[Quinn]

I do a lot of reading aloud! I like to choose books with rhyming, alliteration, or good messages.

[Monica Orta]

One way I help the kids with literacy is having all the bins labeled and we dedicate time everyday practicing our letters.

[Amelie]

In our Montessori classroom, we emphasize and study one letter/sound per week. We always have a sound basket with several miniature items starting with the sound in question. Furthermore, we always select library books in accordance to the lessons given at Circle Time, always accessible on our bookshelf. For instance, this week was “L”: love, ladybug, leopards, lemurs, light, leaves, landmarks, listen, etc.

[Te’Niesha]

In the classroom, I support literacy by providing print everywhere (labels, charts, name tags) and encouraging children to “read” signs and words in their play. During circle time, I use songs, rhyming games, and shared reading to build listening and speaking skills, and I ask simple questions to get children talking and thinking about stories.

[Jennifer]

One essential element of early literacy I use consistently is phonological awareness, specifically helping my students hear and play with sounds in words (rhyming, syllables, beginning sounds). This skill is foundational because it directly supports later reading and writing. When choosing books to support phonological awareness, I often look for books that have strong rhyme and rhythm, repetition, and predictable patterns are often my students’ favorites, with simple yet engaging text.For classroom environment and circle time, I create a print-rich environement with Alphabet posters, word walls that connect to everyday life. I have an inviting reading area for independent book exploration. I have a writing center with a variety of materials that promote early writing. I use visual supports like charts, labels, schedules and son on. For circle time I incorporate songs, rhymes, fingerplays, and poems based on our current theme to build phonological awareness in a fun way. I model concept of print using a pocket chart or by holding a book. I encourage my class to participate through repetition and call and response.

[Mulu]

For toddlers, vocabulary development is key. I use books with clear pictures and simple, repetitive text, like “The Very Hungry Caterpillar,” to introduce new words. We also use songs and puppets to make learning vocabulary fun.

[Teiara]

I regularly use reading aloud to support early literacy. I choose engaging, age-appropriate books with rich vocabulary and repetition. I also promote literacy by labeling classroom items, providing books and writing materials, and using circle time for stories, songs, and discussions that build language and communication skills.

[Abigail Harden]

Because our school’s curriculum is based on monthly themes I have the opportunity to make the daily content throughout the week really build off of each other. My circle time, besides calendar and phonics practice, is usually a quick lesson about the topic of the day. We then read a book about this topic, so it is reinforced through literacy, and then we discuss how the book connected with what we were talking about at circle time. We then follow this with an art project, a science experiment, or physical activity that allows us to model what we are learning or think about it in a new way!

[Amina]

One essential element of early literacy I use is reading aloud. I choose books that are age-appropriate, have engaging pictures, and introduce new vocabulary words. I also look for books that match children’s interests so they stay interested and involved in the story.I support language and literacy in my classroom by labeling items such as toy bins, shelves, and learning centers so children see words throughout the day. During circle time, I read stories, sing songs, ask questions, and encourage children to participate in discussions. These activities help children build vocabulary, listening skills, and a love for reading.

[Jessica Jaramillo]

Read Aloud is one essential element of literacy we use daily. We choose books that go along with the theme or lesson of the day. As well as allowing the children to choose the books ANYTIME they want to read a book. Not only has it really increased the amount of reading we do throughout the day and made them love story time. But it really has helped in growing our connections both one on one and as a group/class.

[Vicky]

I read aloud to me kids right after transition times. It settles them into the next activity and gives them a moment to regroup. I ask the leader of the day to pick out a book and off we read.