[H1]CHECKLIST: CRITERIA FOR EVALUATING A CLASSROOM LITERACY ENVIRONMENT

There are hundreds of ideas and beliefs that can contribute to the ideal setting for fostering the literacy of young children. The following criteria can be used as a starting point in the development of such a setting or as an observational guide when observing a setting that already exists.

 The environment is rich with an assortment of visual and auditory examples of language.

 There are opportunities to see, hear, and create language communications.

 The adults in the setting continuously model the appropriate use of effective language.

 Children are reinforced for both their use and attempted use of language.

 There are multiple opportunities for children to use a variety of language modalities throughout the day.

 Story reading and storytelling are regular activities each day.

 There is a large number of books available for children to use.

 Books are displayed in an inviting manner.

 There are a number of places within the setting for children to use books both in groups and by

themselves.

 Adults in the setting model the use of books and reading.

 Books in the setting reflect the language, interests, and development of the children.

 There are enough adults in the setting to share stories with individual children and in small groups on a

frequent basis.

 There are both opportunities and materials available for children to respond to stories (e.g., paper,

crayons, props, puppets).

 The physical arrangement of the setting supports literacy (e.g., quiet areas, place for group sharing,

comfortable chairs).

 The adults exhibit an enthusiasm for reading and stories.

 There are provisions for multiple ways of sharing and creating stories (e.g., flannelboards, puppets).  Parents are involved in the program in a meaningful ongoing manner.

 There is regular two-way communication between home and center regarding children's literacy

development.

 Television and computers are carefully monitored and never used as a substitute for meaningful

language interaction.

 Opportunities exist for child to child interaction.

 Technology is used as a means to achieve literacy rather than an end in itself.

 Aggressive behavior is addressed in a developmentally appropriate manner.

 Language as a problem solving tool is modeled by the adults.

 There is a sense or feeling that language is integrated in the entire environment.