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MDE 3rd Grade MAAP Assessment Information

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MDE 3rd Grade MAAP Assessment Information

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The 3rd Grade MAAP ELA Assessment component will be summative and will determine the minimum level of competency in reading and be administered each spring. Students will have the ability to retest on the 3rd Grade Alternative Assessment as districts deem appropriate. The assessment must be aligned to specific MS College- and Career-Readiness Standard for ELA.

Resources

Resources

Tools and Applications

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The 3rd Grade MAAP ELA Assessment component will be summative and will determine the minimum level of competency in reading and be administered each spring. Students will have the ability to retest on the 3rd Grade Alternative Assessment as districts deem appropriate. The assessment must be aligned to specific MS College- and Career-Readiness Standard for ELA.

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Third graders score above pre-pandemic levels in state reading test

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Just over 75% of Mississippi third-graders passed the “third grade reading gate” test on their first try, a rate that is higher than pre-pandemic levels.

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MDE EL Handbook : EL Guidance, Funding, and Instructional Supports

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MDE EL Handbook : EL Guidance, Funding, and Instructional Supports

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EL Guidance, Funding, and Instructional Supports_May2018 combined

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Link : Preparing Early Childhood Teachers to Work With Young Dual Language Learners

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Link : Preparing Early Childhood Teachers to Work With Young Dual Language Learners

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Child Dev Perspect. Author manuscript; available in PMC 2015 Oct 20.

Published in final edited form as:

Abstract

Teacher preparation is clearly linked to the quality of early childhood programs. In order for young dual language learners (DLLs) to be academically successful, teacher preparation should focus on those skills and abilities relevant to students' particular needs. This article reviews the content of professional preparation for early educators working with young DLLs and briefly discusses the importance of developing the cultural and linguistic diversity of the early childhood workforce. It identifies 6 content areas: (a) understanding language development, (b) understanding the relationship between language and culture, (c) developing skills and abilities to effectively teach DLLs, (d) developing abilities to use assessment in meaningful ways for DLLs, (e) developing a sense of professionalism, and (f) understanding how to work with families.

Keywords: dual language learners, English language learners, early childhood, teacher preparation, diversity, workforce

Preparing early educators to work with the burgeoning dual language learner (DLL) population is increasingly attracting national attention. Recent reports focus on inadequate preparation in the professional standards of teacher accreditation bodies, a lack of clear guidance by state boards of higher education, and the paucity of pertinent coursework in higher education ( Ray, Bowman, & Robbins, 2006a, 2006b). Nationwide, an increasing number of children reside in households where English is not the primary language of the family ( National Center for Education Statistics, 2003), and these numbers are projected to grow ( National Clearinghouse for English Language Acquisition and Language Instruction, 2007). Within this, changing child population landscape, the relationship between high-quality preschool experiences and child outcomes-particularly for children from low-income households ( Bowman, Donvan, & Burns, 2001; Heckman & Masterov, 2004; Reynolds, 2003), many of whom are DLLs ( Gromley, 2007)-is particularly noteworthy. Given the demographic changes and the role of high-quality practices in promoting young children's development and learning, there is an urgency regarding the requisite knowledge and skill base to prepare early educators to work effectively with young children and their families whose home language is not English. Both administrators of early childhood programs ( Buysse, Castro, West, & Skinner, 2005) and teachers ( Gandara, Maxwell-Jolly, & Driscoll, 2005; Ryan, Ackerman, & Song, 2005) have identified the lack of adequate professional preparation to work effectively with DLLs as a major challenge. The purpose of this article is to briefly review the literature on the content of professional preparation for early educators working with DLLs and discuss the importance of developing the cultural and linguistic diversity of the early care and education workforce.

TEACHING STANDARDS FOCUSING ON LINGUISTIC AND CULTURAL DIVERSITY

In the past, many national and state entities charged with oversight and direction for early childhood teacher preparation had not singled out the DLL population for special consideration. In some cases, teacher education about DLLs was included under the poorly defined umbrella concept of "diversity" ( Ray et al., 2006a). More recently, professional organizations have revised their standards to include a stronger DLL focus. For example, the National Council for Accreditation of Teacher Education (NCATE), the primary national accreditation body for P-12 pre-service education, although previously criticized for minimizing its focus on diversity ( Tellez & Waxman, 2008), has developed a specific criteria (e.g., Standard 4) stressing diversity as an integrated approach across curricular content areas and specific knowledge of DLLs. This includes a strength-based emphasis toward cultural and linguistic diversity, knowledge of first and second language acquisition, and sensitivity in working with culturally and linguistically diverse families ( NCATE, 2008). Also, Teachers of English to Speakers of Other Languages (TESOL), in conjunction with NCATE, is currently revising their set of expectations for P-12 English as a Second Language (ESL) teacher education ( TESOL Task Force on ESL Standards, 2008). These standards include understanding the complexities in first and second language and literacy development; the relationships between culture and language development, including identity issues; specific pedagogical strategies to support the development of English; the use of appropriate resource materials; understanding appropriate and authentic assessment for DLL populations; and the development of professionalism.

In the early childhood education arena, the National Association for the Education of Young Children (NAEYC), whose focus is on children from birth through age 8, adopted a position statement in 1995 ( NAEYC, 1995) that unequivocally asserted the importance of children's home language in their overall development. Specifically, NAEYC indicates that children's home language does not interfere with their ability to learn English and that knowing more than one language is an asset and not a limitation to their developmental progress. In NAEYC's accreditation standards for the preparation of early educators at the associate and baccalaureate levels, language diversity is subsumed under the term culture and is referenced in three of the five major standard's categories: (a) the promotion of child development and learning, (b) building family and community relationships, and (c) teaching and learning ( Hyson, 2003).

The National Board of Professional Teaching Standards has adopted a specific criteria for the Early and Middle Childhood and English as a New Language certification with two paths: one for educators stressing bilingual language development and the other for individuals specializing in helping children gain proficiency in English to access content across the curriculum (see http://www.nbpts.org). The Association for Childhood Education International's (ACEI) position article on teacher preparation mentions the need to accommodate the interests of young children in a diverse society ( ACEI, 1998); however, a more current document on global guidelines for early education and care emphasizes diversity as an important element of quality programs ( ACEI, 2006).

From this overview, it is clear that there is range of emphasis on issues of diversity, including linguistic diversity, from professional organizations that guide and influence teacher preparation and professional development. However, regardless of the degree of emphasis they place on understanding linguistic diversity, professional organizations interested in teacher preparation have concluded that preparation should focus on five major content areas that range from understanding the processes underlying first and second language acquisition to the importance of working with families. The following sections describe these five areas.

Understanding Language Development

Although an obvious component of teacher preparation for working with DLLs is information about first and second language acquisition in young children and appropriate pedagogical approaches, programs fail to systematically offer these topics to early educators. A national study of early childhood teacher preparation found that curricular content focused on working with bilingual children was the least likely subject to be covered as part of a practicum in any of the levels of degrees offered ( Maxwell, Lim, & Early, 2006). Consistent with this finding, a survey of California's early childhood workforce found that only approximately one third of early childhood centers reported that their teachers had noncredit or college coursework that "focused on dual language learning in young children, despite the growing numbers of young children in California who speak a language other than English in their homes" ( Whitebook et al., 2006, p. 95). It should not be surprising that in a study of New Jersey preschool teachers, only about one third reported that they feel adequately prepared to teach DLLs ( Ryan et al., 2005).

To meet the increasing expectations for language and literacy performance in preschool, early educators must have a fundamental understanding of the underlying mechanisms of language development and must understand language as a system of communication ( TESOL Task Force on ESL Standards, 2008). Additionally, early educators need to know the stages of second language acquisition that occur as young children learn English ( Tabors, 2008) so that they are better able to make grounded pedagogical choices (see Resource Guide by the California State Department of Education, 2007; Nuestros Niños Early Language and Literacy Program by Castro, Gillanders, Machado-Casas, & Buysse, 2006).

