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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. Instructional Practices for Teaching Emergent Literacy at the ...

   ies.ed.gov/ncee/rel/regions/southeast/pdf/se...

   Preschool teachers continue that learning by focusing on emergent literacy skills and by using efective instructional practices every day. This at-a-glance resource is designed to be a visual reminder for teachers about the four key building blocks of emergent literacy. It includes key evidence-based instructional practices featured in the ...

4. 73p.

   files.eric.ed.gov/fulltext/ED425837.pdf

   DOCUMENT RESUME. ED 425 837 PS 027 144. TITLE Preschool Planning Guide: Building a Foundation for. Development of Language and Literacy in the Early Years. INSTITUTION New York State Education Dept., Albany. PUB DATE 1998-00-00 NOTE. 73p. PUB TYPE Guides Non-Classroom (055) EDRS PRICE MF01/PC03 Plus Postage.

5. 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.

6. Practical Strategies for Minimizing Challenging Behaviors in ...

   files.eric.ed.gov/fulltext/EJ1150736.pdf

   the children and the teachers in the preschool classrooms in which we were working. This research is based upon and aimed at preschool classroom teach-ers who often do not have a one-on-one aide or other forms of assistance, and who must take full responsibility of all children, including those with challenging behaviors. In this ar-

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

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

   1. Read: Read the selected parts of the book aloud, pausing to ask 1–2 deeper-dive questions that target understanding the theme (moral or message) of the story. 2. Talk: Pause during reading to ask deeper-dive questions. Encourage the child to respond in complete sentences. 3.

8. A Guide to the Individualized Education Program

   www2.ed.gov/parents/needs/speced/iepguide/iep...

   The guide is designed to help teachers, parents, and others—in fact, anyone involved in the education of a child with a disability—develop and carry out an IEP. The information in this guide is based on what is required by our nation’s special education law—the Individuals with Disabilities Education Act, or IDEA.

9. ERIC - ED372838 - A Study of Developmentally Appropriate ...

   eric.ed.gov/?id=ED372838

   A Study of Developmentally Appropriate Curriculum for 3-Year-Olds. Based on classroom observations, developmental assessment, individual educational planning, and research, this curriculum describes developmentally appropriate practices to assist adults who work with young children (primarily 3-year-olds) in providing quality care and education.