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.

Language Development and Diversity

Language development and diversity

The children in Michael's preschool classroom love nursery rhymes. Ashley, Michael's teacher, introduced the nursery rhyme One, two, three, four, five (Cousins, 1989) to the children the day before, during their math lesson. Ashley had written it on large chart paper so that all the children could see and follow along while she read it, pointing to each word. She also had a prop fish to show the children. They were laughing and giggling when Ashley, in a very dramatic way, acted like she was bitten by the fish.

Today, Ashley and her children revisited the nursery rhyme. She started by rereading the entire rhyme with dramatic intonation and expression as she had done the day before. She then ...

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