Understanding the Relationship Between Language and Culture

As with understanding basic first and second language acquisition, understanding the linkage between language and culture should be a strong component of teacher preparation for working with DLLs. Research is clear that language develops within the context of a child's home culture and that a culture's values and beliefs influence how and when a child is to use language ( Heath, 1989), how children are perceived as language partners ( Bavin, 1995; Schieffelin & Ochs, 1986), and the importance of language for maintaining a healthy ethnic identity ( Sanchez & Thorp, 1998; Zentella, 2005).

It is also important to take into consideration that young DLLs have the multidimensional task of learning the oral domains (vocabulary, phonology, syntax, and pragmatics) and the literacy-related domains (phonological awareness, alphabet knowledge, print conventions) of a new language, at the same time that they are learning the social rules of interpersonal relationships and a set of beliefs and values that may be different from those they learned at home. It is essential that teachers understand the complexities of how the various domains of development and learning unfold in young DLLs to be able to design and implement effective classroom practices. With the new language, young DLLs are learning a new culture; how positive or negative the experience will have a strong influence on their future success in school and in life.

Developing Skills and Abilities to Effectively Work With DLLs

Effective teaching for young DLLs requires targeted classroom supports, including special attention to vocabulary development and an intentional focus on English language and literacy development ( Fillmore & Snow, 2000). Research syntheses and evaluation studies show that all children tend to benefit from high-quality instruction, including those whose primary language is not English, particularly when they are at the beginning stages of learning English ( Goldenberg, 2008). In general, high-quality instruction is characterized by better trained early childhood personnel, small child to staff ratios, and greater intensity of services ( Rand Corporation, 2009), including strong supervision and oversight to maintain high standards ( Barnett & Hustedt, 2003). Research also has found that to reach sustained levels of gains, and, in some cases, to reach the same level of gains as their English-speaking peers, DLLs may need additional support or instructional accommodations ( Shanahan & Beck, 2006), especially in classrooms where instruction is conducted only in English. For instance, although English-speaking children will benefit from a language-based explanation of a story for learning new vocabulary, DLLs may need added visual representation of the concept to gain the same level of understanding ( Goldenberg, 2008). The strategic use of the child's first language as a tool to support learning is another accommodation found to be helpful when teaching DLLs. A major challenge in teaching DLLs is to promote acquisition of knowledge while teaching the English language. Using the first language will help children to understand meanings of concepts and to develop comprehension that they can transfer to vocabulary in English (see Resource Guide by the California State Department of Education, 2007).

Developing Abilities for Meaningful Assessment of DLLs

Because learning a second language during the formative years is a complex process, reliable and meaningful assessment of preschool DLLs is an essential component of teacher preparation. Teachers need to be able to relate stages of second language learning to specific pedagogical accommodations. Because there is great variability among DLLs with regard to the rate and the manner in which they learn a second language, teachers must be aware of important factors influencing the process of second language learning. These include child factors such as age, motivation, personality, and first language proficiency; program/school factors such as instructional approaches and teacher preparation; and sociocultural factors such as poverty, familial stress, and incongruence between home and school environments. Assessment of young DLLs often must include input from family members and other professionals to adequately understand the child's level of conceptual knowledge in their first and second language. Espinosa and Lopez (2007) have developed a helpful review on this subject, and the recommendations by NAEYC (2005) regarding appropriate assessment for DLLs provide specific policy recommendations.

Developing a Sense of Professionalism

Teacher preparation competencies for early educators often mention the importance of the development of a sense of professionalism. Professionalism refers to a set of ethics that guide behavior and practice. With respect to young DLLs, early educators should be advocates for sound pedagogical practices that are in the best interest of the child. According to Goodwin (2002), teacher preparation focused on immigrant students, the majority of whom speak English as a second language, should concentrate on three aspects. First, teachers should make an effort to familiarize themselves with appropriate resources, materials, and community organizations that can assist in their understanding of DLLs. Second, teachers must be prepared to inform themselves about the sociopolitical context that surrounds the education of DLLs to be responsive to questions from parents and other professionals as well as to ethically ground their pedagogical decisions. Third, teachers should develop a consciousness about the biases that surround DLLs and experience opportunities for self-reflection and analysis to counteract negative stereotypes that often characterize DLLs.

Understanding How to Work With Families

Establishing partnerships with families is a very important characteristic of high-quality early education programs. When working with young DLLs, it becomes crucial for the teacher to establish good communication and collaboration skills with families to learn about the child and the values and beliefs of the family. Early educators need to learn from families about their strengths and assets, their expectations and views about their children's development, and the child's early experience in the home. This information will help teachers build a bridge between the home and the school cultures, which will foster the DLL's healthy socioemotional development and promote his or her school readiness ( Chavkin & Gonzalez, 1995; Jeynes, 2003; Trumbull, Rothstein-Fisch, Greenfield, & Quiroz, 2001).

DEVELOPING A DIVERSE WORKFORCE

There is a growing recognition that to develop a culturally and linguistically diverse workforce, we must take deliberate and intentional steps ( Calderon, 2005; Matthews, 2008). High-quality preschool programs must include an explicit commitment to preserving diversity in the workforce that is paralleled by efforts in higher education to develop coursework addressing the needs of DLLs and professional organization initiatives to diversify the leadership of the early childhood education field. As formal education requirements have increased for early childhood educators, there is a growing concern that the current diverse workforce, many of whom are able to speak the home language of the children with whom they work, may be unable to qualify ( Calderon, 2005; Whitebook et al., 2006).

The current workforce consists of "nontraditional learners" who are often in their 30s or 40s; many are the first in their families to attend college, many are working full-time and have significant family obligations ( Saluja, Early, & Clifford, 2002), and many may come into formal higher education with unrealistic expectations or fears about what it takes to attain more education ( Ackerman, 2005). To meet the needs of the present workforce while encouraging diversity, a number of approaches are useful. One approach that has a longstanding legacy is the Child Development Associate certification process (see http://www.cdacouncil.org). This certification involves taking coursework, developing a professional portfolio, being observed in the classroom, taking a written test, and participating in an interview, which can be done in English or Spanish or bilingually. Another approach to developing a culturally and linguistically diverse workforce is the use of dedicated cohorts that bring together small groups of early educators to study, attend classes that are conveniently scheduled for working adults, and make use of an array of support services such as tutoring and mentoring. In a survey of a number of cohort efforts taking place in California, researchers report that the group experience provides socioemotional and academic support as well as occasions for reflection about teaching ( Whitebook et al., 2008).

CONCLUSION

Presently, one in five children in the United States is either foreign born or born to immigrant parents, and their numbers are growing faster than any other segment of the child population ( Hernandez, Denton, & Macartney, 2007). This statistic suggests that many children will be entering early childhood settings speaking a language other than English. Because children whose home language is not English have more difficulty with school achievement than do other groups ( Fry, 2007; Regalado, Goldenberg, & Appel, 2001), the role of teacher preparation in supporting DLLs' development and learning is critical. Thus, a major focus of the DLL early education agenda must be to define the critical competencies of effective teachers that promote academic achievement in children ( Gandara et al., 2005). Supporting young DLLs' readiness for increasing academic expectations is a daunting educational challenge, one that is clearly related to the quality of the professional preparation that early educators receive ( Gandara &Maxwell-Jolly, 2006; Garcia, Jensen, & Cuellar, 2006).

REFERENCES

Association for Childhood Education International. Preparation of early childhood teachers. Olney, MD: Author; 1998. Retrieved August 16, 2009, from [http://www.acei.org/prepec.htm. Google Scholar]

Association for Childhood Education International. Global guidelines for early childhood education and care in the 21st century. Olney, MD: Author; 2006. Retrieved August 16, 2009, from [http://www.acei.org/wguides.htm. Google Scholar]

Chavkin NF, Gonzalez DL. Forging partnerships between Mexican American parents and the schools. 1995 Retrieved from ERIC database. (ED388489) [Google Scholar]

Espinosa LM, Lopez M. Assessment consideration for young English language learners across different levels of accountability; Paper prepared for the National Early Childhood Accountability Task Force and First 5 LA; Philadelphia and Los Angeles. 2007. [Google Scholar]

Fillmore LW, Snow C. What teachers need to know about language. 2000 Retrieved from ERIC database. (ED447722) [Google Scholar]

National Center for Education Statistics. State trends in the education of Hispanics. Washington, DC: Author; 2003. Retrieved March 18, 2009, from [http://ncela.gwu.edu. Google Scholar]

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Preparing Early Childhood Teachers to Work With Young Dual Language Learners

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Teacher preparation is clearly linked to the quality of early childhood programs. In order for young dual language learners (DLLs) to be academically successful, teacher preparation should focus on those skills and abilities relevant to students' ...

