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Early literacy through stories, talk and meaningful marks

Early literacy grows through rich communication, stories and opportunities to use marks for a purpose. This guide helps practitioners arrange a small story-and-play invitation and respond to children’s ideas. It also distinguishes enjoyment of books from particular word-reading skills, so resources can support both without confusing their different purposes.

Schools Direct editorialUpdated 2 min read

Make a story worth revisiting

Choose a short picture book with clear images and language that invites discussion. Read it with time for children to notice details, anticipate events or connect ideas. Avoid turning every page into a test question. Repeated encounters can allow children to join in differently as the story becomes familiar.

Carry the story into play

Offer a few age-appropriate props connected with the setting or characters. Let children retell, adapt or invent a new event. An adult can model language that extends the idea while following the child’s purpose. Keep the book available so children can return to an illustration or check a remembered detail.

Give marks a job

Add paper, large writing tools and simple labels to the play area. A child might create a sign, list or message for a character. Ask what the marks mean and value the intended communication without pretending every mark is conventional writing. Demonstrate a word or letter when it helps the child’s immediate purpose.

Observe communication and next steps

Notice attention to print, story understanding, vocabulary and interest in representing meaning. These observations are related but not interchangeable. Offer accessible books, tactile props and alternative communication methods. Children developing phonics knowledge need practice consistent with the setting’s planned sequence, alongside enjoyable shared reading. Select materials that reflect varied families and experiences without assuming that every child recognises the same home routines. A useful record captures what the child communicated and which adult response or resource helped them take the idea further.

Action checklist

  • Choose a story for repeated enjoyment
  • Provide a few meaningful props
  • Give mark-making a real purpose
  • Observe language and print knowledge separately

Common questions

Does early literacy mean completing lots of letter worksheets?

No. Stories, conversation, purposeful marks and appropriately planned word-reading activities all contribute, with support matched to the child’s development and learning sequence.

Sources and scope

Source titles are provided for reference. Check the current original guidance and your school's circumstances before making a policy or compliance decision.

  • Schools Direct editorial — Original teaching activity and resource planning notes. Checked 1 November 2026.

See how we prepare and maintain our guidance.

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