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Really Great Reading PreK Literacy Assessment

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Really Great Reading PreK Literacy Assessment

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Formative Data Collection for Phonological Awareness - PK

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The teaching of phonics is now strongly embedded in early literacy teaching and early years settings, and it has been shown to be an important part of becoming literate. There is, however, significant concern about the formalizing of phonics teaching for very young children.

So, what should we be focusing on in early years? What comes before this formal teaching? What do children need to know and experience to enable them to access phonics teaching with success?

This book looks in detail at the knowledge, understanding, skills, and attitudes that children need to enable them to come to phonics teaching ready to learn and with a good chance of success. It explores a range of aspects of young children's learning and includes practical advice on how to translate this into practice.

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Amazon.com: What comes before phonics?: 9781473968493: Neaum, Sally: Books

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No More Teaching a Letter a Week (Not This but That)

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No More Teaching a Letter a Week (Not This but That)

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Rebecca McKay

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Former Teacher of the Year in Alabama, Rebecca McKay is also a literacy coach, a Teacher Consultant for the National Writing Project, a former trainer of trainers for the Alabama Reading Initiative, and a national presenter on a variety of literacy topics.

William Teale is Professor, University Scholar, and Director of the Center for Literacy at the University of Illinois at Chicago. His work was central to bringing forth the concept of emergent literacy, and he has published widely in the field for the past 35 years.

Ellin Oliver Keene has been a classroom teacher, staff developer, non-profit director, and adjunct professor of reading and writing. For sixteen years she directed staff development initiatives at the Denver-based Public Education & Business Coalition. She served as Deputy Director and Director of Literacy and Staff Development for the Cornerstone Project at the University of Pennsylvania for four years. Ellin works with schools and districts throughout the country and abroad with an emphasis on long-term, school-based professional development and strategic planning for literacy learning. She serves as senior advisor at Heinemann, overseeing the Heinemann Fellows initiative and is the editor of the Heinemann Professional Development Catalog-Journal. Ellin is author of Engaging Children: Igniting a Drive for Deeper Learning (2018), is co-editor and co-author of The Teacher You Want to Be: Essays about Children, Learning, and Teaching (Heinemann, 2015); co-editor of the Not This, but That series (Heinemann, 2013 - 2015); author of Talk About Understanding: Rethinking Classroom Talk to Enhance Comprehension (Heinemann, 2012), To Understand: New Horizons in Reading Comprehension (Heinemann, 2008), co-author of Comprehension Going Forward (Heinemann, 2011), Mosaic of Thought: The Power of Comprehension Strategy Instruction, 2nd edition (Heinemann, 2007, 1st edition, 1997) and author of Assessing Comprehension Thinking Strategies (Shell Educational Books, 2006) as well as numerous chapters for professional books and journals on the teaching of reading as well as education policy journals. Ellin is a Heinemann PD provider, presenting One-Day Workshops, Webinars Series, and all forms of On-Site PD. She is most sought after for her long-term professional development residencies in partnership with Heinemann Professional Development. Listen to Ellin and Tom Newkirk reflect on the 20th anniversary of Mosaic of Thought on The Heinemann Podcast. Follow Ellin on Twitter @EllinKeene.

