Educators also learn about the children in their classrooms
through skillful assessment of their strengths and needs. Early
in the school year, they employ universal screening to gain an
initial view of children’s skills. Daily, they engage in formative
assessment. (See chapter 8 in this ELA/ELD Framework.)
Periodically, they use interim or benchmark assessments to
determine children’s progress. Teachers use what they learn to
tailor instruction that systematically builds on children’s existing
skills and knowledge.
Teachers in the transitional kindergarten through grade
one span recognize the extraordinary importance of the early
years in launching children along the path toward achieving the
goals of ELA/literacy and ELD instruction. Thus, they carefully
plan and execute effective lessons for the range of learners and
capitalize on the system of supports available at their site and in the district to ensure all children’s
advancement toward attaining the standards. Teacher librarians, administrators, and specialists share
in the responsibility with the general education teacher to offer the best education possible to all
children. Professional learning, co-planning, and co-teaching occur regularly. (See chapter 11 in this
ELA/ELD Framework.)
Teachers attend closely to children’s progress in
meaning making, effective expression (including language
conventions, such as printing letters and spelling simple
words phonetically), and the acquisition of content
knowledge. They know that adults have a major role
in children’s language development. And, because the
achievement of foundational skills lays the groundwork
for independence with reading and writing, teachers give
considerable attention to their students’ development
of print concepts, phonological awareness (especially
phonemic awareness), phonics and word recognition, and
fluency during these years. Importantly, they recognize
that in spite of a well-organized curriculum and excellent
instruction, some children experience difficulty acquiring
foundational skills. These children receive additional,
more intensive, and highly targeted instruction. (See chapter 9 in this ELA/ELD Framework.) Teachers
organize the school day to meet with children in small groups to ensure all children receive the
instruction they need to advance their skills.
Research with children experiencing difficulties or those with learning disabilities suggests the
following for foundational skills:
- Integrating explicit references to print during adult/child read aloud interactions advances young
children’s knowledge of the forms and functions of print. This is especially important for children
entering school with relatively limited print knowledge (Justice and Piasta 2011). - In terms of phonemic awareness, short, well-planned lessons focused on blending and
segmenting phonemes, along with a few letter-sound correspondences, delivered frequently
during the week to small groups have positive effects for most children. However, some children
need more intensive support (O’Connor 2011). - Linking instruction in phonemic awareness and letter-sound correspondences is especially
important for children experiencing difficulty with the alphabetic principle (O’Connor 2011).
And, because the achievement
of foundational skills lays the
groundwork for independence
with reading and writing,
teachers give considerable
attention to their students’
development of print concepts,
phonological awareness
(especially phonemic awareness),
phonics and word recognition,
and fluency during these years.Supporting students
strategically begins with
knowing the children.
Educators should converse
with families to learn about
children’s experiences with
language and literacy; their
attitudes, interests, and
expectations; and their prior
schooling.Transitional Kindergarten to Grade 1 Chapter 3 | 165