Check it out!
Download our new 2017 Spring/Summer Training Flyer.
Interested in coming to a training that includes an updated copy of the Conscious Discipline Book, a color bound copy of the 2015 TX PK Guidelines OR a Make ‘n’ Take?
Looking for ways to reach the most difficult children?
Want to know more about how to take and use letter-wall activities beyond the wall?
Or perhaps, you are ready to tackle teaching measurement in the Prekindergarten classroom?
Space is limited!
Check out this Bilingual Resource – Center for Parent Information and Resources
Families can learn more about how to support their young children’s education and engage with the systems that serve them by visiting the Center for Parent Information and Resources (CPIR) website. While CPIR specifically focuses on supporting families of children with disabilities, it provides a wealth of resources and links to support all families. Families can find information about their state’s parent training and information centers that can help them navigate early intervention and special education, even if they only suspect that their child may have developmental delays or disabilities. In addition, families of children receiving early intervention services and providers in early intervention systems can find specific information that supports family engagement in early intervention.
Register prior to March 31st and save $25.00!
Mark your calendar for the 4th annual Elementary Extravaganza. “All Systems are Go” for June 6, 2017! Join us for this special one day conference dedicated to elementary teachers PK – grade 5. You will have the opportunity to choose from a variety of one hour sessions to create a personalized schedule of your very own.
Spend the day with other elementary educators experiencing practical topics and connections, generating ideas, and gaining insight into the multiple areas you are responsible for. Come ready to learn and have some fun in an environment that respects and honors the hard work and dedication required to be an elementary teacher!
Click the link below to REGISTER TODAY!
Discount Code: EE2017
*Don’t forget to enter the discount code when prompted for “promotional code” during the checkout process. Discounts will not be applied to already processed registrations.
Reading aloud to young children is important because it helps them acquire the information and skills they need to succeed in school and in life. As teachers, we need to:
• Make reading books an enjoyable experience
• Read to children frequently
• Help children learn as they read
• Encourage children to talk about the book
• Ask children questions as you read
Comprehension Questioning Activities
Many read aloud programs train teachers and parents to ask purposeful questions about books to increase children’s language skills and give students a purpose for listening (Wasik, Bond, & Hindman, 2006; Whitehurst, et al., 1988). One effective way to do this is to ask a guiding question before reading and then discuss that one, important question in detail after reading (Denton, Solari, Ciancio, Hecht, & Swank, 2010; Solari and Gerber, 2008).
• Set a purpose for listening and generate interest
• Require responses that are open-ended and can be extended
• Improve comprehension and encourage higher-level thinking
• Consider the whole book
• Gradually become more challenging across repeated readings
Guiding questions are usually a rich, open-ended questions that can have several answers, allowing children to respond in different ways.
Denton, C. A., Solari, E. J., Ciancio, D. J., Hecht, S. A., & Swank, P. R. (2010). A pilot study of akindergarten summer school reading program in high-poverty urban schools. The Elementary School Journal, 110, 423-439.
Early Childhood Head Start Task Force at the US Department of Education (2007). Teaching our youngest: A guide for preschool teachers and child care and family providers. Retrieved from https://www2.ed.gov
Solari, E. J., & Gerber, M. M. (2008). Early comprehension instruction for Spanish‐speaking English language learners: Teaching text‐level reading skills while maintaining effects on word‐level skills. Learning Disabilities Research & Practice, 23, 155-168.
Wasik, B. A., Bond, M. A., & Hindman, A. (2006). The effects of a language and literacy intervention on Head Start children and teachers. Journal of Educational Psychology, 98, 63.
Whitehurst, G. J., Falco, F. L., Lonigan, C. J., Fischel, J. E., DeBaryshe, B. D., Valdez-Menchaca, M. C., & Caulfield, M. (1988). Accelerating language development through picture book reading. Developmental Psychology, 24, 552.
Looking for resources to share with parents and families?
Visit the Texas Child Care Solutions website, recently launched by the Texas Workforce Commission.
The website has links to lots of Texas resources for parents, including information about:
- child development,
- developmental screening,
- choosing quality child care, and
- assistance to pay for child care