Lessons Learned
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Early Reading First
Creating a Literacy-Rich Environment
All children in Providence will enter school healthy and ready to learn.
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s most preschool educators know, a classroom’s physical environment plays a key role in the cognitive and social development of their children. In fact, some have called it “the third teacher,” one that works hand-in-hand with the teacher and teacher assistant to meet the objectives of the program and the needs of the students. A well-organized and welldesigned classroom promotes purposeful play that leads to meaningful learning. Well-planned interest centers spark curiosity, investigations, problem-solving, vocabulary development and conversation. But a classroom can have all of this and still not be “literacy rich,” even if it includes a wellstocked book corner and some printed labels around the room. In a literacy-rich classroom, literacy materials and props are integrated into every interest center in a way that makes reading and writing both meaningful and fun for the child. Equally important, teachers regularly model the use of these materials and help children interact with them. By integrating literacy into every area – from the dramatic play center to the science table – a teacher helps children see the essential role that reading and writing play in all aspects of their everyday lives. Children also begin to understand that what can be said can be written, and that what can be written can be read – a crucial step in emergent literacy development. They start to see that print is both a useful and entertaining way to communicate. On the following pages are some ways that ERF teachers and others have successfully integrated literacy throughout their environment. Keep in mind, however, that research has shown that these materials and activities are effective only if adults model them and talk about what the children are doing.