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Mississippi Beginnings Curriculum | The Mississippi Department of Education

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Mississippi State Early Childhood Advisory Council

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Mississippi State Early Childhood Advisory Council

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Recognizing the great importance of early childhood education and development programs and services, the State of Mississippi established the State Early Childhood Advisory Council (SECAC) to serve the children and families of Mississippi. SECAC exists to support a coordinated system of quality care and education with comprehensive supports to enable school success and lifelong learning.

Appointed by the Governor, members of the Mississippi State Early Childhood Advisory Council (SECAC) serve as Governor Reeves' advisors on issues pertaining to early childhood education and care for Mississippi's children from birth to school entry. SECAC was established to fulfill requirements in the federal Head Start Act, which was passed in 2007.

SUCCESS & LIFELONG LEARNING

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Mississippi State Early Childhood Advisory Council

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Recognizing the great importance of early childhood education and development programs and services, the State of Mississippi established the State Early Childhood Advisory Council (SECAC) to serve the children and families of Mississippi. SECAC exists to support a coordinated system of quality care and education with comprehensive supports to enable school success and lifelong learning.

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Link :  8 Little Known Benefits of Preschool

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Link :  8 Little Known Benefits of Preschool

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Starting kindergarten was a big deal when you were growing up, but now many kids are experiencing their first school milestone even earlier. Preschool programs for young children are becoming increasingly common, with 68 percent of four-year-olds and 40 percent of three-year-olds enrolled in a preschool program in 2017, according to the National Center for Education Statistics. ¹

You might think of preschool as an optional bonus for kids before they enter the "real" school system. But there are undeniable benefits of preschool that parents should consider when deciding whether these educational programs are right for their little ones.

"The human brain grows at an exponential rate between birth and age six," says Dr. Jennifer Jones, founder of Green Ivy Schools. "Preschool is absolutely prime time to develop every aspect of your child for lasting lifetime results."

Discover more about how preschool serves as the foundation for children's learning with these little-known benefits of preschool.

8 Little-known benefits of preschool

Preschool offers many hidden benefits to children and their families, from encouraging healthy development to providing parents a more affordable alternative to day care. Read on to hear expert opinions about the many benefits of preschool!

1. Preschool teaches children to follow directions.

Every parent knows the frustration of repeating themselves over and over while their young child completely ignores them. What parents may not realize is that following directions is a skill that children hone over time-and preschool can help make this happen.

Elizabeth Malson, president of the Amslee Institute, shares that preschool gives kids additional opportunities to follow basic directions like when to line up or how to wash their hands. Even through these simple tasks, "children learn to listen to adults and view them as authority figures."

2. Preschool helps children adjust to kindergarten.

It can be a big adjustment for a young child to navigate the workings of a classroom for the first time in kindergarten. Preschool programs, even those that are only part-time, can help kids make the transition.

"Exposure to school routines in preschool prepares them for the structure and expectation of kindergarten," says school psychologist Dr. Ari Yares. In addition to seeing the basic rhythm of a school day, "children also learn hygiene routines like washing hands before eating and how to take care of their belongings in their cubby."

3. Preschool establishes social and emotional development.

"Preschool is much more about developing social-emotional skills than it is about developing academic skills," says Dr. Yares. These social-emotional skills include learning to share and take turns, showing empathy for classmates and self-regulating their own strong emotions. Without skills like these, children will have a hard time moving on to academic achievement in later years.

"Preschool provides a safe but challenging environment for children to learn how to manage the loss of a toy to another child during play or sit quietly and listen to a short story without interrupting," Malson says. "These experiences help them explore different feelings and create the foundation for self-regulation."

4. Publicly funded preschool can save parents money.

There's no arguing with the fact that childcare in the United States is expensive. The Center for American Progress reports that it costs an average of $760 per month to send a preschooler to a licensed childcare center, an amount that puts many working parents in a financially tight spot. ²

Preschool is an option that can help offset this cost while providing high-quality education to kids in their formative years. Head Start programs are available for free to families who meet income eligibility requirements. Many areas also offer free or low-cost preschools that are publicly funded. Preschool programs like these can add up to thousands of dollars of savings for parents who are currently funding full-time childcare.

5. Preschool provides opportunities for play.

Is play really a benefit of preschool? It might seem simple, but research shows that playful experiences prepare children for "deeper learning," especially in essential skills like executive functioning. ³ Preschool exposes children to many different types of play that they may not have access to at home.

"Ultimately, the greatest value of preschool is inherent in the power of play and exploration," Dr. Jones says. "The early brain is insatiably curious, and quality preschools provide vast opportunities for children to have exposure to various subjects, the arts, creative processes and literature."

6. Preschool encourages physical development.

Believe it or not, physical development directly impacts a child's ability to learn. Fine motor skills are necessary for kids to hold a pencil and learn to write as they get older, and gross motor skills are the whole-body movements that allow kids to balance and coordinate their actions.

Preschool environments give kids what they need to make progress in these important physical developments, including plenty of time spent outdoors. "Preschool helps children make mind-body connections that not only develop these skills but boost their self-confidence as children feel physically capable and self-sufficient in their bodies," Dr. Jones says.

7. Preschool can reduce the need for special education services.

Special education services are often available to children who aren't achieving developmental milestones or performing at a rate comparable to their peers in the classroom. Though these services are an essential intervention for kids who need them, the research is clear that preschool can often prevent kids from falling behind in the first place.

A report from the U.S. Department of Education (DOE) states, "Children who attend high-quality preschool programs are less likely to utilize special education services or be retained in their grade, and are more likely to graduate from high school, go on to college, and succeed in their careers than those who have not attended high-quality preschool programs." ⁴

8. Preschool contributes to education equality.

Preschool makes a difference that goes far beyond individual children and their families. The same DOE report shows that access to high-quality preprimary education can be the key that unlocks education equality across races, geography and income. ⁴

The report states that children who don't have access to the benefits of preschool may begin kindergarten at a strong disadvantage in both academic and social-emotional skills. "For some children, starting out school from behind can trap them in a cycle of continuous catch-up in their learning," according to the DOE. Grants and publicly funded preschool programs like Head Start are working to expand access to early education so that the benefits of preschool are available to all children across the nation.

Preschool is more than play

You can see that these surprising benefits of preschool extend far beyond giving kids the chance to play with their friends all day. These benefits of preschool are all thanks to supportive, trained preschool teachers who make learning come alive in their early childhood classrooms each day.

If you can't get enough information about how young kids learn and develop, you might make a great preschool teacher yourself! Find out with these " 9 Signs You Would Excel as an Early Childhood Teacher."

¹National Center for Education Statistics, The Condition of Education, Preschool and Kindergarten Enrollment, [accessed August 2019] https://nces.ed.gov/programs/coe/indicator_cfa.asp
²Center for American Progress, Understanding the True Cost of Child Care for Infants and Toddlers [accessed August 2019] https://www.americanprogress.org/issues/early-childhood/reports/2018/11/15/460970/understanding-true-cost-child-care-infants-toddlers/
³The LEGO Foundation, Learning Through Play: A Review of the Evidence, [accessed August 2019] https://www.legofoundation.com/media/1063/learning-through-play_web.pdf
⁴U.S. Department of Education, A Matter of Equity: Preschool in America, [accessed August 2019] https://www2.ed.gov/documents/early-learning/matter-equity-preschool-america.pdf

Graduates of Early Childhood Education programs at Rasmussen College are not eligible for licensure as a teacher in an elementary or secondary school. A Bachelor's degree and a state teaching license are typically required to work as a teacher in a public school and some private school settings. States, municipalities, districts or individual schools may have more stringent licensing requirements. Students must determine the licensure requirements in the state and school in which they intend to work. Childcare facilities and the states in which they are located establish qualifications for staff who work with children, and often implement guidelines regarding age, education, experience and professional development. Students must determine the licensure requirements for the state and facilities in which they work. This program has not been approved by any state professional licensing body, and this program is not intended to lead to any state-issued professional license. For further information on professional licensing requirements, please contact the appropriate board or agency in your state of residence.

