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2. Talk, Read and Sing Together Every Day! - U.S. Department of ...

   www2.ed.gov/.../talk-read-sing/preschool-en.pdf

   Encourage back-and-forth exchanges. • Tune into children’s interests and experiences and talk about them. • Take turns communicating. • Show that you are interested in what they are doing and listening to what they say. • Provide time for children to respond. 3. Invite children to talk about what they are doing.

3. Planning for an Interactive Readaloud with Children in Pre-K ...

   ies.ed.gov/ncee/edlabs/regions/west/relwestFiles/...

   2. Talk: Pause during reading to ask 3–4 on-the-surface questions about the setting, the plot, and the characters. 3. Write/Draw: After the book has been read and discussed, have the child write about and/or draw a picture of one or more of their responses. 4. Readaloud #2. Go below the surface of the story.

4. Quick and Easy Adaptations and Accommodations for Early ... - ed

   files.eric.ed.gov/fulltext/EJ967485.pdf

   This article will outline specific research-based adaptations and accommodations to help stu-dents be successful in the early childhood classroom environment; and, will also outline which type of student would most benefit from them. Areas researched in-clude: autism, behavior disor-ders, learning disabilities, sen-and an increase in compliance.

5. Foundations in Emergent Literacy Instruction: Print Knowledge

   ies.ed.gov/ncee/edlabs/infographics/pdf/REL_SE...

   The goal of emergent literacy instruction is to teach the building blocks that will, in later grades, provide children the foundation needed to become good readers. Print knowledge is one of the building blocks. What is Print Knowledge? Print knowledge includes: • letter names, ability to recognize and say the names of letters; • letter ...

6. Indiana’s Early Learning Development Framework Aligned to the ...

   files.eric.ed.gov/fulltext/ED572299.pdf

   Purpose. Indiana’s early learning development framework, the Foundations, is aligned to the 2014 Indiana Academic Standards. This framework provides core foundations and skills that children are to achieve at various ages. The Foundations create common language and expectations for the early childhood field.

7. Promoting Social and Emotional Learning in Preschool - ed

   files.eric.ed.gov/fulltext/EJ1060261.pdf

   l and emotional development. Michelle DeMeulenaereSocial/emotional learning (SEL) focuses on helping children gain knowledge about f. lings and getting along with others (Marion, 2011). SEL is the process in which children are able to acknowledge and recognize the emotions of others, develop empathy, make good deci-sions, establish friendsh.