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

   www2.ed.gov/.../talk-read-sing/preschool-en.pdf

   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. 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:

4. Newcomer Tool Kit (PDF) - U.S. Department of Education

   www2.ed.gov/about/offices/list/oela/newcomers...

   teachers, principals, and other school staff achieve the following: • Expand and strengthen opportunities for cultural and linguistic integration and education. • Understand some basics about their legal obligations to newcomers. • Provide welcoming schools and classrooms for newcomers and their families.

5. Learning to Talk and Listen - ed

   lincs.ed.gov/publications/pdf/LearningtoTalkand...

   give children practice with the following things: 1. Hearing and using rich and abstract vocabulary 2. Hearing and using increasingly complex sentences 3. Using words to express ideas and to ask questions about things they don’t understand 4. Using words to answer questions about things that are not just in the here-and-now

6. 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 ...

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

   www2.ed.gov/.../talk-read-sing/bilingual-en.pdf

   society. Early childhood teachers can share the benefits of bilingualism with families and their communities, find ways to support children’s home languages, and encourage families to keep their language strong. Developing the child’s home language provides the foundation for reading and writing, preparing children to be biliterate. Researchers

8. Creating Meaningful Writing Experiences for Young Children - ed

   files.eric.ed.gov/fulltext/EJ1321772.pdf

   and to extend what they know about how written text works. Even before young children can write letters, they might create rows of scribbles when making a gro. ery list or write a few letter-like shapes to make a sign. These writing attempts provide insights into what children know about writing for different purposes.

9. Preschool Curriculum: What'sInIt forChildren andTeachers - ed

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

   using musical instruments to clap out words and syllables. Types of phonological awareness for pre-K children include : Rhyming —the ability to notice that two or more words have endings that sound the same (also called rimes or word families). Alliteration —the ability to notice that two or more words begin with the same sound (also called ...