READY READERS Skills Checklist
Self-Evaluation for Children's Services Staff
I use the following during Baby, Toddler or Preschool Storytime:
Never
Sometimes
Often
Always
Songs / fingerplays




Rhyming stories / books that play with language




Alphabet books




Concept books




Predictable books with repetitive text




Big books




Never
Sometimes
Often
Always
Reading




Helping children connect story to their experience




Stop to ask questions or have children make predictions




Read a story with rhyme and repetition more than once, and invite
children to chime in on the second reading




Call attention to the parts of a story (characters, setting, problem,
solution) during or after reading




Ask volunteers to tell about their favorite parts of a story




Use props, such as flannel boards or puppets, to enhance a story




Encourage the children to play with magnetic or foam letters after
storytime




Have the children draw pictures about booksafter storytime that tie
into theme or stories read that day




Provide puppets or manipulatives for the children to act out or
retell the story after storytime




Talk about the cover of the book (title, author, etc.) before:
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During Baby, Toddler, or Preschool Storytime I:
Print Motivation/Loving Books
Never
Sometimes
Often
Always




Never
Sometimes
Often
Always
Make connections to concepts and vocabulary when reading




Call attention to the pictures in the story




Encourage response through movement or music




Give children the opportunity to respond orally by asking questions
about the story or pictures




Never
Sometimes
Often
Always
Call attention to the cover of the book; point to and read the title




Point to the print and occasionally run finger across it when reading




Model left-to-right progression of print with a big book or a poem
on a chart




Provide writing materials for the children to draw and "write" about
a story after storytime




Never
Sometimes
Often
Always
Read aloud a rhyming story or poem




Invite children to chime in on the rhyming parts




Include some type of language play in storytime, such as a song or a
game




Never
Sometimes
Often
Always
Read aloud an enjoyable alphabet book




Make connections between the first letters in the children's names
and the letters in a title or an alphabet book




Provide magnetic and/or foam letters for the children to play with
after storytime




Demonstrate how reading is a fun activity to share
Vocabulary/Understanding Words
Print Awareness/Using Books
Phonological Awareness/Understanding Sounds
Letter Knowledge/Understanding Letters
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Narrative Skills/Story Awareness Never Sometimes Often Always
Never
Sometimes
Often
Always
Use puppets or flannel board to have the children participate in
retelling the story




Talk about events of the story with the children




Help the children link the characters and events to what they know
about




Encourage the children to make predictions before and during the
reading




Never
Sometimes
Often
Always
Explain ways in which activities/techniques used help develop early
literacy.




Notes the important role parents/caregivers play in early literacy
development (encouraging the Five practices of Reading,
Writing, Singing, Playing and Talking).




Make suggestions for parents/caregivers to do at home.

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
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Point out ready reader handouts/displays for caregivers.
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Parent/Caregiver Connection
Notes:
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