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ERIC Number: ED491857
Record Type: Non-Journal
Publication Date: 2004
Pages: 336
Abstractor: Author
ISBN: ISBN-0-8720-7535-4
Teaching and Learning in Preschool: Using Individually Appropriate Practices in Early Childhood Literacy Instruction
Venn, Elizabeth Claire; Jahn, Monica Dacy
International Reading Association (NJ3)
Students will benefit from this unique preschool framework that integrates individually appropriate practices, literacy activities, play, and explicit instruction into content area lessons. Included are chapters on Oral language development; Phonological awareness; Early reading and writing; Print concepts; Instruction in content areas; and Home-school connections. Teachers will find many useful tools, from lesson plans to resource lists, to help put the framework into practice. This book contains the following twelve Chapters: (1) Developing a Learner-Centered Preschool; (2) Using Individually Appropriate Instruction in Preschool; (3) Knowing Preschoolers as Literacy Learners; (4) Linking Literacy Learning with Social and Emotional Development; (5) An Incredible Connection: Oral Language, Phonological Awareness, and Literacy; (6) Preschoolers as Readers; (7) Preschoolers as Writers; (8) Preschoolers Learning About Print; (9) Preschoolers as Problem Solvers; (10) Linking Literacy and the Arts; (11) Preschoolers on the Move; and (12) Empowering Parents. A conclusion, Looking Back and Looking Ahead, is included. The following are appended: (1) Lesson Planning Forms and Thematic Literacy Lesson Plans; (2) Outcomes Framework, Checklists, and Assessment Forms; (3) Reproducible Prompt Cards; (4) Play and Learning Center Ideas and Movement Activities; (5) Text and Music Resources; and (6) Preschool Parent Materials.
International Reading Association. 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail:; Web site:
Publication Type: Books; Reports - Descriptive
Education Level: Preschool Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A