Early Language & Literacy KnowledgeBase

American Indian Civics Project: An Introductory and Curricular Guide for Educators

As noted a this website, "the contents were made possible by the American Indian Civics Project (AICP), a project initially funded by the W.K. Kellogg Foundation's Native American Higher Education Initiative. The primary goal of the AICP was to provide educators with the tools to educate secondary students - Indian and non-native alike - about the historical and contemporary political, economic, and social characteristics of sovereign tribal nations throughout the United States."

Eight Strategies for Preschool ELLs' Language and Literay Development

This article at the Colorin Colorado website provides strategies for language and literacy development among preschool English language learners.

 

Strategies for Teachers - Sparking New Ideas for Your Classroom

This link to the Michigan Dyslexia Help website provides teachers with suggestions for enhancing their teaching with dyslexic children. Michigan Dyslexia Help is part of the University Center for the Development of Language and Literacy.

American Indian Children's Books

The resource provides a list of recommended American Indian children's books compiled by Rose Marie Johnson & Rose M. McGuire, Denver Public Schools, July 2006. With each book the list identifies a suggested grade level, tribe of origin, genre, possible teaching points, question and discussion points and a brief overview.

 

Colorin Colorado

This link to the Colorin Colorado website provides useful information, strategies, activities, and resources for all teachers of ELLs. This website also presents a broad series of materials useful in the implementation of a language assistance program.

 

Culturally and Linguistically Appropriate Services (CLAS)

This link to the CLAS Early Childhood Research Institute provides early childhood/early intervention resources which reflect the intersection of culture and language, disabilities and child development. The Institute is operated by the University of Illinois College of Education's Early Childhood and Parenting Collaborative.

 

Dual Language Learners and Their Families

This link to Head Start Early Childhood Learning and Knowledge Center's website provides resources addressing learning in two languages and working with parents and families. Though intended for educators with the Head Start program, educators of early learners in other settings may find this content useful.

FACT SHEET: Supporting Dual Language Learners

 

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

This National Clearinghouse on English Language Acquisition report explores the issues associated with school readiness among young dual language learners.

 

Early Childhood Education Interventions for Children with Disabilities

This link to the What Works Clearinghouse (WWC)website provides the results of WWC review of early childhood education interventions for children with disabilities. As noted at the WWC website, "The review focuses on early childhood education (ECE) interventions (curricula, practices, and therapies) designed for use with 3- to 5-year-old children who are not yet in kindergarten and older children who are attending a preschool program."

 

Key Demographics and Practice Recommendations for Young English Learners

This National Clearinghouse for English Language Acquisition (NCELA) report reviews the demographics of young English learners and offers several practice recommendations for educators of preschool age early learners.

 

National Center on Cultural and Linguistic Responsiveness

This link to Head Start's National Center on Cultural and Linguistic Responsiveness provides resources research-based information, practices, and strategies to ensure optimal academic and social progress for linguistically and culturally diverse children and their families. Though intended for Head Start programs, educators of early learners in other settings may find some of the content useful.

 

Recognition and Response: A Response to Intervention (RTI) Model for Early Childhood

This link is to the website of the University of North Carolina at Chapel Hill's Frank Porter Graham Child Development Institute.  Recognition and Response is a new systemic approach that can help early educators and parents ensure early school success for all children, including those at risk for learning difficulties. The purpose of this Development and Innovation study was to develop and evaluate the R&R-language and literacy system for use by Pre-K teachers. R&R is based on RTI principles and has a dual focus on improving the quality of instructional practices for all children as well as providing additional supports for some children to ensure that every child succeeds in school.

What is Recognition and Response?

Recognition and Response Presentation   

Resources for Recognition and Response for Prekindergarten (Pre-K) Children (2010)          

Recognition and Response: Developing and Evaluating a Model of RTI for Pre-K  (2012)

 

 

The English Language Learner KnowledgeBase

This link is to the English Language Learner KnowledgeBase, an online resource supporting education professionals in the administration of programs for English language learner (ELL) students. It is divided into components providing resources for program administrators, teachers, parent advocates, and educators of migrant students.

 

Using Shared Storybook Reading to Promote Emergent Literacy

This article from the Council on Exceptional Children's publication Teaching Exceptional Children describe approaches to promote emergent reading for young children with disabilities. Teachers of young children with special needs may find this article helpful.

 

Working With Young English Language Learners: Some Considerations

This Center for Applied Linguistics article discusses considerations that educators of young learners should be aware of when working with young English language learners.