Written expressly for preschool teachers, this engaging book explains the ‘whats, ‘ ‘whys, ‘ and ‘how-tos’ of implementing best practices for instruction in the preschool classroom. The authors show how to target key areas of language and literacy development across the entire school day, including whole-group and small-group activities, center time, transitions, and outdoor play. Detailed examples in every chapter illustrate what effective instruction and assessment look like in three distinct settings: a school-based pre-kindergarten, a Head Start center with many English language learners, and a private suburban preschool. Helpful book lists, charts, and planning tools are featured, including reproducible materials.
Inhoudsopgave
1. The Realities of Preschool
2. A Focus on Oral Language and Vocabulary Development
3. Comprehension
4. Phonological Awareness
5. Print and Alphabet Awareness
6. Emergent Writing
7. Tracking Children’s Progress: The Role of Assessment in Preschool Classrooms
8. Making It Work for Adults and Children
Over de auteur
Katherine A. Beauchat, Ed D, is Assistant Professor at York College of Pennsylvania, where she teaches undergraduate and graduate classes in literacy education. Her research interests include professional development for preschool educators in the area of literacy and language instruction and effective techniques and strategies to bolster oral language and vocabulary development for at-risk preschool children.
Katrin L. Blamey, Ph D, is an early childhood literacy coach at the Delaware Center for Teacher Education in Newark, Delaware, and also coaches preschool teachers at a Head Start center. Her research interests include finding effective, practical ways to implement professional development in the preschool setting and developing instructional techniques for building the language and literacy skills of preschool-age English language learners.
Sharon Walpole, Ph D, is Professor in the School of Education at the University of Delaware. She has extensive school-based experience designing and implementing tiered instructional programs. Dr. Walpole has also been involved in federally funded and other schoolwide reform projects. Her current work involves the design and effects of schoolwide reforms. She has coauthored or coedited several books, including
How to Plan Differentiated Reading Instruction, Second Edition: Resources for Grades K–3;
The Literacy Coach’s Handbook, Second Edition; and
Organizing the Early Literacy Classroom. Dr. Walpole is also Series Editor, with Michael C. Mc Kenna, of
The Essential Library of Pre K–2 Literacy. She is a recipient of the Early Career Award for Significant Contributions to Literacy Research and Education from the Literacy Research Association and the Excellence in Teaching Award from the University of Delaware.
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