The Holiday Gift of Literacy and Language

With the holiday season wrapping up, there are many items that made each child's wish list. However, books are a valuable gift that can enrich a child's life year round. Books can also provide several learning opportunities to support early literacy such as language development, print awareness, and increased vocabulary. 

 

According to NAEYC, "Children who have lots of experiences with books absorb the rhythms and patterns of language and, at surprisingly early ages, begin to imitate the language and gestures their parents and caregivers use while sharing stories, sometimes turning pages and murmuring as they “read” the pictures." Giving the gift of books and sharing books together gives young children the skills necessary to become proficient readers. And we all know that proficient readers have more success in school and life. 

 

The following list is my top five favorite chlidren books created from the Scholastic 100 Greatest Books for Kids.

 

1. Goodnight Moon by Margaret Wise Brown

2. The Very Hungry Caterpillar by Eric Carle

3. Where The Wild Things Are by Maurice Sendak

4. Knuffle Bunny: A Cautionary Tale by Mo Willems

5. Llama Llama Red Pajama by Anna Dewdney

 

For a complete list please click the following link:

http://www.scholastic.com/100books/pdf/Top_100_Childrens_Books_of_All_Time_v2.pdf

 

 

Resource:

Schickedanz, J. 1999. Much More than the ABCs: The Early Stages of Reading and Writing. Washington, DC: NAEYC.

Scholastic

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Training Spotlight

1st-3rd grade educators worked together to learn engaging ways to develop number sense. Students will develop fact fluency while playing games that use their number sense strategies. By learning their facts in this way, students are not merely memorizing, but rather learning to work with numbers flexibly.  “Low achievers are often low achievers not because they know less but because they don’t use numbers flexibly – they have been set on the wrong path, often from an early age, of trying to memorize methods instead of interacting with numbers flexibly.” Jo Boaler,  Stanford University, 2009

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