By Dorothy S. Strickland
Ultra-modern busy early early life practitioners are being requested to do extra, comprehend extra, and bring "results," specifically within the zone of literacy improvement. This ideal quantity in TC Press's Practitioner's Bookshelf bargains helpful details for leaders in preschool settings and pre-kindergarten school rooms. A convenient reference, it covers key facets of literacy studying and educating, together with baby improvement, criteria, curriculum making plans, overview and responsibility, specialist improvement, and homendash;school connections. awareness is given all through to matters relating to linguistic and cultural range between little ones and households, and all chapters finish with "leadership innovations" that function a short consultant for motion and mirrored image.
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Additional resources for Literacy Leadership in Early Childhood: The Essential Guide (Language and Literacy Series)
What children bring to a text influences the understandings they take away and the use they make of what is read. indd text17 3/14/2007 10:43:24 AM 18 Literacy Leadership in Early Childhood:The Essential Guide • background knowledge about the world and make literacy learning more meaningful. Teaching literacy through interesting content is important for all children but essential for those whose experiential backgrounds may be limited. Children’s experiences with books and print greatly influence their ability to comprehend what they read.
48) Another example of a national effort to produce early language and literacy standards is the National Association for the Education of Young Children (NAEYC) Accreditation Performance Criteria for early childhood programs. 1 presents the curriculum standards included in the NAEYC document for language development and early literacy development. These standards provide guidelines for the establishment of goals for the content that children are learning, the planned activities linked to these goals, the daily schedule and routines, and the availability and use of materials for children.
Finds corresponding text (with help of children) and rereads. • Participates in discussion of important ideas in the text. • Recalls and describes specific events or parts of text. • Reflecting on the reading; applying and personalizing key ideas in a text. • Using print to support and confirm discussion. Source: Strickland, 1988. 5 A Framework for Observing Shared (Interactive) Writing TEACHER CHILD OBJECTIVES Before the Writing • Involves children in an activity or discussion that generates a shared experience worth writing about.