Provide some simple poetry, song, fiction and non-fiction books, both paper copies and digital.
Provide fact and fiction books and possibly ebooks that children can access independently in all areas, e.g. construction area as well as the book area.
Provide books containing photographs that children can share with adults, peers and read on their own.
Add child-made books and adult-scribed children’s stories to the book area and share these stories with others.
Provide multimodal texts (that blend alphabetic print, images and symbols) that reflect the literacy practices that children encounter in their home and community spaces, enabling children to connect and draw on different aspects of their emerging literacy experiences.
Provide a range of reading materials that both enable children to draw on their home and community experiences and introduce children to a new and diverse range of texts, genre and media.
Ensure children can see written text, e.g. use big books, and model the language of print, such as letter, word, page, beginning, end, first, last, middle.
Provide a range of resources in play areas, such as empty cereal packets, labels and signs that children become familiar with and include in their play.
Introduce children to books and other materials that provide information or instructions. Carry out activities using instructions, such as reading a recipe to make a cake or following safety procedures.
Furnish the setting with diverse resources that reflect children’s home cultures and the diversity of cultures in the local community, including dual language books, as well as artefacts that children are attached to, such as special objects, sounds, images, as well as animals and insects.
Take storytelling into local communities as a way to build connections between the setting and children’s homes and wider lives in the local community.