Summary
Contents
Subject index
This book is a featured text in a Canter graduate course, Teaching Beginning Readers Pre-K-3.
“This book merges the five big ideas in reading with developmentally appropriate practice to create a practical guide that will enhance literacy development in any type of preschool setting. The references, resources, and examples will help teachers bring these ideas to life in their classrooms.”
—Addie Gaines, Principal
Kirbyville Elementary School, MO
Use research-based strategies to build early literacy skills!
Early childhood educators recognize that young children are more likely to succeed in later grades if they have a variety of engaging preschool experiences. Literacy for Young Children brings together reading research and learning standards to help teachers become informed decision makers about meeting the literacy needs of young students from diverse backgrounds.
Based on the authors' work in Early Reading First classrooms, this resource includes evidence-based, easy-to-implement activities to develop oral language, phonological awareness, print awareness, emergent writing, and early comprehension skills. Chapters provide an overview of each skill, methods for assessment, and appropriate instructional strategies. The book showcases examples of PreK and kindergarten children from different cultural and linguistic backgrounds to demonstrate how teachers can support individual learners. Readers will be able to:
Adapt instruction appropriately for ELLs and children with special needs; Partner knowledgeably with families to provide rich literacy experiences at home; Integrate literacy across the curriculum, and more
As teachers and literacy coaches become more purposeful and confident instructors, they open the door to successful learning while continuing to close the achievement gap.
Bringing it All Together
Bringing it All Together
Annie walks tentatively into her Head Start classroom on Monday morning. She stops by her cubby and hangs up her coat, brushing her hand over the photo of her family underneath her name. She stops by the sign-in sheet and writes a big “A” next to her name to show that she has arrived. Then Annie surveys the classroom, while chewing on her shirt collar.
Annie's teacher, Mrs. Jones, knows that Monday mornings are often hard for Annie. Getting back into the classroom routine after two days at home seems to be a difficult transition for her. Mrs. Jones says hello to Annie and drapes an arm over her shoulder. “I'm glad you're here today Annie. We have lots ...
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