A Kindergarten Teacher's Guide to Supporting Family Involvement in Foundational Reading Skills. REL 2020-016

Autor/inn/en	Kosanovich, Marcia; Lee, Laurie; Foorman, Barbara
Institution	Regional Educational Laboratory Southeast (ED); Florida State University; National Center for Education Evaluation and Regional Assistance (ED)
Titel	A Kindergarten Teacher's Guide to Supporting Family Involvement in Foundational Reading Skills. REL 2020-016
Quelle	(2020), (170 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Preschool Teachers; Kindergarten; Family Role; Reading Skills; Teacher Role; Literacy Education; Evidence Based Practice; Student Needs; Parent Teacher Cooperation; Family Literacy; Family Programs; Skill Development; Learning Activities; Oral Language; Vocabulary Development; Phonological Awareness; Syllables; Rhyme; Phonemic Awareness; Phoneme Grapheme Correspondence; Word Recognition; Error Correction; Oral Reading; Reading Comprehension; Reading Fluency; Accuracy; Reading Strategies; Decoding (Reading) + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Reading skill; Lesefertigkeit; Lehrerrolle; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Family program; Familienprogramm; Kompetenzentwicklung; Qualifikationsentwicklung; Lernaktivität; Oral interpretation; Mündlicher Sprachgebrauch; Wortschatzarbeit; Silbe; Reim; Worterkennung; Korrektur; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Leseverstehen; Reading strategy; Leselernstufe; Lesetechnik; Dekodierung
Abstract	This Kindergarten Teacher's Guide provides information for kindergarten teachers on how to support families as they practice foundational reading skills at home. It serves as a companion to the What Works Clearinghouse (WWC) Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade. Both guides present four research-based recommendations and how-to steps: the WWC guide is for teaching children at school, and this guide is to help teachers support families in practicing foundational reading skills at home. The information in this Kindergarten Teacher's Guide is designed to assist teachers in supporting out-of-school literacy activities that are aligned to classroom instruction, informed by student need, grounded in evidence-based practices, and facilitated by ongoing parent-teacher communication. The Teacher's Guide provides a framework for literacy support activities presented during schools' family literacy nights and parent-teacher conferences. This Teacher's Guide includes: (1) Recommendation Reminders that provide a snapshot of each recommendation and how-to steps from the WWC guide; (2) Teacher Scaffolds that model the language teachers can use with families to describe a specific skill, why it is important in learning to read, and how to support that skill; (3) Family Resources that contain evidence-based literacy activities with easy-to-follow plans, and materials that teachers model and share with families; and (4) Family Literacy Videos that show families engaging their child in activities related to the skills teachers modeled during family literacy nights or at parent-teacher conferences. [To view the companion "Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade," see ED566956.] (As Provided).
Anmerkungen	Regional Educational Laboratory Southeast. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: https://ies.ed.gov/ncee/edlabs/regions/southeast/index.asp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01