Pre-K Language Arts FAQ

FAQ
Pre-k language arts

Frequently asked questions

are pre-K students given benchmarks?

Pre-K students are not given benchmarks; if observational data indicates children have made the breakthrough to independent reading, notably with shared reading experiences and ‘book nook’ centers, running record data can be shared during articulation.

Do pre-k students receive guided reading instruction?

In Pre-K, formal guided reading instruction is not required. That is not to say that it is not appropriate to sit down at a table with a few children who have made the breakthrough to independent reading of simple texts, but it is important to talk with them about the meaning of what they have read. That instruction and conversation may include elements of the Jan Richardson templates, in addition to suggestions based on the curricular resources outlined below.

what is the role of pre-a guided reading lesson plan templates in pre-k?

Most Pre-K teachers, and many co-teachers, have already been trained by Jimi Cannon. Per the training, if they are going to use the Jan Richardson templates, it may not be appropriate to use them in their entirety with the suggested timing. Please work with the Office of Early Childhood Programs (and the Office of Early Intervention Services) for suggestions on aligning the templates to age-appropriate instruction and timing.

what should pre-k teachers plan to do with students during small group instruction in language arts?

Pinnell & Fountas recommend balanced literacy instruction in small group, capitalizing on teachable moments that include:

• Early reading & literacy concepts, including print awareness;
• Phonological awareness;
• Letter knowledge & letter-sound relationships;
• Writing, drawing, and book making;
• Phonics, spelling, and word study; and/or,
• Speaking and listening.

what resources have been provided to teachers to support early literacy instruction?

Suggestions for teaching early literacy concepts in a research-based, developmentally appropriate manner are included in the following texts, provided to all teachers:

• Literacy Beginnings: A Prekindergarten Handbook by Gay Su. Pinnell and Irene C. Fountas
• The PreK Continuum of Literacy Learning by Gay Su. Pinnell and Irene C. Fountas
• Words Their Way for PreK-K by Francine Johnston, Marcia Invernizzi, Lori Helman, Donald R. Bear, and Shane Templeton
• No More Teaching a Letter a Week by Rebecca McKay and William H. Teale
• Prekindergarten Language Arts Canvas Page

what should i expect to see in a high quality prekindergarten?

Current research suggests that the following ten practices can have a positive impact on literacy development when used daily, integrated throughout the day (Essential Instructional Practices in Early Literacy Links to an external site.).

1. Intentional use of literacy artifacts in dramatic play and throughout the classroom.
2. Read aloud with reference to print (shared reading)
3. Interactive read aloud with a comprehension and vocabulary focus.
4. Play with sounds inside words.
5. Brief, clear, explicit instruction in letter names, the sounds associated with the letters, and how letters are shaped and formed.
6. Interactions around writing (teacher modeled, teacher-led interactive, and scaffolded, student-produced pieces)
7. Extended conversations.
8. Provision of abundant reading material in the classroom.
9. Ongoing observation and assessment of children’s language and literacy development that informs their education.
10. Collaboration with families in promoting literacy.

Alignment to Maryland's College and Career-Ready Standards Links to an external site. has been provided.