Literacy allows us to use language and images in rich, varied forms to read, write, listen, speak, view, represent, discuss and think critically about ideas. It is an essential tool for personal growth and to share information to interact with others.
The development of literacy builds on knowledge, culture and experiences to promote better learning and understanding.
Literacy involves the ability to:
- access, manage, create and evaluate information
- think imaginatively and analytically
- communicate thoughts and ideas effectively
- apply metacognitive knowledge and skills
- develop a sense of self-efficacy and interest in lifelong learning
Literacy Resources, Tips and Strategies for Parents/Guardians
Explore the resources below to support your child’s literacy learning and development. These resources are intended to add to the strategies that may be shared by your child’s school and complement the many things you already do to support your child in being successful at school.
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Kindergarten (Yr 2) to Grade 1 Summer LearningGrade 1 to Grade 2 - Summer Learning Package
Grade 2 to Grade 3 Summer Learning Package
K-1
At this stage of development, most children are learning to:
- understand that letters represent spoken sounds and match sounds to the letter(s) that represent them
- read by matching one spoken word with one printed word
- read simple words by saying each sound and blending the sounds together
- notice when they have made an error when reading and fix the error
- write simple or familiar words by saying the sounds slowly and matching those sounds to the letter(s) that represent them
- automatically recognize a growing number of words when reading, and write an increasing number of simple or familiar words easily
- use and understand a growing number or words when speaking and listening
To support your child’s development at this stage:
- Play games with sounds and letters. Here are some ideas:
- Take turns coming up with words that rhyme. For example, say, “What is a word that ends in the same way as came?” Take turns thinking of words (e.g. fame, flame, tame). When you run out of actual words, get silly and make up words that follow the same rhyming pattern (e.g. trame, grame, pame).
- How many claps? Practise counting and language skills at the same time by counting and clapping words or parts of words. For example, clap the number of words in a sentence, clap the syllables in a word (e.g. but-ter-fly, three syllables/claps, kit-ty (two syllables/claps) or the number of sounds in a word (e.g. c-a-t, three sounds/claps, sh-i-p, three sounds/claps). Stick to only one task at a time (i.e. clapping out either words, syllables or sounds).
- Play Sound I Spy. To play, think of a sound and look around the room to find an object that begins with that sound. For example, say, “I spy something that begins with /f/.” (Say the sound, not the letter name). Your child can then guess which object you chose. Take turns playing so your child also has the opportunity to pick the object for you to guess.
- Find small opportunities to have your child practise reading every day. This may happen when children bring home early reading books from school, or through inviting your child to read words in the environment around them (e.g. short words on signs, in flyers, on menus). Some things you can say to support your child as they read are:
- “Slide through each sound.”
- “Put your finger under each letter as you say the sounds.”
- “Try a different sound” (e.g. c, g, vowels)
- “Break the word into parts.”
- Read to your child as often as you can. This provides a way to connect with your child, helps them make connections between their life and the outside world and dramatically improves their language skills. Keeping in mind that it is easier for children to read and understand words that they have heard before, reading picture books which are full of rich vocabulary is a great way to introduce words to your child even before they can read those words independently. Rereading favourite books on several occasions also supports your child in reading words independently and understanding what happened in the books.
- Find reasons to write together. Writing birthday card messages, thank you notes and lists (e.g. grocery lists, things to do on a school break) provide children with an authentic purpose for writing and enable them to think about the message they want to communicate, the sounds in words, matching those sounds to letters and writing letters to spell whole words. Younger children can write the first letter of each word by listening carefully for the first sound in the word and matching that sound to a letter. When that is easy, writing the first and last letter of each word is a good goal. Over time, children can work towards writing whole words.
- Beginning writers often use approximate spellings (also known as “temporary spelling”) when composing messages (e.g. they may write “ad” for the word “and”). This is an important step in their spelling development. Consider giving them positive feedback, while at the same time supporting their spelling development (e.g. “I noticed you sounded out ‘and’ and wrote the letters that make the /a/ and /d/ sounds. Let’s say ‘and’ slowly together and think of the other sound in the middle of the word - /a/ - /n/ - /d/.” Emphasize the /n/ sound and help your child spell the word “and”).
- Continue to use other languages or dialects spoken in your home to support your child’s literacy development (e.g. reading or telling a story in your home language(s), discussing and/or writing about an English text in your home language(s)).
Grades 2-4
At this stage of development, most children are learning to:
- read and write longer and more complex words (for example, words with several syllables)
- write an increasing number of words easily and with accurate or close to accurate spelling, and to write about their ideas with more details and complexity (e.g. writing a paragraph or multiple paragraphs about a topic)
- read words more automatically which enables them to focus more on understanding what they are reading
- notice when something is wrong when they are reading and reread the word to correct it
- Share in your child’s enthusiasm about this exciting time where they are likely now reading early chapter books (novels), have more choices in what to read and are likely reading silently in their head instead of reading aloud. From time to time, you might ask your child to read a page or two to you, or take turns reading and talking about what’s happening in the book.
- Continue to read aloud to your child as often as you can (yes, even as they get older!), and talk about what is happening in the books you read together. Once children are able to read more independently, it is common to think they no longer need to be read to. However, reading regularly TO children is a great practice to continue. It can strengthen bonds between parents and children and adds to children’s knowledge of words and the world around them.
- Spend time together in nature. Being outdoors offers many opportunities for literacy development; for example, noticing details, learning about concepts (e.g., weather, life cycles of insects), and developing vocabulary.
- Find authentic reasons to write together. Birthday cards, thank you notes, and lists (e.g. grocery lists, things to do on a school break) provide children with practice so they can write words more easily over time.
- When supporting your child in writing, encourage them to listen carefully to the sounds in words and to write the letters that match each sound (e.g. sh-i-p). They may also be able to write new words by quickly writing familiar parts of the word and sounding out the rest (e.g. th-ink-ing, a-b-out). Keep in mind that some words can’t be perfectly sounded out. Help your child to use their sound knowledge where they can, and point out the part that will have to be remembered. For example, in the word from, children can use sounds to write f, r, and m, and will just need to remember the tricky part that sounds like “uh” but is written with an o.
- Talk about new and interesting words you and your child see in books or in the environment, such as road or store signs (e.g. What does it mean? Is there another word that means the same thing? If your family uses a language other than English, how might you say this word in that language?)
Grades 5-8
At this stage of development, most children are learning to:- read and understand longer texts with increasingly complex plots, multiple characters, and longer stretches of descriptive language and dialogue
- determine the big ideas and perspectives found in texts, and use critical thinking skills to understand missing ideas and perspectives
- infer traits, motivations and changes in characters by examining how the writer describes them, what they do, what they say and think, and what other characters say about them
- organize and develop increasingly complex information and ideas and use them for discussion and writing for different purposes and audiences
To support your child’s development at this stage:
- Play board games together. This can support your child as they continue to build language and problem-solving skills.
- Continue to talk about topics that are important to your child in English, or in other languages or dialects spoken in your home. Talking together builds listening and comprehension skills, provides a way to consider the perspectives of others, problem solve and adds to children’s knowledge of words and the world around them.
- Continue to read together. At this time of development, children are building their outside interests and social lives and reading can sometimes feel less important. Encourage your child to read a little bit every day if possible, without worrying too much about what they are reading, or if it seems too easy. Graphic novels, comics and magazines all count!
Thank you for your partnership! If you have any questions about your child’s development in literacy, please reach out to your child’s teacher.