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Shining a Light on 8 Little-Known Benefits of Preschool

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Starting kindergarten was a big deal when you were growing up, but now many kids are experiencing their first school milestone even earlier. Preschool programs for young children are becoming increasingly common, with 68 percent of four-year-olds and 40 percent of three-year-olds enrolled in a preschool program in 2017, according to the National Center for Education Statistics.

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MDE : Early Childhood Guidelines and Standards

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MDE : Early Childhood Guidelines and Standards

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Mississippi Department of Education P.O. Box 771 Jackson, MS 39205-0771 Educator Licensure Related Information: 601-359-3483 General MDE Related Information: 601-359-3513

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MDE : Best Practices for Early Childhood EL Learners & Classroom Strategies

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MDE : Best Practices for Early Childhood EL Learners & Classroom Strategies

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Mississippi Department of Education P.O. Box 771 Jackson, MS 39205-0771 Educator Licensure Related Information: 601-359-3483 General MDE Related Information: 601-359-3513

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Transitioning from Pre-K to kindergarten is a big step for many children. Schools can support the transition by passing along useful information to the kindergarten teachers and by engaging in a variety of transition activities.

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Transitioning from Pre-K to kindergarten is a big step for many children. Schools can support the transition by passing along useful information to the kindergarten teachers and by engaging in a variety of transition activities.

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PRE-KINDERGARTEN- RESEARCH-BASED RECOMMENDATIONS FOR DEVELOPING STANDARDS AND FACTORS CONTRIBUTING TO SCHOOL READINESS GAPS

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Link : Ready or not: Associations between participation in subsidized child care arrangements, pre-kindergarten, and Head Start and children’s school readiness

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Link : Ready or not: Associations between participation in subsidized child care arrangements, pre-kindergarten, and Head Start and children’s school readiness

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Author links open overlay panelNicole D. Forry a, Elizabeth E. Davis b, Kate Welti a

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Ready or not: Associations between participation in subsidized child care arrangements, pre-kindergarten, and Head Start and children’s school readiness

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Research has found disparities in young children’s development across income groups. A positive association between high-quality early care and educat…

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MS English Language Proficiency (ELP) Standards

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MS English Language Proficiency (ELP) Standards

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MDE EL Handbook : EL Guidance, Funding, and Instructional Supports

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MDE EL Handbook : EL Guidance, Funding, and Instructional Supports

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EL Guidance, Funding, and Instructional Supports_May2018 combined

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Supports for EL Students with Limited or Inconsistent/Interrupted Formal Education (SLIFE)

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Supports for EL Students with Limited or Inconsistent/Interrupted Formal Education (SLIFE)

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Adapting Classroom Assessments for English Learners

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Adapting Classroom Assessments for English Learners

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ADAPTING CLASSROOM ASSESSMENTS FOR ENGLISH LEARNERS

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An English-Speaking Prekindergarten Teacher for Young Latino Children- Implications of the Teacher–Child Relationship on Second Language Learning

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An English-Speaking Prekindergarten Teacher for Young Latino Children- Implications of the Teacher–Child Relationship on Second Language Learning

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An English-Speaking Prekindergarten Teacher for Young Latino Children- Implications of the Teacher–Child Relationship on Second Language Learning

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Associations Between Problem Behaviors and Early Vocabulary Skills Among Hispanic Dual-Language Learners in Pre-K

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Associations Between Problem Behaviors and Early Vocabulary Skills Among Hispanic Dual-Language Learners in Pre-K

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Associations Between Problem Behaviors and Early Vocabulary Skills Among Hispanic Dual-Language Learners in Pre-K

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Early Educational Opportunities for Children of Hispanic Origins

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Early Educational Opportunities for Children of Hispanic Origins

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Early Educational Opportunities for Children of Hispanic Origins

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ELL School Readiness and Pre-Kindergarten Care

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ELL School Readiness and Pre-Kindergarten Care

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ELL School Readiness and Pre-Kindergarten Care

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Link : Preparing Early Childhood Teachers to Work With Young Dual Language Learners

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Link : Preparing Early Childhood Teachers to Work With Young Dual Language Learners

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Child Dev Perspect. Author manuscript; available in PMC 2015 Oct 20.

Published in final edited form as:

Abstract

Teacher preparation is clearly linked to the quality of early childhood programs. In order for young dual language learners (DLLs) to be academically successful, teacher preparation should focus on those skills and abilities relevant to students' particular needs. This article reviews the content of professional preparation for early educators working with young DLLs and briefly discusses the importance of developing the cultural and linguistic diversity of the early childhood workforce. It identifies 6 content areas: (a) understanding language development, (b) understanding the relationship between language and culture, (c) developing skills and abilities to effectively teach DLLs, (d) developing abilities to use assessment in meaningful ways for DLLs, (e) developing a sense of professionalism, and (f) understanding how to work with families.

Keywords: dual language learners, English language learners, early childhood, teacher preparation, diversity, workforce

Preparing early educators to work with the burgeoning dual language learner (DLL) population is increasingly attracting national attention. Recent reports focus on inadequate preparation in the professional standards of teacher accreditation bodies, a lack of clear guidance by state boards of higher education, and the paucity of pertinent coursework in higher education ( Ray, Bowman, & Robbins, 2006a, 2006b). Nationwide, an increasing number of children reside in households where English is not the primary language of the family ( National Center for Education Statistics, 2003), and these numbers are projected to grow ( National Clearinghouse for English Language Acquisition and Language Instruction, 2007). Within this, changing child population landscape, the relationship between high-quality preschool experiences and child outcomes-particularly for children from low-income households ( Bowman, Donvan, & Burns, 2001; Heckman & Masterov, 2004; Reynolds, 2003), many of whom are DLLs ( Gromley, 2007)-is particularly noteworthy. Given the demographic changes and the role of high-quality practices in promoting young children's development and learning, there is an urgency regarding the requisite knowledge and skill base to prepare early educators to work effectively with young children and their families whose home language is not English. Both administrators of early childhood programs ( Buysse, Castro, West, & Skinner, 2005) and teachers ( Gandara, Maxwell-Jolly, & Driscoll, 2005; Ryan, Ackerman, & Song, 2005) have identified the lack of adequate professional preparation to work effectively with DLLs as a major challenge. The purpose of this article is to briefly review the literature on the content of professional preparation for early educators working with DLLs and discuss the importance of developing the cultural and linguistic diversity of the early care and education workforce.

TEACHING STANDARDS FOCUSING ON LINGUISTIC AND CULTURAL DIVERSITY

In the past, many national and state entities charged with oversight and direction for early childhood teacher preparation had not singled out the DLL population for special consideration. In some cases, teacher education about DLLs was included under the poorly defined umbrella concept of "diversity" ( Ray et al., 2006a). More recently, professional organizations have revised their standards to include a stronger DLL focus. For example, the National Council for Accreditation of Teacher Education (NCATE), the primary national accreditation body for P-12 pre-service education, although previously criticized for minimizing its focus on diversity ( Tellez & Waxman, 2008), has developed a specific criteria (e.g., Standard 4) stressing diversity as an integrated approach across curricular content areas and specific knowledge of DLLs. This includes a strength-based emphasis toward cultural and linguistic diversity, knowledge of first and second language acquisition, and sensitivity in working with culturally and linguistically diverse families ( NCATE, 2008). Also, Teachers of English to Speakers of Other Languages (TESOL), in conjunction with NCATE, is currently revising their set of expectations for P-12 English as a Second Language (ESL) teacher education ( TESOL Task Force on ESL Standards, 2008). These standards include understanding the complexities in first and second language and literacy development; the relationships between culture and language development, including identity issues; specific pedagogical strategies to support the development of English; the use of appropriate resource materials; understanding appropriate and authentic assessment for DLL populations; and the development of professionalism.