Nell K. Duke, Ed.D., is a professor in literacy, language, and culture and also in the combined program in education and psychology at the University of Michigan. Duke received her Bachelor's degree from Swarthmore College and her Masters and Doctoral degrees from Harvard University. Duke's work focuses on early literacy development, particularly among children living in economic poverty. Her specific areas of expertise include the development of informational reading and writing in young children, comprehension development and instruction in early schooling, and issues of equity in literacy education. She has served as Co-Principal Investigator of projects funded by the Institute of Education Sciences, the National Science Foundation, the Spencer Foundation, and the George Lucas Educational Foundation, among other organizations. Duke has been named one of the most influential education scholars in the U.S. in EdWeek. In 2014, Duke was awarded the P. David Pearson Scholarly Influence Award from the Literacy Research Association, and in 2018 she received the International Literacy Association's William S. Gray Citation of Merit for outstanding contributions to research, theory, practice, and policy. She has also received the Michigan Reading Association Advocacy Award, the American Educational Research Association Early Career Award, the Literacy Research Association Early Career Achievement Award, the International Reading Association Dina Feitelson Research Award, the National Council of Teachers of English Promising Researcher Award, and the International Reading Association Outstanding Dissertation Award. Duke is author and co-author of numerous journal articles and book chapters. Her most recent book is Inside Information: Developing Powerful Readers and Writers of Informational Text through Project-based Instruction. She is co-author of the books Reading and Writing Informational Text in the Primary Grades: Research-Based Practices; Literacy and the Youngest Learner: Best Practices for Educators of Children from Birth to Five; Beyond Bedtime Stories: A Parent's Guide to Promoting Reading, Writing, and Other Literacy Skills From Birth to 5, now in its second edition; and Reading and Writing Genre with Purpose in K - 8 Classrooms. She is co-editor of the Handbook of Effective Literacy Instruction: Research-based Practice K to 8 and Literacy Research Methodologies. She is also editor of The Research-Informed Classroom book series and co-editor of the Not This, But That book series. Duke has taught preservice, inservice and doctoral courses in literacy education, speaks and consults widely on literacy education, and is an active member of several literacy-related organizations. Among other roles, she currently serves as advisor for the Public Broadcasting Service/Corporation for Public Broadcasting Ready to Learn initiative, an expert for NBC News Learn, and advisor to the Council of Chief State School Officers Early Literacy Networked Improvement Community. She has served as author or consultant on several educational programs, including Connect4Learning: The Pre-K Curriculum; Information in Action: Reading, Writing, and Researching with Informational Text; Engaging Families in Children's Literacy Development: A Complete Workshop Series; Buzz About IT (Informational Text); iOpeners; National Geographic Science K-2; and the DLM Early Childhood Express. Duke also has a strong interest in improving the quality of educational research training in the U.S.

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No More Teaching a Letter a Week (Not This but That)

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Buy No More Teaching a Letter a Week (Not This but That) Illustrated by McKay, Rebecca (ISBN: 9780325062563) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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Great resource to understandings and planning for phonics

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If you're not sure how phonics fits within your daily instruction, or crave a more effective process for teaching phonics, Heidi Anne Mesmer is here to help. In Letter Lessons and First Words, Heidi Anne provides a research-based vision of what lively, engaging phonics instruction can look like, along with practical, classroom-tested tools to make it happen in your classroom.

Heidi Anne provides a one-stop shop for phonics instruction, including a clear scope and sequence of what to teach, a quick assessment to differentiate instruction, a simple lesson framework, and three activity-filled units matching key developmental milestones.

More than twenty classroom videos bring the content to life, showing children working with letters, words, and books at various stages of learning. Additional resources include:

A "know the code" chapter explaining English spelling (and online glossary)

Answers to common questions

Guidance about choosing books for readers at different stages

new info about how children cognitively store words and why inductive tension is important.

Isn't it time to re-imagine how you teach phonics? Letter Lessons and First Words will show you the way toward joyful instruction for today's classrooms.

Read Heidi Anne's Blog post Developmentally Responsive Phonics Instruction: A Research-Based Approach

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Research-based strategies for lively, engaging phonics instruction with young children. - Heinemann

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colleen@erinkentconsulting.com

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To practice all 44 phonemes.

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Literacy Consultants & Consulting Services | Erin Kent Consulting

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Literacy Consultants & Consulting Services | Erin Kent Consulting

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EKC provides literacy consultants, consulting services, and literacy professional learning for schools.

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Purpose of Text Types for Shared Reading or Book Boxes....

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Encourage regular play-based learning for children in the early years by focusing on learning through play in a fun and interactive way.

It may be child's play, but simple ideas can have a beneficial effect on learning areas including fine and gross motor skills and social and emotional development.

So, let's play, learn and create magic together as a family!

Visit Edxeducation.com for free downloadable resources and to learn more.

We are all embarking on a new adventure right now, and we have to do this together as a family. Learning at home may feel like it consumes so much time however let's put it into perspective.

On average children only spend a fifth of their waking hours at school. The rest of the time is spent with family, friends and their external environment outside a classroom. In the world of learning at home, as parents and caregivers, we are able to supercharge their non-classroom experience and complement the school time learning. This presents a great opportunity.

Numerous studies have shown that children who have been taught through play-based learning have a more positive attitude to learning, a wider vocabulary and advanced problem solving, lateral thinking and analytical skills.

