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Reading Foundations in Early Childhood Small Group Lessons
Why Small Groups? Scaffold learning Provide differentiation Learning becomes more intentional to young learners
Group Size Considerations: Size of the class Needs of the children Age of the children The younger the child the smaller the group.
Choosing Students for a Group Groups should be homogeneous Groups change based on – assessments – ongoing evaluations – student growth
Small Group Lessons Based on the sequence of instruction in your curriculum. Lessons will support large group lessons. Differentiation is key!
Small Group Activities The activities are based on the sequence of learning Needs of the children Some activities are more appropriate than others
How often do groups meet? Needs of each child/group Informal groups may meet more often in a more authentic activity
Where are small groups held?
Story Awareness Vocabulary Comprehension
Language Awareness Structure of Language Concept Understanding
Print Awareness Letters Words How Print Works
Pre-K Groups Kindergarten Groups
Language and Literacy Domain California Preschool Learning Foundations Volume 1 Published by the California Department of Education (2008) LanguageandLiteracy.
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Copyright 2012 Pearson Education. Vukelich, Helping Young Children Learn Language and Literacy: Birth Through Kindergarten 3/e Chapter 1 Foundations of.
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Day 1. Literacy development Why are we here? Historical trends in beginning reading. Language and reading development.
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Copyright 2004, State Library of Louisiana, 701 North 4 th St., Baton Rouge, LA , PH: (225) 342 – 4931, FX: (225) , WEB:
8-1 Chapter 8: Recommended Early Literacy Practices ©2014 California Department of Education (CDE) with the WestEd Center for Child & Family Studies. (06/2014)
1 Promoting Third Grade Reading Proficiency National Governor’s Association Policy Institute May, 2012 Dorothy S. Strickland, Ph.D. Professor of Education.
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Using Assessment to Inform Instruction: Small Group Time
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