Literacy Activities for Kindergarten

The following literacy activities are appropriate for children at the kindergarten level:

Daily Reading

• Ensure that children have "daily experiences of being read to and independently reading meaningful and engaging stories and informational texts (International Reading Association & National Association for the Education of Young Children, 1998, p. 9).

• Provide "a balanced instructional program that includes systematic code instruction along with meaningful reading and writing activities" (International Reading Association & National Association for the Education of Young Children, 1998, p. 9). A balanced reading program also includes a variety of reading instruction, such as shared or interactive reading, guided reading (as appropriate), emergent reading, independent reading, reading aloud, and one's own writing.

• Help children learn how to choose appropriate books for independent reading (Burns, Griffin, & Snow, 1999).

• Provide repeated readings of stories so children can gain mastery of the narrative, ideas, and language (Burns, Griffin, & Snow, 1999; Sulzby, Buhle, & Kaiser, 1999).

• Provide "opportunities for children to talk about what is read and to focus on the sounds and parts of language as well as the meaning" (International Reading Association & National Association for the Education of Young Children, 1998, p. 9).

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

• Have children ask their own questions about stories and respond to classmates' questions (Burns, Griffin, & Snow, 1999).

• Take kindergartners on outings in the community. Include time for 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).

• Allow class time for regular sharing of each child's thoughts, ideas, and experiences. Enrich the conversation by responding to children, asking questions, and expanding on children's words (Burns, Griffin, & Snow, 1999).

• Enrich children's vocabulary by providing pictures and discussions that relate to stories.

• Have the children sing songs that encourage language play. Children enjoy songs such as "Willaby Wallaby Woo" by Raffi and "The Name Game" by various children's artists.

• Play the game Snap! One player says two words. If the words share a sound (either first, middle, or last), the other players say "Snap!" and snap their fingers. If the two words do not share a sound, the other players are quiet. Begin with first sounds and move into the other sounds as the children are ready (Burns, Griffin, & Snow, 1999).

• Play a listening game in which the children blend an onset and rhyme that you pronounce separately. Example: b...at, bat. When you first play the game, begin by using words that are in the same family, such as: hat, cat, fat. When the children become proficient at this type of activity, change it so that you keep the onset sound and change the rhyme: s...and, sand; s...un, sun; s...eal, seal.

• Create or purchase a set of pictures and letter cards that enable children to sort pictures by the letter they begin with (beginning sound). At first, use one letter and ask the children to help find the pictures that begin with that sound. Gradually add more letters to the sorting activity as children are ready (Burns, Griffin, & Snow, 1999; Hall & Moats, 1999; International Reading Association & National Association for the Education of Young Children, 1998).

• Allow time for writing, and provide a well-stocked writing center.

• Have children make their own letter dictionaries to collect words for use in writing and other activities. This is a long-term project for kindergartners (Burns, Griffin, & Snow, 1999).

• Provide opportunities and teacher support to write many kinds of text for different purposes, such as lists, poems, stories, letters, and reports (International Reading Association & National Association for the Education of Young Children, 1998).

• Create stimulating dramatic play centers in the classroom.

• Provide time for children to create scripts for their dramatic play. At least 30 minutes is necessary for children to create and carry out scripts (Burns, Griffin, & Snow, 1999; McGee & Richgels, 1996).

• Take part in dramatic play to model ways of using literacy materials and to show children ways of dramatizing (Burns, Griffin, & Snow, 1999).

• Incorporate literacy materials into play centers (Burns, Griffin, & Snow, 1999; McGee & Richgels, 1996).

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