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

   www2.ed.gov/documents/early-learning/talk-read...

   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. Kansas Prekindergarten Guide - ed

   files.eric.ed.gov/fulltext/ED615228.pdf

   Acknowledgements. Throughout this guide, the term “prekindergarten” refers to those classrooms and programs serving children who have reached age 3 but are not yet age-eligible for kindergarten. Thank you to the Kansas prekindergarten teachers, curriculum leaders, administrators, education partners and content specialists who worked as a ...

4. 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.

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. School Leader's Literacy Walkthrough - Institute of Education ...

   ies.ed.gov/ncee/edLabs/regions/southeast/inc/...

   Using the Tool. This tool can be used for frequent 5-15-minute walkthroughs. It is designed to focus on either one literacy component (e.g., Foundational Skills) or multiple literacy components (e.g., Comprehension and Language). Skills/concepts demonstrated by the student that should be observed are listed on the tool.

7. Guiding Principles for Use of Technology with Early Learners

   tech.ed.gov/earlylearning/principles

   The Departments’ four guiding principles for use of technology with early learners are as follows: Guiding Principle #1: Technology—when used appropriately—can be a tool for learning. Guiding Principle #2: Technology should be used to increase access to learning opportunities for all children. Guiding Principle #3: Technology may be used ...