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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. Preschool Curriculum: What'sInIt forChildren andTeachers - ed

   files.eric.ed.gov/fulltext/ED505161.pdf

   in the dramatic play area). The alphabet displayed and visible at children’s eye view, with children having access to alphabet toys and manip-ulatives (e.g., alphabet puzzles, magnetic letters). Functional signs that are visible around the classroom. (e.g., the class schedule, labels for toy storage, names on cubbies).

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. Put Reading First -- K-3 (phonics) - ed

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

   Basal reading programs that focus on whole-word or meaning-based activities. These programs pay only limited attention to letter-sound relationships and provide little or no instruction in how to blend letters to pronounce words. Sight-word programs that begin by teaching children a sight-word reading vocabulary of from 50 to 100 words.

6. Teaching Vocabulary Explicitly - ed

   files.eric.ed.gov/fulltext/ED585172.pdf

   s prefix, suffix or root/base. The process approach for integrating the teaching of words parts into a vocabulary program co. sists of three key components:Provide students with knowledge of prefixes, suffixes, and root/. ase words in focused lessons.Teach meaningful word parts explicitly as the need.

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

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

   •As you read, define a few key words: o Explain what the word means in child-friendly terms. Use the word in complete sentences (e.g., “surround” means all around). o Provide a few examples of how the word can be used (e.g., “the friends surrounded the birthday cake”). 2. Talk:

8. Curriculum Focal Points: A framework for pre-k-8 teachers’

   files.eric.ed.gov/fulltext/ED511183.pdf

   The CFP provides a framework to encourage classroom teachers to consider an in-depth approach and problem-based learning. Goldsmith, Mark and Kantrov (2000) stated that it is important to keep cross-grade articulation ideas in mind when making appropriate choices for standards-based curriculum on each grade level.

9. Supporting Dual Language Learners in the PreK Classroom

   ies.ed.gov/ncee/edlabs/regions/northeast/Blog/...

   How can teachers support dual language learners in the preK classroom, especially when considering the number of languages spoken? In Boston’s Head Start programs in 2015 alone, children spoke more than 140 languages and more than 35 percent lived in households where English was not the primary language. 1 In 2016, about 12 million (22 percent) of children in the United States spoke a ...