Home Literacy Environment Checklist

Is your home literacy-friendly?
You are your child’s first teacher. Your home is where your child will get his or her first experiences with books and reading. Look around your home and think about what you do with your child. If the statement on the checklist is true, mark it as “True.”If the statement is false, mark as “false.” When you are finished, count up the number of checks in the true column and find that number on the chart at the end of the checklist. Use the results as a guideline to see what you can do for your child.

What my child has…

My child has at least one alphabet book (e.g., Dr. Seuss’s ABC book).
My child has magnetized alphabet letters to play with.
My child has crayons and pencils readily available for writing and drawing.
My child has paper readily available for writing and drawing.
My child has a table or surface readily available for writing or drawing.
My child has at least one rhyme book (e.g., Joseph Slate’s Miss Bindergarten Gets Ready for Kindergarten).
My child has more than one rhyme book.
My child has at least 10 picture books.
My child has at least 20 picture books.
My child has at least 50 picture books.
My child plays beginning reading and alphabet games on a computer (e.g., Reader Rabbit or Bailey’s Book House).
My child has materials and games to help learn the alphabet.

What I or another adult do…

I or another adult in the house read a picture book with my child at least once a week.
I or another adult in the house read a picture book with my child at least four times a week.
I or another adult in the house teach new words to my child at least once a week.
I or another adult in the house teach new words to my child nearly every day.
I or another adult in the house have a detailed and informative conversation with my child at least once a week. (e.g., “How do you think ice cream is made?”).
I or another adult in the house have a detailed and informative conversation with my child nearly every day.
I or another adult in the house help my child learn nursery rhymes.
I or another adult in the house encourage my child to tell me what he or she wants using complete sentences.
I or another adult in the house take my child to the library or a bookstore at least once every two months.

What my child sees me or another adult doing…

My child sees me or another adult in the house reading books, magazines or the newspaper at least once a week.
My child sees me or another adult in the house reading books, magazines or the newspaper nearly every day.

What I am…

I am a good reader.
I have a large vocabulary.
I began to read picture books with my child before he or she was a year old.
I enjoy reading picture books with my child.
I expect that my child will work to his or her potential in school.

Now or in the past, I or another adult encourage or help my child…

I or another adult in the house encourage my child to watch beginning reading shows on TV or tapes (e.g., Between the Lions on PBS).
I or another adult in the house encourage my child to play with computer games that introduce the alphabet and beginning reading (e.g., Reader Rabbit).
I or another adult in the house help my child learn to sing or say the alphabet.
I or another adult in the house help my child learn to name letters of the alphabet.
I or another adult in the house help my child learn to write letters of the alphabet.
I or another adult in the house help my child learn to write his or her name.
I or another adult in the house help my child learn to write other people’s names.
I or another adult in the house help my child learn how to rhyme.
I or another adult in the house help my child learn the sounds that letters of the alphabet make (e.g., “M makes the mmmm sound”).

Count up the number of statements marked TRUE and put that number in the box to the right. See the chart below to find out how literacy-friendly your family child care program is.

30 – 37 Home literacy environment has most of the necessary supportive elements
20 – 29 Home literacy environment has many supportive elements
11 – 19    Home literacy environment has some supportive elements
0 – 10 Home literacy environment needs improvement

Get Ready to Read! is a project of the National Center for Learning Disabilities. For more information about this program please visit our Web site www.GetReadytoRead.org.

One to four year olds are very busy and if their little minds are not stimulated with many different activities, they get bored and either cry, whine, or in minutes wreck a house.  Here are some ideas that cost little or no money and are fun and also beneficial for developing fine and gross motor skills. Enjoy!!

* Supplies needed:  small hammer & peanuts in the shell

Show your child how to “gently” crack open peanuts with a hammer.  You will be amazed at how long they will work at it to receive the reward of their efforts by eating the peanut once taken out of the shell.  Once cracking peanuts are mastered, you can allow them to crack pecans and walnuts.

* Supplies needed:  spaghetti noodles

Cook a large pot of long unbroken spaghetti noodles.  Rinse with water and then immediately put them into a small amount of bath water so they do not stick together. Your preschooler will love trying to pick up the slippery noodles, put noodles on the shower wall and even eat them.

*Supplies needed:  large basin of water, multiple size cups & water hose

On a hot summer day, put a large basin outside filled with water.  Provide several different size containers for your toddler to pour and measure.  Then, turn the water hose on just enough to satisfy your child that the water is flowing out. This is loads of fun for them while you plant your favorite flowers.  Note:  Smaller children tend to want to put their head in the bucket so keep a close eye on them as they play.

* Supplies needed:  5 gallon bucket of dirt & spray bottle

The older the child, the more dirt they will need.  (Sand is cleaner but doesn’t stick together as well as dirt) Choose a spot on the driveway or porch that later you can easily spray off with the water hose.  Show your preschooler how to make mud walls, hills, dams, mud pies etc… by using the spray bottle filled with water.  I’ve had older children build and create entire cities out of mud.  Then you add matchbox cars and trucks to the scene.  Afterwards, give them a bottle of shampoo and let them wash from head to toe under the water hose.

* Supplies needed:  several flat bed sheets & clothes pins

Give your child several sheets and show them how to build tents and houses, using clothes pins, chairs, tables etc… to hold the sheets in place.  Then, the stuffed animals, dolls, play dishes, play guns, or swords can be accessories they might add to their pretend play area.