Does your classroom help children learn about reading and writing?  Use this checklist to review the literacy-related features of your environment.

Book Area

• The book area is in a well-lighted spot near the writing area.
• At least four children can fit in the area at one time.
• There are a child-sized table and chairs, comfy places to sit, and a rug or carpet.
• There are posters, displays, and photographs about books and reading.
• There are props for retelling stories (e.g., puppets, a felt board, stuffed animals).
• There are two to four books for each child in the class.
• There are different types of books (e.g., storybooks, concept books, poetry).
• Books are displayed on shelves or racks at eye-level with the covers facing out.
• There is a repair kit for mending torn pages.
• There is a tape player with earphones, books on tape, and blank tapes.

Writing Area

• The writing area is in a well-lit spot near the reading corner.
• At least four children can fit in the writing area at one time.
• There are a child-sized table and chairs, a desk and chair, and a rug or carpet.
• There are things to write with (e.g., chalk, markers, pencils, crayons).
• There are things to write on (e.g., chalkboards, blank books, notepads).
• There are different kinds of paper (e.g., lined and unlined, white and colors).
• There are alphabet books and toys (e.g., magnetic and sand paper letters).
• There are recycled writing supplies (e.g., junk mail, calendars, coupons).
• There are supplies for making books (stapler, hole punch, laces, cardboard).
• There are supplies for writing to others (a computer or typewriter, stationery, envelopes, greeting cards, stamps and stickers, mail box or bag).

Throughout the Classroom

• There are reading and writing materials in all indoor and outdoor areas (e.g., the block area has books on buildings and paper and pencils to make signs).
• Print tells what things are or where they belong (e.g., cubbies have names and symbols, shelves and containers have word and picture labels).
• Print provides information (e.g., recipe charts, bulletin boards).
• Print reminds children what to do (e.g., a few rules, how much the gerbil eats).
• Print is in English and children's home languages.
• Children write on attendance sheets, sign-up sheets, and message boards.
• An alphabet chart is hung at children's eye level.
• Teachers write children's dictated words on language charts and art work.
• Print is hung at children's eye-level and is large enough to be read at a distance.
• Teachers sit with children when they write notes and lists.