Teaching Literacy The TK Way

Literacy in and around my TK classroom has evolved over the years. Way back when I first started teaching literacy the norm was to focus on a single letter each week to gain phonemic awareness skills. The snack, crafts, activities, and dramatic play all revolved around this single letter. Our literacy focus was on a list of TK vocabulary words based on a specific letter. That list of words got shorter and shorter as we drew close to the end of the ABC line. Literacy in the TK classroom was a self-contained academic concept that was taught in a closely monitored bubble.

Language and Literacy Can Be Confusing For Early Learners

It became more and more difficult each year to explain why the letter X was actually in the middle of words, and the Q sound is never without its friend letter U. Explaining that an eyeball started with E, not I, and that frog was an F, but the photo was a blend of PH. As a result of this confusing time, I began to research more ways to teach the letters and sounds. I found phonics programs that have animals that went with each letter and its sound.

I found TK literacy programs that focused teaching on how the letters were constructed. Plus literacy programs that encouraged learning only sight words and others that focused strictly on teaching phonics. All of this research led me to a combined approach of the whole language. Rather than focusing on sounds and letters as a single individual piece, I began to teach literacy the way my TK students learn. We focus on letters, plus their sounds, and some sight words, every day!

Enhancing Literacy Awareness in TK

I use many programs and tactics each year, some include ASL hand motions, and others include youtube videos specifically designed for literacy work, letters and sound songs. I make literacy name charts at the beginning of every year, and we refer to them daily. Our name chart work sounds like this…Oh look, Tina has 4 letters in her name. She starts with capital T, and has a lowercase i, n, and a. Who else has an A in their name? Does it make the same sound as in Tina’s name? How many A’s can we count in all of the names? This is how I discuss letters and sounds, using real word examples, so my students become invested in the work.

We clap syllables and stomp parts of a word each day. We use ASL hand motions for the ABC’s to physically talk about how the beginning sound is the same or different. I will say a word and show the ASL letter for the beginning sound on one hand. Then I say another word and hold up its ASL beginning sound on my other hand. Then I ask my students if they are the same, or different.

Friends– using this visual has been GENIUS! Once they understand the game, the students take turns coming to the front of the circle and holding up their ASL beginning sound for a word I call out. Then we all decide if the sounds are the same or different.

Incorporating Whole Language in TK

Once we have a fairly decent grasp of letters and sounds, usually around October (instead of May, like in the days of teaching the letter of the week), I begin talking about words. Then I will add discussions about sentences, paragraphs, and punctuation as the year progresses. Putting together a whole language program, one that utilizes Write the Room strategies, and phonemic awareness each day has increased my students’ recordable literacy knowledge.

Our entire room is covered in letters and words and I point those out daily. We have letters on blocks, names, and numbers everywhere, even words on walls.

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