children relate books to their own experiences. Example: "Do you know anyone who acts like that?"

• Make sure children have "positive, nurturing relationships with adults" and opportunities to engage in "responsive conversation" one-to-one with adults (International Reading Association & National Association for the Education of Young Children, 1998, p. 9).

• When talking with your child, try to "rephrase and extend your child's words" (Hall & Moats, 1999, p. 162).

• Model more complex sentences or vocabulary structure (Hall & Moats, 1999, p. 162).

• Encourage children to retell their experiences and to describe ideas that are important to them (International Reading Association & National Association for the Education of Young Children, 1998).

• Take preschoolers on outings in the community. These experiences should be accompanied by lots of questions, comments, and discussion to expand their vocabulary (Burns, Griffin & Snow, 1999; International Reading Association & National Association for the Education of Young Children, 1998).

• Provide songs, fingerplays, poems, games, and stories with alliteration, rhyme, repetition and patterns to help develop the child's phonemic awareness (Burns, Griffin & Snow, 1999; International Reading Association & National Association for the Education of Young Children, 1998). Some examples are books written by Dr. Seuss and the song "Apples and Bananas" by Raffi.

• Take advantage of everyday activities to promote your child's understanding of language and words. Talk about words and sounds. "For example, when buying fruit at the market, you might ask the child which sound is the same in the words peach and pineapple, or in peach and tea" (Burns, Griffin, & Snow, 1999, p. 21).

• Expand the materials your preschooler has to work with. Include pencils and pens, notebooks, stationery, and a wide variety of papers and envelopes. You also can include book-making materials such as staplers, tape, glue, and book covers (Burns, Griffin, & Snow, 1999).

• Encourage scribbling and pretend writing, but help your child form letters and words as requested. Expect that children will gradually be able to form letters on their own (Burns, Griffin, & Snow, 1999; McGee & Richgels, 1996; Sulzby, 1992; Gutman & Sulzby, in press; Clay, 1987).

• Take time to write down your child's dictations exactly as your child says them. Do not make corrections to grammar or word choices. This approach will help your child begin to understand the connection between spoken and written words, and it will let your child know that you value his or her work (Burns, Griffin, & Snow, 1999).

• Encourage children to use literacy materials in their dramatic play. Grocery receipts, coupons, and empty food boxes can be used when playing store. A small note pad can become a waitress's order pad, and junk mail and old greeting cards are perfect for playing post office (Burns, Griffin, & Snow, 1999; McGee & Richgels, 1996; Neuman & Roskos, 1993).

• Provide a wide range of literacy materials for children's play. Such materials can include magnetic letters, alphabet books, puzzles, letter and number stamps, papers, pens, books, and magazines.

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