Preparing for Literacy in the Early Years: Practical Guidance for Bangladeshi Teachers

Why it matters
The early years lay the foundations for everything that follows in a child’s education. Research shows that rich oral language, playful exploration of sounds, and early experiences with reading and writing set children up for success in primary school and beyond.

But here’s the challenge: there are so many recommendations, programmes and ideas out there. If we try to do everything at once, we risk spreading ourselves too thin. Instead, the best approach is to choose one strategy, implement it well, reflect on it—and then build from there.

This blog unpacks the seven recommendations from the Education Endowment Foundation’s influential Preparing for Literacy guidance report (2018). Each section gives you:

• Practical tips for your classroom

• What good looks like in action

• Common pitfalls to avoid

• Strategies for embedding change—such as peer coaching

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1. Prioritise Communication and Language

Practical Tips:

• Plan daily talk-rich activities: storytelling, role play, circle time.

• Use open questions: “What do you think will happen next?” rather than “What colour is this?”

• Introduce 3–5 new words a week, revisit them in stories, play, and routines.

What Good Looks Like:

• Children are not just listening, they’re talking—explaining, predicting, retelling.

• Teachers respond to children’s comments with follow-up prompts.

• Vocabulary is displayed on walls and used naturally in class.

Common Pitfalls:

• Teacher talk dominating—children become passive listeners.

• Introducing too many new words at once without revisiting.

Strategies for Implementation:

• Peer Coaching: During free play, ask a colleague to observe how many times you prompted children to extend their talk. Swap roles the next day.

• Keep a simple “word wall” in Bangla and English—encourage children to use those words in stories and songs.

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2. Develop Early Reading with a Balanced Approach

Practical Tips:

• Use shared reading every day—pause to ask questions, link to children’s lives.

• Play phonological awareness games: clapping syllables, spotting rhymes, listening for first sounds.

• Use both Bangla and English texts where possible to support bilingual development.

What Good Looks Like:

• Children predicting story endings and retelling parts in their own words.

• Rhyme and rhythm games enjoyed by the whole class.

• Alphabet knowledge taught alongside meaning-making.

Common Pitfalls:

• Focusing only on letter-sound knowledge without comprehension.

• Rushing phonics before children are ready.

Strategies for Implementation:

• Introduce the PEER routine (Prompt–Evaluate–Expand–Repeat) for story time.

• Run a short peer coaching session: each teacher tries one dialogic reading technique while others observe and feedback.

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PEER: A Simple Routine for Shared Reading

The PEER routine is one of the most effective ways to make story time interactive. Instead of simply reading the words, teachers invite children into the conversation.

• P = Prompt the child
  Ask a question to draw them into the story.
  Example: Point to a picture of a cow in the story and ask, “What is this animal doing?”

• E = Evaluate the child’s response
  Listen carefully and show you value their answer.
  Example: “Yes, you’re right—it’s eating grass!”

• E = Expand on what the child said
  Add a little more detail or vocabulary to enrich language.
  Example: “The cow is chewing grass. We call that grazing.”

• R = Repeat the prompt
  Encourage the child to use the new word or idea.
  Example: “Can you say ‘grazing’? What is the cow doing again?”

👉 Why it works: Children get multiple chances to practise new words and ideas, and the teacher provides scaffolding.

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CROWD: The Types of Prompts You Can Use

The PEER routine works best when paired with different kinds of prompts. The CROWD prompts help you vary your questioning and keep children engaged.

• C = Completion prompts
  Pause and let children finish a sentence.
  Example: “Humpty Dumpty sat on the… [wall].”

• R = Recall prompts
  Ask them to remember what happened earlier in the story.
  Example: “What did the boy find in the forest yesterday?”

• O = Open-ended prompts
  Encourage longer answers.
  Example: “What do you think will happen if the rain doesn’t stop?”

• W = Wh- prompts
  Focus on who, what, where, when, why.
  Example: “Why was the girl feeling sad?”

• D = Distancing prompts
  Connect the story to the child’s own life.
  Example: “The children are going to school. How do you go to school?”

👉 Why it works: CROWD prompts give children different entry points into the story, helping them connect language, memory, and personal experiences.

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What Good Looks Like in Practice

• A 10-minute shared reading where the teacher uses at least one PEER cycle per page.

• CROWD prompts sprinkled throughout so children are predicting, recalling, and connecting to their lives.

• Children repeating and using new words naturally during story and play.

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Common Pitfalls

• Asking only closed questions (“What colour is this?” → “Red”) with no chance to expand.

• Skipping the “expand” step—children miss out on new vocabulary.

