Oregon’s Early Learning and Kindergarten Guidelines are for everyone who interacts with children ages three to six. Through alignment of and, in some cases, adjustments or additions to the goals and progressions identified in the Head Start Early Learning Outcomes Framework and the Kindergarten grade-level standards identified in the Common Core State Standards, this document […]
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The First through Third Grade Implementation Guidelines are a resource for primary teachers to empower them to teach in developmentally appropriate ways. These guidelines provide information on early childhood development and developmentally appropriate practice; appropriate learning environments for early learners; early learning content; teaching and instructional strategies; and teacher evaluation and classroom observation measures.
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Alignment of standards requires more than just addressing the developmental continuum of specific domains of children’s learning, it also requires aligning those domains — in particular, aligning social and emotional skills with content-based skills. This brief discusses the importance of social and emotional learning (SEL) for children’s early and sustained success, as well as key
This brief focuses on the importance of developing children’s language and reading skills through strong PreK-3rd grade literacy instruction. Lesaux identifies effective literacy instruction as that which spans the early childhood through elementary years; is responsive to the developmental needs of students; combines direct instruction and inquiry-based learning; integrates skills-based and knowledge-based instruction; and is centered
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These early learning guidelines, from the State of Washington’s Department of Early Learning and Office of the Superintendent of Public Instruction, outline what children know and are able to do at different stages of their development from birth through age eight. The guidelines’ easy-to-read format supports parents as their child’s first and most important teachers
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This report provides guidance for policymakers and education practitioners alike on how to purposefully connect instructional approaches from PreK to the early years of elementary school. As the authors note, “simply stating that there is a need for continuity from the preschool years to the early years of elementary school is not enough. Continuity can mean continuing poor educational practices,
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This report exposes the high costs of childhood reading failure and examines external and in-school barriers to reading achievement within the Commonwealth of Massachusetts. Recommendations featured in this report include the need to conduct early and ongoing assessments of children’s language and reading and of the quality of services and supports; bring language-rich, rigorous and
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This guide was designed to be a major resource and tool for early education professionals, using both updated research and long-standing best practices to provide a comprehensive framework of teaching and learning in PreK and Kindergarten. A central tenet of the document is the importance of learning centers as the major vehicle to organize a
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The aim of the FirstSchool curriculum framework is to ensure an effective, essential, and ethical curriculum for all children in PreK-3rd grade. This framework calls for instruction that responds to children’s curiosities and respects their lives both inside and out of the classroom; attends carefully to the tentative balance between a rigorous and challenging curriculum, and
Issues in PreK-3rd Education: A FirstSchool Framework for Curriculum and Instruction Read More »
