Foundations for Reading and WritingNorth Carolina Foundations Task Force. (2013). North Carolina

foundations for early learning and development. Raleigh: Author.

Foundations for Reading Goals• LDC-8: Children develop interest in books and motivation to read• LDC-9: Children comprehend and use information presented in books

and other print media.• LDC-10: Children develop book knowledge and print awareness• LDC-11: Children develop phonological awareness.• LDC-12: Children begin to develop knowledge of the alphabet and the

alphabetic principle.

Developmental Indicators • Note the progressive developmental indicators for each goal.• Early skills begin with infants and progress sequentially through

preschool aged children.• Some skills related to comprehension and the alphabet are

considered emerging for infants; we cannot yet measure or observe behaviors that indicate related skills associated with those goals.

Encouraging Interest in Books• Model reading with a various types of books• Choose appropriate length books, stories, poems, and finger plays for

the age and interest level of the child• Provide a variety of books (fiction and non-fiction) and print materials

for children to use in all areas of the room• When children want to hear the same book repeatedly, accommodate

that interest. This is an indication of their interest.

Cultural Awareness• Note that some cultures have different “print conventions” than our

left to right reading and writing.• Phonological sounds may also vary from one language to another.

Support dual language learners and their families. • Sound play is more appropriate for phonological awareness than

explicit instruction in phonics for preschool and younger aged children.

Strategies for Infants and Toddlers• Provide lap time for individual children daily. Read, play with sounds,

and mimic sounds babies make. • Have books available daily. Choose books that can be easily

manipulated and may be cleaned as needed.• Make books of children’s families, experiences, and familiar objects• Place pictures, signs, posters, and print at children’s eye level.• Model reading and care for books

Strategies for Preschoolers• Provide both fiction and non-fiction books that reflect children’s

interests• Allow children to choose books for you to read• Provide books for children to take home• Share reading and word games ideas with parents • Provide reading skills throughout room using a variety of delivery

methods and multiple senses• Provide materials for retelling and acting out stories both indoors and

outdoors

Strategies for Preschoolers (2)• Provide books and stories in child’s home language• Reflect home cultures of children• Promote natural opportunities for phonological awareness rather

than formal instruction• Increase letter awareness in natural occurrences rather than through

formal instruction • Provide opportunities for all children to participate in reading

activities at their level

Foundations for Writing Goals• LDC-13: Children use writing and other symbols to record information

and communicate for a variety of purposes• LDC-14: Children use knowledge of letters in their attempts to write.• LDC -15: Children use writing skills and conventions.

Early Writing• Emerging writing skills may not look like writing as we know it, but

lines and squiggles represent those emerging skills.• Random letters will begin to show up, but they may be upside down

or backwards. That is typical and does not indicate dysgraphia or other learning disability at this stage.• Provide multiple opportunities to draw and write using a variety of

methods, writing materials, and natural experiences.• Avoid worksheets and formal instruction of letter writing!• Some adaptive equipment may be necessary for children with fine

motor delays – larger pencils and crayons, special grips, methods for holding paper

Strategies for Infants and Toddlers - Writing

• Provide and adapt art materials for infants and toddlers• Model using those materials everyday• Use books, writing, and art materials outside• Provide literacy related materials in all areas of the room and for a

variety of play activities• Allow children to tell about their experiences through art and

dictation; teacher writes what children say.• Make individual and class books with the children

Strategies for Preschoolers - Writing• Provide multiple opportunities for art, drawing, and writing with a

variety of methods, materials, and experiences.• Encourage play activities that make use of literacy related materials• Support children in writing at their request and based on their

interest levels; avoid formal instruction in writing• Write what children dictate about their pictures or experiences• Help children make individual and class books• Display children’s writing• Provide unlined paper rather than worksheets or lined paper