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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. Resources for Parents and Families - Home - Office of ...

   oese.ed.gov/resources/learning-at-home/resources...

   This web-based resource from REL Central, REL Appalachia, and REL Northwest provides quick tips, evidence-based activities and games, and videos that families and caregivers can use at home to support math learning for children ages 2-8. The new resource complements and extends the What Works Clearinghouse practice guide Teaching Math to Young ...

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

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

   Pre-K, Kindergarten, or 1st Grade1 As parents and teachers consider how to enhance schooling for children at home, there are many ways that reading books aloud can support reading development. Interactive readalouds — which involve not just listening to the words of the book, but ask children to answer questions along the

5. Literacy Begins At Home: Teach Them to Read - ed

   lincs.ed.gov/publications/pdf/Literacy_Home.pdf

   Here are some ways you can help your child “get ready to read” during the ages of 4 and 5. I help my child hear and say the first sound in words (like “b” in boat), and notice when different words start with the same sound (like “boat” and “book”). I help my child hear words that rhyme (like moose, goose, and caboose).

6. Family Engagement to Support Kindergarten Readiness and Early ...

   www2.ed.gov/documents/family-community/support...

   socioemotional well-being — to enhance pre-K quality and unlock the full promise of early childhood education. › Provide professional development for pre-K educators to forge strong, culturally responsive relationships with families and promote children’s socioemotional well-being. › Start with the shared passion that educators and

7. Parent and Educator Resource Guide to Section 504 in Public ...

   www2.ed.gov/about/offices/list/ocr/docs/504...

   opportunity to participate in athletics and extracurricular activities, and to be free from bullying and harassment based on disability. Specifically, this resource guide: • Highlights key requirements of Section 504 in the area of public elementary and secondary education, including available services and complaint procedures;

8. 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).

9. Pre-K/Elementary School | National Center on Safe Supportive ...

   safesupportivelearning.ed.gov/training-technical...

   Pre-K/Elementary School, the start of children’s formal education, is the springboard for future academic engagement and success. Early experiences, including early relationships and learning environments, serve as the foundation for later educational and life outcomes. As noted by Plato, "the beginning is the most important part."