Literacy components

Books and printed matter reading

and writing text (left to right, top to
bottom, front to back)

Environments for promoting literacy

(books, posters, electronic media
e.g. CD/DVD player, YouTube short
clips; resources from Aboriginal
Resource Management Support
Unit (ARMSU)

Examples from my childcare centre

Children pick books of their choice and see self as
a reader. They demonstrate their understanding of
a word when they match each spoken word to a
picture with printed word.
Listen to stories being said where educators
demonstrates left to right, top to bottom and front to
back movement.
Library books are separated by categories,
educators point to children when they are helping
where books need to go to.
Educators use illustrations for child/children to
guess what the text says.
Our library consists of a fairly large collection of
meaningful books for children e.g. feel and touch,
pop-up, culture, community etc.
To extend on child/childrens thoughts or intentional
teaching we provide a single source or a
combination of either a book, printed material,
CD/DVD YouTube (to watch) etc.
The class has plenty of themed learning display
trays (that are changed periodically) laid out as an
invitation to play for children.
We use resources from ARMSU their collection is
culturally relevant, balanced, current and reflective
of diverse Aboriginal and Torres Strait Islander
groups.