In the early childhood education arena, the National Association for the Education of Young Children (NAEYC), whose focus is on children from birth through age 8, adopted a position statement in 1995 ( NAEYC, 1995) that unequivocally asserted the importance of children's home language in their overall development. Specifically, NAEYC indicates that children's home language does not interfere with their ability to learn English and that knowing more than one language is an asset and not a limitation to their developmental progress. In NAEYC's accreditation standards for the preparation of early educators at the associate and baccalaureate levels, language diversity is subsumed under the term culture and is referenced in three of the five major standard's categories: (a) the promotion of child development and learning, (b) building family and community relationships, and (c) teaching and learning ( Hyson, 2003).

The National Board of Professional Teaching Standards has adopted a specific criteria for the Early and Middle Childhood and English as a New Language certification with two paths: one for educators stressing bilingual language development and the other for individuals specializing in helping children gain proficiency in English to access content across the curriculum (see http://www.nbpts.org). The Association for Childhood Education International's (ACEI) position article on teacher preparation mentions the need to accommodate the interests of young children in a diverse society ( ACEI, 1998); however, a more current document on global guidelines for early education and care emphasizes diversity as an important element of quality programs ( ACEI, 2006).

From this overview, it is clear that there is range of emphasis on issues of diversity, including linguistic diversity, from professional organizations that guide and influence teacher preparation and professional development. However, regardless of the degree of emphasis they place on understanding linguistic diversity, professional organizations interested in teacher preparation have concluded that preparation should focus on five major content areas that range from understanding the processes underlying first and second language acquisition to the importance of working with families. The following sections describe these five areas.

Understanding Language Development

Although an obvious component of teacher preparation for working with DLLs is information about first and second language acquisition in young children and appropriate pedagogical approaches, programs fail to systematically offer these topics to early educators. A national study of early childhood teacher preparation found that curricular content focused on working with bilingual children was the least likely subject to be covered as part of a practicum in any of the levels of degrees offered ( Maxwell, Lim, & Early, 2006). Consistent with this finding, a survey of California's early childhood workforce found that only approximately one third of early childhood centers reported that their teachers had noncredit or college coursework that "focused on dual language learning in young children, despite the growing numbers of young children in California who speak a language other than English in their homes" ( Whitebook et al., 2006, p. 95). It should not be surprising that in a study of New Jersey preschool teachers, only about one third reported that they feel adequately prepared to teach DLLs ( Ryan et al., 2005).

To meet the increasing expectations for language and literacy performance in preschool, early educators must have a fundamental understanding of the underlying mechanisms of language development and must understand language as a system of communication ( TESOL Task Force on ESL Standards, 2008). Additionally, early educators need to know the stages of second language acquisition that occur as young children learn English ( Tabors, 2008) so that they are better able to make grounded pedagogical choices (see Resource Guide by the California State Department of Education, 2007; Nuestros Niños Early Language and Literacy Program by Castro, Gillanders, Machado-Casas, & Buysse, 2006).

Understanding the Relationship Between Language and Culture

As with understanding basic first and second language acquisition, understanding the linkage between language and culture should be a strong component of teacher preparation for working with DLLs. Research is clear that language develops within the context of a child's home culture and that a culture's values and beliefs influence how and when a child is to use language ( Heath, 1989), how children are perceived as language partners ( Bavin, 1995; Schieffelin & Ochs, 1986), and the importance of language for maintaining a healthy ethnic identity ( Sanchez & Thorp, 1998; Zentella, 2005).

It is also important to take into consideration that young DLLs have the multidimensional task of learning the oral domains (vocabulary, phonology, syntax, and pragmatics) and the literacy-related domains (phonological awareness, alphabet knowledge, print conventions) of a new language, at the same time that they are learning the social rules of interpersonal relationships and a set of beliefs and values that may be different from those they learned at home. It is essential that teachers understand the complexities of how the various domains of development and learning unfold in young DLLs to be able to design and implement effective classroom practices. With the new language, young DLLs are learning a new culture; how positive or negative the experience will have a strong influence on their future success in school and in life.

Developing Skills and Abilities to Effectively Work With DLLs

Effective teaching for young DLLs requires targeted classroom supports, including special attention to vocabulary development and an intentional focus on English language and literacy development ( Fillmore & Snow, 2000). Research syntheses and evaluation studies show that all children tend to benefit from high-quality instruction, including those whose primary language is not English, particularly when they are at the beginning stages of learning English ( Goldenberg, 2008). In general, high-quality instruction is characterized by better trained early childhood personnel, small child to staff ratios, and greater intensity of services ( Rand Corporation, 2009), including strong supervision and oversight to maintain high standards ( Barnett & Hustedt, 2003). Research also has found that to reach sustained levels of gains, and, in some cases, to reach the same level of gains as their English-speaking peers, DLLs may need additional support or instructional accommodations ( Shanahan & Beck, 2006), especially in classrooms where instruction is conducted only in English. For instance, although English-speaking children will benefit from a language-based explanation of a story for learning new vocabulary, DLLs may need added visual representation of the concept to gain the same level of understanding ( Goldenberg, 2008). The strategic use of the child's first language as a tool to support learning is another accommodation found to be helpful when teaching DLLs. A major challenge in teaching DLLs is to promote acquisition of knowledge while teaching the English language. Using the first language will help children to understand meanings of concepts and to develop comprehension that they can transfer to vocabulary in English (see Resource Guide by the California State Department of Education, 2007).

Developing Abilities for Meaningful Assessment of DLLs

Because learning a second language during the formative years is a complex process, reliable and meaningful assessment of preschool DLLs is an essential component of teacher preparation. Teachers need to be able to relate stages of second language learning to specific pedagogical accommodations. Because there is great variability among DLLs with regard to the rate and the manner in which they learn a second language, teachers must be aware of important factors influencing the process of second language learning. These include child factors such as age, motivation, personality, and first language proficiency; program/school factors such as instructional approaches and teacher preparation; and sociocultural factors such as poverty, familial stress, and incongruence between home and school environments. Assessment of young DLLs often must include input from family members and other professionals to adequately understand the child's level of conceptual knowledge in their first and second language. Espinosa and Lopez (2007) have developed a helpful review on this subject, and the recommendations by NAEYC (2005) regarding appropriate assessment for DLLs provide specific policy recommendations.

Developing a Sense of Professionalism

Teacher preparation competencies for early educators often mention the importance of the development of a sense of professionalism. Professionalism refers to a set of ethics that guide behavior and practice. With respect to young DLLs, early educators should be advocates for sound pedagogical practices that are in the best interest of the child. According to Goodwin (2002), teacher preparation focused on immigrant students, the majority of whom speak English as a second language, should concentrate on three aspects. First, teachers should make an effort to familiarize themselves with appropriate resources, materials, and community organizations that can assist in their understanding of DLLs. Second, teachers must be prepared to inform themselves about the sociopolitical context that surrounds the education of DLLs to be responsive to questions from parents and other professionals as well as to ethically ground their pedagogical decisions. Third, teachers should develop a consciousness about the biases that surround DLLs and experience opportunities for self-reflection and analysis to counteract negative stereotypes that often characterize DLLs.

Understanding How to Work With Families

Establishing partnerships with families is a very important characteristic of high-quality early education programs. When working with young DLLs, it becomes crucial for the teacher to establish good communication and collaboration skills with families to learn about the child and the values and beliefs of the family. Early educators need to learn from families about their strengths and assets, their expectations and views about their children's development, and the child's early experience in the home. This information will help teachers build a bridge between the home and the school cultures, which will foster the DLL's healthy socioemotional development and promote his or her school readiness ( Chavkin & Gonzalez, 1995; Jeynes, 2003; Trumbull, Rothstein-Fisch, Greenfield, & Quiroz, 2001).

DEVELOPING A DIVERSE WORKFORCE

There is a growing recognition that to develop a culturally and linguistically diverse workforce, we must take deliberate and intentional steps ( Calderon, 2005; Matthews, 2008). High-quality preschool programs must include an explicit commitment to preserving diversity in the workforce that is paralleled by efforts in higher education to develop coursework addressing the needs of DLLs and professional organization initiatives to diversify the leadership of the early childhood education field. As formal education requirements have increased for early childhood educators, there is a growing concern that the current diverse workforce, many of whom are able to speak the home language of the children with whom they work, may be unable to qualify ( Calderon, 2005; Whitebook et al., 2006).

