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

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

   words are new and rich vocabulary words that build children’s language. For example, you can use the word “enormous” instead of “big”. Children can learn big, new, and interesting words through repeated exposures and concrete explorations of what they mean. Teachers and families can use novel words with children in

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

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

   Model the correct use of words, the use of familiar words in new situations and in longer sentences, and the use of new words. The more that teachers model language for babies and toddlers, the more children learn. • Ask questions! Ask different types of questions, including open-ended questions. Give them enough time to respond.

4. Put Reading First -- K-3 (vocabulary) - ed

   lincs.ed.gov/publications/html/prfteachers/...

   In general, vocabulary can be described as oral vocabulary or reading vocabulary. Oral vocabulary refers to words that we use in speaking or recognize in listening. Reading vocabulary refers to words we recognize or use in print. Vocabulary plays an important part in learning to read. As beginning readers, children use the words they have heard ...

5. Nine Ways to Use Visual Art as a Prewriting Strategy - ed

   files.eric.ed.gov/fulltext/EJ1059521.pdf

   1—Sketch-To-Stretch One of the best known pre-writing activities is Sketch-to-Stretch (Seigel, 1984). This strategy is introduced and modeled by the teacher several times before the students work either individually or as part of a group. After reading, pupils create a sketch based on their understanding of the text.

6. Put Reading First -- K-3 - ed

   lincs.ed.gov/publications/html/prfteachers/...

   The adult reads the text first, providing the students with a model of fluent reading. Then the student reads the same passage to the adult with the adult providing assistance and encouragement. The student rereads the passage until the reading is quite fluent. This should take approximately three to four rereadings.

7. Category:U.S. prior to 1923 public domain art - Wikipedia

   en.wikipedia.org/wiki/Category:U.S._prior_to...

   Category:U.S. prior to 1923 public domain art. Appearance. Wikimedia Commons has media related to PD-Art (PD-US-expired). Images in this category are works of art published in the United States before 1929. If the person or organization who digitized it has released it under another license, list that other license as well as this one.

8. Language and Literacy Development in the Early Years - ed

   files.eric.ed.gov/fulltext/EJ1034914.pdf

   Oral language provides a foundation where children learn about the alphabetic principle and subsequently learn about the structure of spoken English words. Oral language development is a term used to describe the development of knowledge and skills that allow children to understand, speak, and use words to communicate.

9. Foundational Skills to Support Reading for Understanding in ...

   ies.ed.gov/ncee/wwc/Docs/PracticeGuide/wwc...

   simple words (Recommendation 3), they should have opportunities to practice reading new and familiar words or word parts in connected To develop literacy, students need instruction in two related sets of skills: foundational read - ing skills and reading comprehension skills. This What Works Clearinghouse (WWC) practice