Think 24/7 Web Search

Search results

1. Results from the Think 24/7 Content Network

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. Integrating Science and Literacy - ed

   files.eric.ed.gov/fulltext/EJ1262874.pdf

   The starting point for the 5E Adapted Science and Literacy Model is the use of children’s fiction and nonfiction textsin the context of science. In doing so, fiction text paves the way to nonfiction science texts and to the hands-on experiences that follow. Students enter the science topic (in our example, the topic of force and motion)

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

   ies.ed.gov/.../wwc_foundationalreading_040717.pdf

   reading instruction. For example, as soon as students can decode 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.

6. Strategies for Teaching Science Content Reading - ed

   files.eric.ed.gov/fulltext/EJ1058676.pdf

   Vocabulary Word: (Insert here) 1. Write the sentence in which this word appears in the text. 2. Based upon how it is used in the text, predict what the word means. 3. Consult an “expert” (e.g., a friend, teacher, or text resource) for the actual definition. Expert: (name/title) Expert’s definition:

7. Put Reading First 2006 - ed

   lincs.ed.gov/publications/pdf/PRFbooklet.pdf

   You can encourage indirect learning of vocabulary in two main ways. First, read aloud to your students, no matter what grade you teach. Students of all ages can learn words from hearing texts of various kinds read to them. Reading aloud works best when you discuss the selection before, during, and after you read.