The current workforce consists of "nontraditional learners" who are often in their 30s or 40s; many are the first in their families to attend college, many are working full-time and have significant family obligations ( Saluja, Early, & Clifford, 2002), and many may come into formal higher education with unrealistic expectations or fears about what it takes to attain more education ( Ackerman, 2005). To meet the needs of the present workforce while encouraging diversity, a number of approaches are useful. One approach that has a longstanding legacy is the Child Development Associate certification process (see http://www.cdacouncil.org). This certification involves taking coursework, developing a professional portfolio, being observed in the classroom, taking a written test, and participating in an interview, which can be done in English or Spanish or bilingually. Another approach to developing a culturally and linguistically diverse workforce is the use of dedicated cohorts that bring together small groups of early educators to study, attend classes that are conveniently scheduled for working adults, and make use of an array of support services such as tutoring and mentoring. In a survey of a number of cohort efforts taking place in California, researchers report that the group experience provides socioemotional and academic support as well as occasions for reflection about teaching ( Whitebook et al., 2008).

CONCLUSION

Presently, one in five children in the United States is either foreign born or born to immigrant parents, and their numbers are growing faster than any other segment of the child population ( Hernandez, Denton, & Macartney, 2007). This statistic suggests that many children will be entering early childhood settings speaking a language other than English. Because children whose home language is not English have more difficulty with school achievement than do other groups ( Fry, 2007; Regalado, Goldenberg, & Appel, 2001), the role of teacher preparation in supporting DLLs' development and learning is critical. Thus, a major focus of the DLL early education agenda must be to define the critical competencies of effective teachers that promote academic achievement in children ( Gandara et al., 2005). Supporting young DLLs' readiness for increasing academic expectations is a daunting educational challenge, one that is clearly related to the quality of the professional preparation that early educators receive ( Gandara &Maxwell-Jolly, 2006; Garcia, Jensen, & Cuellar, 2006).

REFERENCES

Association for Childhood Education International. Preparation of early childhood teachers. Olney, MD: Author; 1998. Retrieved August 16, 2009, from [http://www.acei.org/prepec.htm. Google Scholar]

Association for Childhood Education International. Global guidelines for early childhood education and care in the 21st century. Olney, MD: Author; 2006. Retrieved August 16, 2009, from [http://www.acei.org/wguides.htm. Google Scholar]

Chavkin NF, Gonzalez DL. Forging partnerships between Mexican American parents and the schools. 1995 Retrieved from ERIC database. (ED388489) [Google Scholar]

Espinosa LM, Lopez M. Assessment consideration for young English language learners across different levels of accountability; Paper prepared for the National Early Childhood Accountability Task Force and First 5 LA; Philadelphia and Los Angeles. 2007. [Google Scholar]

Fillmore LW, Snow C. What teachers need to know about language. 2000 Retrieved from ERIC database. (ED447722) [Google Scholar]

National Center for Education Statistics. State trends in the education of Hispanics. Washington, DC: Author; 2003. Retrieved March 18, 2009, from [http://ncela.gwu.edu. Google Scholar]

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Preparing Early Childhood Teachers to Work With Young Dual Language Learners

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Teacher preparation is clearly linked to the quality of early childhood programs. In order for young dual language learners (DLLs) to be academically successful, teacher preparation should focus on those skills and abilities relevant to students' ...

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Teachers, Families, and Communities Supporting English Language Learners in Inclusive Pre-Kindergartens

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Teachers, Families, and Communities Supporting English Language Learners in Inclusive Pre-Kindergartens

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Journal of Early Childhood Teacher Education Teachers, Families, and Communities Supporting English Language Learners in Inclusive Pre-Kindergartens- An Evaluation of a Professional Development Model

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Early Jump on Oral Literacy Crucial for ELLs' Later Success

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Early Jump on Oral Literacy Crucial for ELLs' Later Success

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Early Jump on Oral Literacy Crucial for ELLs' Later Success

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Early Jump on Oral Literacy Crucial for ELLs' Later Success

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Early Jump on Oral Literacy Crucial for ELLs' Later Success

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Early Jump on Oral Literacy Crucial for ELLs' Later Success

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Starting Early with  English Language Learners

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Starting Early with  English Language Learners

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Starting Early with  English Language Learners

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Dual Language Learners in the Early Years- Getting Ready to Succeed in School 

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Dual Language Learners in the Early Years- Getting Ready to Succeed in School 

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Dual Language Learners in the Early Years- Getting Ready to Succeed in School 

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Link to book : Handbook of Research on the Education of Young Children

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Link to book : Handbook of Research on the Education of Young Children

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Handbook of Research on the Education of Young Children

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The Handbook of Research on the Education of Young Children is the essential reference on research on early childhood education throughout the world. This singular resource provides a comprehensive overview of important contemporary issues as well as the information necessary to make informed judgme…

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Analyses of Language and Culture Beliefs and Reported Practices of Pre-Kindergarten and Kindergarten Teachers Working with Dual Language Learners

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Analyses of Language and Culture Beliefs and Reported Practices of Pre-Kindergarten and Kindergarten Teachers Working with Dual Language Learners

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Analyses of Language and Culture Beliefs and Reported Practices of Pre-Kinder e-Kindergarten and Kinder ten and Kindergarten Teachers W eachers Working with Dual orking with Dual Language Learners

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English Learners in Chicago Public Schools An Exploration of the Influence of Pre-K and Early Grade Years

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English Learners in Chicago Public Schools An Exploration of the Influence of Pre-K and Early Grade Years

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English Learners in Chicago Public Schools An Exploration of the Influence of Pre-K and Early Grade Years

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English Learners in Chicago Public Schools An Exploration of the Influence of Pre-K and Early Grade Years

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English Learners in Chicago Public Schools An Exploration of the Influence of Pre-K and Early Grade Years

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English Learners in Chicago Public Schools An Exploration of the Influence of Pre-K and Early Grade Years

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Link : 8 Strategies for Preschool ELLs' Language and Literacy Develop

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Link : 8 Strategies for Preschool ELLs' Language and Literacy Develop

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Early childhood education can play an essential role in preparing young English language learners (ELLs) for later success in school. Children who have an opportunity to develop basic foundational skills in language and literacy in preschool enter kindergarten ready to learn to read and write (Ballantyne, Sanderman, & McLaughlin, 2008).

But how can early childhood educators know if their programs are providing children with the skills they need? This article will describe some of the methods and strategies that research has proven effective in preparing young ELLs for kindergarten.

Language Development for Preschool ELLs

Essential to any preschool program for ELLs is effective instruction in language development. Children need explicit instruction in English vocabulary, as well as opportunities to hear and speak the language throughout the day. Examples of strategies are listed below.

5 Classroom Strategies: Language

Provide explicit, systematic instruction in vocabulary.

Children require multiple exposures to words in order to develop a rich understanding of their meaning and use. Teachers should make a point of introducing interesting new words for children to learn into each classroom activity (Tabors, 2008).

Presenting vocabulary thematically helps children make associations between words and scaffolds students' learning (McGee & Richgels, 2003).

Read-alouds that include explanations of targeted vocabulary can support word learning (Brabham & Lynch-Brown, 2002; Coyne, Simmons, Kame'enui, & Stoolmiller, 2004), as can dramatic play organized around a carefully chosen theme (Barone & Xu, 2008; Tabors, 2008).

Ensure that ELLs have ample opportunities to talk with both adults and peers and provide ongoing feedback and encouragement.

English language learners need lots of opportunities to engage in social interactions with other children, but they also need support from adults as they develop the language skills they need to negotiate those interactions (Ballantyne et al., 2008). You can use the following strategies to foster social interaction:

For group activities, pair English language learners with children who have strong English language skills, and make sure that all the children who speak the same home language (L1) are not grouped together (Barone & Xu, 2008).

Provide opportunities for self-directed activities so that ELLs can choose activities that match both their interests and their language abilities (Bunce & Watkins, 1995).

Encourage child talk by providing prompts when children need help in expressing themselves (e.g., "Tell Bobby, 'May I have the red crayon now?'").

Use open questions, or questions that can have multiple answers, to help ELLs expand their own utterances (e.g., "Why do you like this doll best?" instead of "What is this doll's name?").

Expose ELLs to rich language input.

