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	Standards for this section are woven throughout the VPK Standards document for IV. Language and Communication and V. Emergent Reading As you refer to these standards notice that there is a box titled “Environmental Considerations.” You will find many ideas and strategies for teaching the language and reading skills talked about in the standards and this course.

Let’s take a look at some essential components to consider when planning the preschool day and arranging the prekindergarten classroom. Needless to say, adequate staffing and appropriate materials available in the classroom make the following recommendations possible. A prekindergarten environment that emphasizes language and literacy will include several key components in scheduling the day and organizing and arranging the classroom.

Daily Schedule Considerations

The daily schedule should include times and opportunities for children to use language and explore print. The following are three daily goals to consider:

1. Increase the amount and quality of time spent reading and discussing books in large and small groups and with individual students.
   
   

2. Provide daily small group teaching and learning opportunities. Appropriate small group activities include adult-facilitated, language-focused science and math activities; phonological awareness games and activities; letter recognition games and activities; interactive writing and dictation activities; and story retelling and dramatic play activities.
   
   

3. Schedule child-directed center time every day. Preschool children should have daily opportunities for choosing centers and spending extended uninterrupted periods of time playing in the centers. Try to provide from at least 45 minutes to one hour per day for centers.