Professional Learning Community: Emergent Literacy. Facilitator Guide. Module 1: Print Knowledge (Sessions 1-3). REL 2021-045

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Autor/inn/en	Kosanovich, Marcia; Phillips, Beth; Willis, Karli
Institution	Regional Educational Laboratory Southeast (ED); Florida State University; National Center for Education Evaluation and Regional Assistance (ED)
Titel	Professional Learning Community: Emergent Literacy. Facilitator Guide. Module 1: Print Knowledge (Sessions 1-3). REL 2021-045
Quelle	(2020), (54 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; Emergent Literacy; Kindergarten; Grade 1; Preschool Teachers; School Readiness; Evidence Based Practice; Literacy Education; Communities of Practice; Cooperative Learning; Teaching Methods; Small Group Instruction; Oral Reading; Students with Disabilities; English Language Learners; Video Technology; Instructional Materials; Guides; Faculty Development; Facilitators (Individuals); Computer Software; Partnerships in Education; Pedagogical Content Knowledge; Vocabulary Development; Oral Language; Phonological Awareness + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Frühleseunterricht; School year 01; 1. Schuljahr; Schuljahr 01; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Readiness for school; School ability; Schulreife; Community; Kooperatives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Handbuch; Leitfaden; Hochschulpartnerschaft; Pädagogische Kompetenz; Wortschatzarbeit; Oral interpretation; Mündlicher Sprachgebrauch
Abstract	Children entering kindergarten and grade 1 vary greatly in their emergent literacy skills. Because preschool teachers can help set the foundation of literacy skills related to school readiness, one way to address those gaps is to build teachers' capacity to apply evidence-based strategies in their language and literacy instruction. "Professional Learning Community: Emergent Literacy" was developed to support preschool teachers through collaborative learning experiences in a professional learning community (PLC). Preschool teachers who participate in this PLC will learn evidence-based instructional practices that can enhance their emergent literacy instruction and benefit children in their classrooms. This Facilitator Guide for "Professional Learning Community: Emergent Literacy" and its accompanying suite of materials were prepared to enable facilitators to lead a team of preschool teachers through emergent literacy PLC sessions. Given the rich content of emergent literacy instruction addressed in these materials, the ideal facilitator will be an educator with a strong background in emergent literacy, good communication skills, and the ability to relate well to adult learners. This Guide includes a structured plan to deliver professional learning, slides, and speaker notes. The "Professional Learning Community: Emergent Literacy" suite of materials was prepared in collaboration with the REL Southeast School Readiness Partnership and includes four modules: Print Knowledge, Phonological Awareness, Vocabulary, and Oral Language. Each module comprises four resources: Facilitator Guide, PowerPoint presentation, Classroom videos, and Participant Guide. [For the "Professional Learning Community: Emergent Literacy. Participant Guide. Module 1: Print Knowledge (Sessions 1-3). REL 2021-045," see ED609322.] (ERIC).
Anmerkungen	Regional Educational Laboratory Southeast. Available from: Institute of Education Sciences. 550 12th Street SW, Washington, DC 20202. Tel: 202-245-6940; 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