• Using the same type of prompt every time; variety matters.

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Implementation Tips for Bangladeshi Classrooms

• Start with one storybook a week where you practise PEER + CROWD. Don’t try to do it with every book at first.

• Pair up with another teacher. After reading, reflect together:

  • Did I use all steps of PEER?

  • What types of CROWD prompts did I include?

  • Did children use any new words today?

• Gradually increase the number of books and prompts as you become confident.

3. Develop Children’s Capability and Motivation to Write

Practical Tips:

• Provide clipboards, chalkboards, and paper in play areas (shops, hospitals, homes).

• Encourage children to write for purpose—labels for artwork, lists for shopping role play.

• Teach and model correct grip and letter formation early.

What Good Looks Like:

• Children choosing to write during free play without being told.

• Teachers celebrating children’s “marks” as meaningful writing.

• Correct posture and grip supported gently.

Common Pitfalls:

• Overusing worksheets with little real-life meaning.

• Ignoring handwriting process (how letters are formed).

Strategies for Implementation:

• Pair teachers to observe each other’s writing corners—share ideas for motivating children.

• Build a portfolio of children’s writing samples across the term to track progress.

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4. Embed Opportunities to Develop Self-Regulation

Practical Tips:

• Use Plan–Do–Review: Children plan (“I will build a tower”), do the activity, then review (“Did it work?”).

• Model thinking aloud: “First I choose… then I try… if it falls, I try again.”

• Encourage persistence—praise effort, not just success.

What Good Looks Like:

• Children talking about their choices and reflecting on them.

• Teachers guiding but not taking over children’s problem-solving.

Common Pitfalls:

• Expecting self-regulation without teaching strategies first.

• Focusing only on behaviour (“sit still”) instead of cognitive skills (“what’s your plan?”).

Strategies for Implementation:

• Start with one daily “review circle” where children share their learning.

• Peer coaching: teachers role-play “modelling thinking aloud” and give each other feedback.

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5. Support Parents to Help at Home

Practical Tips:

• Show parents how to read together: ask questions, talk about pictures, predict what will happen.

• Send home “reading tip cards” in Bangla and English with simple questions.

• Encourage parents to talk about everyday activities—cooking, shopping, family stories.

What Good Looks Like:

• Parents asking open questions during story time, not just reading the words.

• Children retelling stories at home and in class.

Common Pitfalls:

• Only telling parents “read more” without guidance.

• Sending books home without modelling shared reading.

Strategies for Implementation:

• Hold a 20-minute workshop after school—demonstrate PEER routine with a storybook.

• Peer coaching: invite parents to observe a shared reading session, then try it themselves with support.

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6. Use High-Quality Assessment

Practical Tips:

• Use short, focused observations rather than lengthy checklists.

• Track specific skills—clapping syllables, recognising rhymes, naming letters.

• Meet as a team fortnightly to share insights and adjust teaching.

What Good Looks Like:

• Teachers using assessment to adapt activities quickly.

• Children’s needs identified early and support put in place.

Common Pitfalls:

• Collecting too much data that no one uses.

• Using assessment only to group or label children.

Strategies for Implementation:

• Trial one assessment tool at a time (e.g., phonological awareness checklist).

• Use peer observation: one teacher observes, another leads an assessment activity, then share feedback.

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7. Provide Targeted Support for Struggling Children

Practical Tips:

• Short, regular small-group sessions (10–15 minutes, 3–4 times a week).

• Focus on one goal—new vocabulary, sound discrimination, letter formation.

• Link intervention back to classroom work so children can practise in play.

What Good Looks Like:

• Sessions are fun, structured, and consistent.

• The same adults deliver support regularly with clear training.

Common Pitfalls:

• Using the least-trained adult for the most vulnerable children.

• Making interventions too long or unfocused.

Strategies for Implementation:

• Choose evidence-informed programmes (like NELI for oral language, where available).

• Peer coaching: experienced teachers model small-group interventions, new staff practise and receive feedback.

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Final Word: Start Small, Grow Strong

This is a lot to take in—but remember, you don’t need to do everything at once. Choose one area—maybe storybook reading, or building a word wall—practise it, refine it, and celebrate progress. Once you feel confident, add the next layer.

Supporting young children in Bangladesh to develop strong communication, language, and literacy is the foundation of lifelong learning. With patience, collaboration, and shared reflection, we can give every child the best possible start.

Reference 
Education Endowment Foundation (2018) Preparing for literacy: Improving communication, language and literacy in the early years. London: Education Endowment Foundation. Available at: https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/literacy-early-years