Exposure to rich language, whether through shared book reading or through teacher talk, has been shown to enhance children's oral language development (Aukrust, 2007; National Early Literacy Panel, 2008). One effective strategy is for the teacher to provide an ongoing commentary on activities that are taking place in the classroom in order to expose children to language associated with the immediate context (Bunce & Watkins, 1995; Tabors, 2008).

Structure the classroom space and routine to provide scaffolding for ELLs' language learning.

Arrange the classroom in a way that supports each type of instructional activity that will take place, and then keep changes to the physical environment to a minimum. Once ELLs learn which activities take place in various parts of the classroom (e.g., centers, circle), the physical environment will cue them as to what they are to do and how they are to behave in that area (Barone & Xu, 2008).

Predictable classroom routines can also provide scaffolding for English language learners by allowing them to anticipate what will happen each day, including the type of language they will need for each activity (Bunce & Watkins, 1995; Tabors, 2008).

Encourage continued L1 language development.

Strong L1 skills support both language and literacy learning in English:

Encourage parents to talk and read to their children in their home language as a way of strengthening children's L1 language skills.

Incorporate children's home language in the classroom when possible. Songs and videos can be used effectively for this purpose if teachers do not speak their students' language (Gillanders, 2007).

Literacy Development for Preschool ELLs

Research has shown that alphabet knowledge, phonological awareness, and print awareness are early literacy skills that contribute significantly to later reading achievement (National Early Literacy Panel, 2008). English language learners can begin to develop these essential foundational skills in preschool, even before they have developed strong English language skills.

Early Literacy Skills

Alphabet knowledge

Skills appropriate to preschool include recognizing and naming upper and lower case letters and beginning to associate letters with the sounds they make.

Phonological awareness

Phonological awareness refers to the ability to manipulate the sounds that make up language, independent of meaning. In preschool, children benefit from:

learning to recognize rhyming words

listening for syllables within words

learning to recognize beginning sounds in words

matching those sounds to letters

Print awareness

Print awareness is an understanding of the features of books and print. Children should:

be taught to recognize the parts of a book (e.g., front and back covers, top and bottom)

learn that printed letters and words run from left to right and from top to bottom

learn that a book has a title, was written by an author, and has illustrations that were drawn by an illustrator

3 Classroom Strategies: Literacy

Design instruction that focuses on all of the foundational literacy skills.

Activities that promote early literacy skills in preschool include:

interactive storybook reading

"pretend" reading and writing

games and other activities to help children identify the letters of the alphabet

interactive experiences with language and print through poems, nursery rhymes and songs

The emphasis should be on code-based instruction, or instruction that helps children understand the relationship between spoken language and print (National Early Literacy Panel, 2008).

Recognize that many literacy skills can transfer across languages.

A child who has developed early literacy skills in his or her first language will find it easier to develop those same skills in English. Parents who are not proficient in English should be encouraged to help prepare their children for learning to read by using the home language to:

teach rhymes and songs

play word games

share storybooks

Teachers can support parent-child reading by sending home books in the child's home language. This makes L1 text available to parents, and it lets them know that the teacher considers reading to children in the home language to be important.

Accelerate English literacy development by helping ELLs make the connection between what they know in their first language and what they need to know in English.

Similarities between English and the child's home language can be used as a foundation for instruction (Helman, 2004). For example, if L1 has some of the same phonemes as English, start with those phonemes for rhyme or beginning sound activities because those are sounds the child is already familiar with.

Children usually have the most difficulty when they encounter sounds that are present in English but do not occur in their home language. For this reason, Spanish L1 speakers often have difficulty with the "short" or lax sounds of a, e, i, and u and with the consonants j, r, v, and z (Bear, Templeton, Helman, & Baren, 2003; Helman, 2004).

Preparing for the Future

Much attention has been given to the persistent achievement gap between English language learners and their English-speaking peers. Unfortunately, by the time children arrive in kindergarten, differences in foundational language and literacy skills have often already set the stage for this disparity in achievement (Miller & Garcia, 2008).

The good news, however, is that recent research has shown that high-quality early childhood education programs can have a significant impact on children's later academic achievement (Barnett, 2008). Programs that provide research-based, age-appropriate instruction in early language and literacy skills can ensure that English language learners enter school equipped with the tools they need to be successful learners in kindergarten and beyond (Ballantyne et al., 2008).

Aukrust, V. G. (2007). Young children acquiring second language vocabulary in preschool group time: Does amount, diversity, and discourse complexity of teacher talk matter? Journal of Research in Childhood Education, 22, 17-38.

Ballantyne, K. G., Sanderman, A. R., & McLaughlin, N. (2008). Dual language learners in the early years: Getting ready to succeed in school. Washington, DC: National Clearinghouse for English Language Acquisition.

Barnett, W. S. (2008). Preschool education and its lasting effects: Research and policy implications. Retrieved 6/3/2009, from http://nieer.org/resources/research/PreschoolLastingEffects.pdf

Barone, D., & Xu, S. H. (2008). Literacy instruction for English language learners Pre-K-2. New York: The Guilford Press.

Bear, D. R., Templeton, S., Helman, L. A., & Baren, T. (2003). Orthographic development and learning to read in two different languages. In G. G. GarcÃa (Ed.), English learners: Reaching the highest level of English literacy (pp. 71-95). Newark, DE: International Reading Association.

Brabham, E. G., & Lynch-Brown, C. (2002). Effects of teachers' reading-aloud styles on vocabulary acquisition and comprehension of students in the early elementary grades. Journal of Educational Psychology, 94, 465-473.

Bunce, B. H., & Watkins, R. V. (1995). Language intervention in a preschool classroom: Implementing a language-focused curriculum. In M. L. Rice & K. A. Wilcox (Eds.), Building a language-focused curriculum for the preschool classroom: Vol. I. A foundation for lifelong communication (pp. 39-71). Baltimore: Paul H. Brookes Publishing Co.

Coyne, M. D., Simmons, D. C., Kame'enui, E. J., & Stoolmiller, M. (2004). Teaching vocabulary during shared storybook readings: An examination of differential effects. Exceptionality, 12(3), 145-162.

Gillanders, C. (2007). An English-speaking prekindergarten teacher for young Latino children: Implications for the teacher-child relationship on second language learning. Early Childhood Education Journal, 35, 47-54.

Helman, L. A. (2004). Building on the sound system of Spanish: Insights from the alphabetic spellings of English-language learners. The Reading Teacher, 57(5), 452-460.

McGee, L. M., & Richgels, D. J. (2003). Designing early literacy programs: Strategies for at-risk preschool and kindergarten children. New York: The Guilford Press.

Miller, L. S., & Garcia, E. E. (2008). A reading-focused early childhood education research and strategy development agenda for African Americans and Hispanics at all social class levels who are English speakers or English language learners. Phoenix: Arizona State University, Office of the Vice President for Education Partnerships.

National Early Literacy Panel. (2008). Developing early literacy: A scientific synthesis of early literacy development and implications for intervention. Washington, DC: National Institute for Literacy.

Tabors, P. O. (2008). One child, two languages: A guide for early childhood educators of children learning English as a second language (2nd ed.). Baltimore: Paul H. Brookes Publishing Co.

You are welcome to print copies or republish materials for non-commercial use as long as credit is given to Colorín Colorado and the author(s). For commercial use, please contact [email protected] .

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8 Strategies for Preschool ELLs' Language and Literacy Development

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Early childhood education can play an essential role in preparing young English language learners (ELLs) for later success in school. Children who have an opportunity to develop basic foundational skills in language and literacy in preschool enter kindergarten ready to learn to read and write (Ballantyne, Sanderman, & McLaughlin, 2008).

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Practical Guide for State Education Agencies to Promote Success of English Learners PreK-Grade 3

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Practical Guide for State Education Agencies to Promote Success of English Learners PreK-Grade 3

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Practical Guide for State Education Agencies to Promote Success of English Learners PreK-Grade 3

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Link : 17 BIG Benefits of Sending Your Child to Preschool

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Link : 17 BIG Benefits of Sending Your Child to Preschool

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For many parents and caregivers, children grow up too fast. One moment they're a newborn and the next they're learning how to tie their shoes. Watching your child grow up is a beautiful thing.

