By focusing on literacy behaviours, educators can find many experiences throughout the day that can be used to develop children’s literacy. The literacy behaviours of using language to describe, to give reasons, to ask questions, and to negotiate are observable in multiple contexts – for example, negotiating during a block construction, discussing plans at a sand table, describing intentions while painting, asking questions during a conversation, giving reasons for moving an object to another table, modelling behaviour during a read-aloud, or discussing options during interactive writing with a small group. The educator team members play a critical role in engaging children in literacy behaviours throughout the day by creating a supportive environment (including varied contexts and materials) for using language throughout the learning areas in the classroom.
All children can benefit from classroom experiences that focus on literacy development. To maintain high expectations for all children, it is important for the educators to build on a child’s strengths and focus on what the child is already able to do – that is, to see all children through an “asset lens”.
Children who are given frequent opportunities to listen and respond to stories, poems, songs, and rhymes in the classroom become motivated to learn the functions and features of print. The Early Learning–Kindergarten team should model beginning reading and writing strategies by “thinking aloud”. With encouragement and intentional instruction, children will begin to demonstrate such literacy skills as repeating words, naming characters, and identifying signs, labels, names, letters, and letter sounds.
Early literacy is so important for child's development. Daily read-alouds are a common practice in Kindergarten classrooms. Daily read-alouds provide an opportunity for children to further develop their skills, including but not limited to, problem-solving, critical thinking, as well as self-regulation. Refining these skills, helps with students' engagement, curiosity and motivation. Moreover, picture books can be used as a great tool in introducing or teaching children about various social justice issues (such as poverty, gender bias, racism, etc.).
"The more that you read, the more things you will know. The more that you learn, the more places you'll go.”
~ DR. SEUSS
Kindergarten Favourites
Chicka Chicka Boom Boom by Bill Martin, Jr. and John Archambault
The Night Before Kindergarten by Natasha Wing
What Do You Do With an Idea? by Kobi Yamada
~ Dr. Seuss ~
The Cat in the Hat by Dr. Seuss
Green Eggs and Ham by Dr. Seuss
Oh, the Places You'll Go! by Dr. Seuss
Picture Books to Spark Creativity and Confidence
Ish by Peter H. Reynods
The Dot by Peter H. Reynods
The Most Magnificent Thing Book by Ashley Spires
Picture Books about Mindfulness and Well-Being
My Magic Breath by Alison G. Taylor
Jack's Worry by Sam Zuppardi
The Color Monster by Anna Llena
Picture Books about Point of View
The Day the Crayons Quit by Drew Daywalt
Don't Let the Pigeon Drive the Bus! by Mo Willems
The True Story of the 3 Little Pigs! by Jon Scieszka
Picture Books about Exceptionalities
Spork by Kyo Maclear
Red, A Crayon's Story by Michael Hall
Happy Dreamer by Peter H. Reynolds
Picture Books about Bullying and Inclusion
The Invisible Boy by Trudy Ludwig
The Rainbow Fish by Marcus Pfister
Strictly No Elephants by Lisa Mantchev
Picture Books about Poverty and Socioeconomic Status
Those Shoes by Maribeth Boelts
The Magic Beads by Susin Nielsen
Last Stop on the Market Street by Matt de la Peña