Culturally Sustaining Language and Literacy Practices for Pre-KÔÇô3 Classrooms
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A01=Alicia Arce-Boardman
A01=Kerry Elson
A01=Kindel Turner Nash
A01=Roderick D. Peele
alphabet walls
and stage models of reading
assessment practices and early childhood
Author_Alicia Arce-Boardman
Author_Kerry Elson
Author_Kindel Turner Nash
Author_Roderick D. Peele
Category=CFC
Category=JNF
Category=JNLA
classroom meeting spaces
classroom schedule and routines
community agreements and expectations
CRP
culturally relevant pedagogy
culturally responsive teaching practices
culturally sustaining early literacy practices
culturally sustaining pedagogy and ECE
early childhood and reader's theater
early childhood classroom library
early childhood classroom seating area
early childhood education and CSP
early childhood multimodal oral language tools
early learners independent reading
early learning and spelling
early literacy teaching
eq_bestseller
eq_dictionaries-language-reference
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
family communication
handwriting practice
high-frequency words and early literacy
home visits
humanizing early childhood teaching practices
interactive read alouds
kindergarten and grades 1-3
language varieties and early learning
learning communities for young children
literacy teaching practices
literacy teaching processes
play as learning
preK-3 group guided reading
prek-3 multilingual learners
prek-3 writing workshop
restorative justice for conflict resolution in early childhood classrooms
rope
running records
sentence stems
simple
teacher practice and phonological and phonemic awareness
teacher student morning meetings
teaching early literacy and word walls
teaching language and literacy in preK
teaching preschool and context-based
teaching preschool and context-based reading models in elementary school
vocabulary development in preschool and elementary school
young children writing workshop
Product details
- ISBN 9780807767474
- Weight: 363g
- Dimensions: 152 x 229mm
- Publication Date: 23 Sep 2022
- Publisher: Teachers' College Press
- Publication City/Country: US
- Product Form: Hardback
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Literacy educators are often unequipped to help young children contend with the world we inhabit, where linguistic, literate, and cultural pluralism are not always valued or sustained. In fact, educators are routinely bombarded by programs that position literacy as a simple, one-size-fits-all practice. This resource will help pre-K–3 teachers create and interpret literacy teaching processes, practices, and spaces that honor and extend children's fullness. It is coauthored by three New York City teachers from ethnically, racially, and linguistically diverse schools who share vivid examples and everyday stories from their own classrooms. Grounded in an accessible discussion of the value of culturally sustaining pedagogy and its potential to promote equity in elementary teaching, this book can be used as a practical introduction to CSP practices for early childhood teachers and teacher candidates.
Book Features:
- Focuses on the capabilities of young children and their families, rather than perceived deficits.
- Showcases a theoretical model, key definitions, and an interpretive framework of culturally sustaining early literacy practices and processes.
- Offers concrete examples and stories that educators can use in their own settings.
- Contains user-friendly features to help readers visualize the processes and practices described in the book, including artwork and other artifacts from classrooms.
Kindel Turner Nash is an associate professor of early childhood education at the University of Maryland, Baltimore County. Alicia Arce-Boardman is a bilingual early childhood educator at Northern Parkway School in Uniondale, New York. Roderick D. Peele is an early childhood educator at Northern Parkway School in Uniondale, New York. Kerry Elson is an early childhood educator at Central Park East II in East Harlem, New York.