It can also be a scary thing. There is a world of knowledge that needs to be taught to your child. Being responsible for someone else's learning is a tough thing.

If you've been wrestling with questions like, "why send your kid to preschool" these reasons are for you. Here are 17 ways in which your child will grow in a preschool setting.

1. Kindergarten Adjustments

Many children have a very hard time going from home to school. Kindergarten can be a scary adjustment for children who have never had to leave home. Preschool can help young children with this anxiety.

When you enroll your child in preschool they have an easier time adjusting to an all-day setting. Preschool allows children to gain an understanding of how grade school works.

It also helps parents and caregivers to adjust. Having children home frequently occurs in their early years. Preschool allows the parents to be used to the child not being home all day.

A full school day can be a difficult transition for a child. Preschool helps make that adjustment smooth.

2. Learning to Share

Small children are not fond of giving up things they see as theirs. Learning to share is a skill that children must learn. This is a skill that only comes when a child is put into a sharing situation.

Sending your child to preschool means that your little one will learn how to share. They will be around children their age who are also acquiring these skills.

With this opportunity to share with peers, children learn the importance of it. Preschool will instill in your child why sharing is important. They will better understand the need to share items with their friends.

Sharing is an important skill that children never stop learning. Instilling these lessons early helps with their social skills.

3. Socialization Is a Worthy Skill

One of the key benefits of daycare and preschool is socialization. Allowing your child to learn how to interact with others is a skill they will use throughout their lives.

For many individuals, learning how to be social with others is a difficult concept. By enrolling your child in preschool, they begin to learn early. This will teach them at a young age how they should be interacting with peers.

Social skills are important for children to continuously improve upon. When your child enters preschool they are surrounded by other children learning too. This way your child's social skills will develop among friends.

4. Directions to Follow

Everyone learns how to follow directions. This is a skill that develops in early childhood. A skill that your young one will master in preschool.

Preschool gives your child a head start on honing their listening skills. With preschool, your children not only follow a teacher's directions; but a lesson plan as well. This will be an asset in learning that they will continue to build for the rest of their lives.

Give your child the best head start on direction following with a preschool program. It's the beginning of a valued education.

5. Emotional Development

Socialization is one of the best ways for a child to develop emotionally. Emotional development begins with nurture. Nurture means that your child is learning how to express their feelings.

Sharing and feelings are just two of the ways that children grow emotionally. Both of these behaviors are grown in preschool. Children are taught how to deal with their emotions and to express themselves.

This type of development is a key aspect in growing up. One of the benefits of preschool is allowing your child to emotionally grow.

6. Motor Skills Acquired

Can you recall how you learned to tie your shoes? How about when you learned to hold a pencil? Or zip your first coat?

All fine motor skills were taught to you when you were still very young. With a good preschool class, your child will learn these same skills. They will master the way their tiny fingers work.

Preschool helps your child to work on dexterity and fine movements. It will reinforce how to make movements. Your child will make those first steps in growth development.

7. Allows the Mind to Be Curious

A curious mind builds a strong character. In preschool, your child has the opportunity to expand their thinking. These kids have the chance to build their world.

Preschool is where a child can build their imagination. They can interact with other children and expand their thinking beyond prior knowledge.

It is also where they can learn things that intrigue them. Building a child's curiosity opens up doors for their future. It allows them to discover the things that interest them.

That curious mind could lead them down the path of wanting to be a doctor or a lawyer. They have the chance to learn in-depth about dinosaurs and why the sky is blue.

Those questions that your child asks in a day will have the potential to grow. They will be asking more questions and wondering more about the world around them.

8. Structure Builds the Brain

While teaching children how to be themselves, preschool also teaches a kids structure. Structured learning is something your child will always encounter. You may have even already begun to build their concept of structure.

Within a preschool setting your child learns how structure aids in their livelihood. School will give them the chance to grow their brains within an outlined setting.

This shows children that there are models for their days. It allows them to navigate how to learn and process skills.

9. Language Development Skills

You were proud when your child said their first words. Regardless of what that word was, it was the beginning of your child talking. You knew that they would continue to do so for the rest of their lives.

In preschool, your child learns to build onto that skill. They can form a full vocabulary.

With preschool, your child gets a head start. They will learn the basics of language. Children expand their vocabulary at a very young age. They are taught how to speak and use their words.

These classes will shape your child's understanding of speaking skills. It will give them that head start on a full lifetime of learning new words and expressing themselves.

10. Learning Compassion Skills

One of the most important skills that children need to learn is compassion. Compassion gives kids the opportunity to get to know their peers. It lets them level with other people.

Learning compassion is something that young children can do early. Preschool can aid your child in this.

Your child will be able to see other children in their worst and best moments. They will have the chance to interact and learn from others. This is the way that compassion is learned.

11. Individuality Develops

Be unique and be you. You want your children to be able to stand on their two feet. Preschool is where your child develops their own stand-out personality.

By sending your child to preschool you give them the chance to grow into who they want to be. this type of atmosphere allows your child to figure things out for themselves.

Individuality comes from who your child wants to be. In a setting where they can build their own persona, they develop their own skills. Children have the chance to blossom and grow as their own person.

12. Gives Children Equal Education

The right to an equal education is something that every student should have. This is a concept that many children do not get. By sending your child to preschool you give them the chance to skip to the head of the class.

Preschool is the place where your child can come into their own. They learn the basic skills that they will carry with them. Their school work ethic develops.

It is in preschool that cognitive, social, and fine motor skills develop. These skills grow due to your child's teachers.

13. Teachers Are Specially Skilled

A preschool teacher's best knowledge is early childhood education. They have done their time in school to make sure they know how to teach your little ones the necessary skills.

These teachers have chosen their professions carefully. They make their lesson plans around educating your child. All of their time and effort is spent showing their class how to learn.

When you send your child to preschool they're learning from a professional. Teachers carefully craft their lesson plans. Skills that your child need are grown thanks to their teachers.

Trusting your child to a teacher is a benefit for the child. You will be able to watch your child learn and grow thanks to an educated professional.

14. Sets Your Own Mind at Ease

Many parents and caregivers have worries that they cannot teach their children enough. They stress because they aren't sure they have the knowledge or the time.

Preschool takes that worry for parents. It allows students to learn from peers and teachers. Children are able to learn skills and grow.

As a parent and caregiver, you can watch your little one gain knowledge. Sending them to preschool gives you the peace of mind that your child is hard at work learning.

15. Freedom of Play

A child playing along improves their imagination. When children are able to play with other kids it builds up many skills.

Freedom of play gives children the chance to expand their curiosity. They are able to problem-solve. Children have the opportunity to grow and learn due to what is around them.

Giving children the freedom of play helps kids learn. Many areas of learning come from free play activities.

16. A Break From Monotony

Your child loves spending time with you. For the beginning of their lives, as their caregiver, you are their whole world. You're the one who sets the schedule for their day.

When you send a child to preschool they have the chance to grow beyond that. They learn that the world is a big place and they have more options than they imagined.

In a preschool classroom, your child is able to break free from their regular routines. They have a whole new set of skills they are acquiring. Their education fuels them with curiosity to explore.

17. Self Esteem Growth

You will see growth in your child's self-esteem. Sending your child to school gives them the chance to blossom. They begin to develop their own skills and personality.

Your child's self-esteem will grow the more they learn. Their curious minds will begin to unfold and expand.

A good sense of self will help your little one starting their mental health journey. This is a lifelong road that should begin at a young age. These skills help your child to gown into their own.

With a preschool class, your child learns to be their own person. They are able to shine in their unique ways and develop who they are as an individual.

Preschool Is Where Your Child Will Grow

Your child's brain is growing every day. They are learning who they are as people and how to be independent.

Preschool allows for that growth in your kids. It gives your young ones all they need to build their lives.

These are a few of the reasons that sending your child to preschool is beneficial for them. Looking for more information? We're here to talk you through all the big decisions that come next.

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17 Big Benefits of Sending Your Child to Preschool

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For many parents and caregivers, children grow up too fast. One moment they're a newborn and the next they're learning how to tie their shoes. Watching your child grow up is a beautiful thing. It can also be a scary thing. There is a world of knowledge that needs to be taught to your child.