Both learning through play and play-based learning have long been recognised as highly successful methods of teaching in early years education - both in the classroom and at home. Learning that is fun and engaging, tactile and visual improves concentration, develops fine motor skills and supports early mathematical understanding, such as counting and sorting techniques.

Here are 5 tips on how to go on a home-learning adventure as a family:

Self-Motivation
Positive energy around the things that a child enjoys will make life easier for all.

In the early stage of motivating your children, one of the most important things is to follow the lead of their interests whether it be cars, books, blocks, colours, shapes, the garden or dinosaurs.

Take the time to watch your child play as this is where the adventure begins, where your child is intrinsically motivated.

Experience
Knowledge is taught in the form of the curriculum at school. However, our own experiences are the bedrock of development. We refer to it as experiential learning.

Children are naturally curious about the world surrounding them, so let's make learning a fun, hands-on and engaging experience.

Look at nature and explain life cycles. Look at numbers (addresses, money) and ask what they are used for. Then discuss what they do and how it benefits us in everyday life.

Play
There are many key foundation skills developed through play-based learning. Watch as your child builds a tower or plays with water in the bath. Look at their facial expressions: are they focused, curious, engaged or are they frustrated if things aren't going their way?

A child's imagination is sparked by play as they enjoy exploring and experimenting. We refer to it as learning without realising or learning through play.

To encourage this at home, try using open-ended toys (for example multi-colored pebble stones or different sized construction blocks) to encourage problem solving and design thinking. Prompt your children by asking questions or giving them themes, i.e., build the tallest tower, design a type of transport.

Hear from educational experts around the world on the benefits of play-based learning below.

Prior Preparation
When children are not in the mood to play independently you can set up simple play activities.

For example, you could set up stuffed animals "in a jungle" to complement a book you are reading, then talk to them about the story, prompting them to use their imagination.

Getting ready in advance means that you will be able to have activities ready as the morning or afternoon unfolds.

Managing Expectations
Families in this current environment have very busy schedules with work, school activities and family commitments. However, it is important to take time out to spend with your child each day and to let them know when you will be able to be with them. So, giving your children the knowledge that this is a ten-minute playtime will help to set expectations.

Whether it is setting up a play activity, talking to them about their day, having a meal together, or simply taking the time to watch them play is all valuable time together. The important point is to remember to let your children know that you enjoy this time too!

Routines like reading a book before bed are also great: it helps to develop speech and language, makes them curious and give time for parents & caregivers and child time to connect.

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The Genius of Play | Playing and Learning is a Family Adventure

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Encourage regular play-based learning for children in the early years by focusing on learning through play in a fun and interactive way. It may be child's play, but simple ideas can have a beneficial effect on learning areas including fine and gross motor skills and social and emotional development.

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EKC: Reading and Writing in International Schools Facebook Page

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EKC: Reading and Writing in International Schools Facebook Page

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Great group focused on literacy!

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Links to many articles from Experts about benefits of Play

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Links to many articles from Experts about benefits of Play

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Experts agree that play has a profound impact on childhood learning. Every so often, we'll have articles, useful tips, sound advice, and the latest research from leaders in the field on children and education.

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Experts agree that play has a profound impact on childhood learning. Every so often, we'll have articles, useful tips, sound advice, and the latest research from leaders in the field on children and education.

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A Teacher's Guide to Vocabulary Development Across the Day: The Classroom Essentials

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A Teacher's Guide to Vocabulary Development Across the Day: The Classroom Essentials

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Tanya Wright & Katie Wood Ray

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A Teacher's Guide to Vocabulary Development Across the Day: The Classroom Essentials Series

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Buy A Teacher's Guide to Vocabulary Development Across the Day: The Classroom Essentials Series by Wright, Tanya S, Ray, Katie Wood (ISBN: 9780325112770) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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Culturally Responsive Teaching and The Brain

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Culturally Responsive Teaching and The Brain

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Zaretta Hammond

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From math, literacy, equity, multilingual learners, and SEL, to assessment, school counseling, and education leadership, our books are research-based and authored by experts on topics most relevant to what educators are facing today.

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Culturally Responsive Teaching and The Brain

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In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction.

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Really Great Reading PreK Literacy Assessment

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Really Great Reading PreK Literacy Assessment