We are looking for best practices in literacy for kindergarten. We are looking for research that supports programming that is not commercial, but instead is rich, meaningful, and relevant to children's lives and allows room for success at all developmental levels. 
Since there is so much conflicting research about teaching literacy, especially in kindergarten, we want to make sure that we are on solid ground, supported by current research. We intentionally do not use workbooks or worksheets or canned curriculum for our general education students. Instead, the children are immersed in a print-rich environment and read and write about topics of interest to them. Phonics and conventions of print are taught in context.
We would be interested in hearing from higher education instructors,  administrators, and teachers who are involved with kindergarten literacy programming that meets NAEYC DAP standards.
We would like to know how you support your practice when questioned by the District, the Department of Education, and parents. What research beyond the NAEYC DAP position statement do you turn to?

------------------------------
S Schwartz
NY
------------------------------

I have been involved in many consultancies and research regarding best practices in literacy in KG and I can recommend the creative curriculum which is research based or any Houghton Mifflin for that purpose . They really focus on building the 5 elements and are comprehensive . In addition I can share with you some practical resources for teachers on the capacity building of teachers in that area where I have trained teachers for The Arab Reading Association TARA that used to take place in Bahrain in previous years .

------------------------------
Bochra Kaddoura
Senior bilingual inspector
KHDA Knowledge Human Authority
Community
------------------------------

Original Message:
Sent: 02-04-2021 03:30 PM
From: Sharon Schwartz
Subject: DAP Literacy Practices in Kindergarten

We are looking for best practices in literacy for kindergarten. We are looking for research that supports programming that is not commercial, but instead is rich, meaningful, and relevant to children's lives and allows room for success at all developmental levels.
Since there is so much conflicting research about teaching literacy, especially in kindergarten, we want to make sure that we are on solid ground, supported by current research. We intentionally do not use workbooks or worksheets or canned curriculum for our general education students. Instead, the children are immersed in a print-rich environment and read and write about topics of interest to them. Phonics and conventions of print are taught in context.
We would be interested in hearing from higher education instructors,  administrators, and teachers who are involved with kindergarten literacy programming that meets NAEYC DAP standards.
We would like to know how you support your practice when questioned by the District, the Department of Education, and parents. What research beyond the NAEYC DAP position statement do you turn to?

------------------------------
S Schwartz
NY
------------------------------

The best resource I have is the NAEYC Developmentally Appropriate Practice in Early Childhood Programs book which has just been updated and will be out in August.  I have the previous version and find it very useful.
NAEYC has some other resources that are more targeted to specific age groups also. 

https://www.amazon.com/Developmentally-Appropriate-Practice-Childhood-Programs/dp/1928896642



------------------------------
Joy Williams
Director of State & Federal Programs
Northwest Arctic Borough School District
Kotzebue AK
------------------------------

Original Message:
Sent: 02-04-2021 03:30 PM
From: Sharon Schwartz
Subject: DAP Literacy Practices in Kindergarten

We are looking for best practices in literacy for kindergarten. We are looking for research that supports programming that is not commercial, but instead is rich, meaningful, and relevant to children's lives and allows room for success at all developmental levels.
Since there is so much conflicting research about teaching literacy, especially in kindergarten, we want to make sure that we are on solid ground, supported by current research. We intentionally do not use workbooks or worksheets or canned curriculum for our general education students. Instead, the children are immersed in a print-rich environment and read and write about topics of interest to them. Phonics and conventions of print are taught in context.
We would be interested in hearing from higher education instructors,  administrators, and teachers who are involved with kindergarten literacy programming that meets NAEYC DAP standards.
We would like to know how you support your practice when questioned by the District, the Department of Education, and parents. What research beyond the NAEYC DAP position statement do you turn to?

------------------------------
S Schwartz
NY
------------------------------

Hi Sharon--I recommend Month-by-Month Reading, Writing, and Phonics for Kindergarten by Cunningham and Hall. It's not really a full curriculum, but a guide that teachers can use well. Phonics and conventions are embedded in meaningful reading and writing!

One writer (professor of ed in South Caroloina) I follow is Paul Thomas https://radicalscholarship.wordpress.com/ . I've bought his book, but I haven't read it yet. He blogs frequently about the "science of reading" push.

Good luck! I am so happy that your kinders in New York are getting rich literacy instruction!

 

------------------------------
Carrie Birmingham
Pepperdine University
Calabasas CA
------------------------------

Original Message:
Sent: 02-04-2021 03:30 PM
From: Sharon Schwartz
Subject: DAP Literacy Practices in Kindergarten

We are looking for best practices in literacy for kindergarten. We are looking for research that supports programming that is not commercial, but instead is rich, meaningful, and relevant to children's lives and allows room for success at all developmental levels.
Since there is so much conflicting research about teaching literacy, especially in kindergarten, we want to make sure that we are on solid ground, supported by current research. We intentionally do not use workbooks or worksheets or canned curriculum for our general education students. Instead, the children are immersed in a print-rich environment and read and write about topics of interest to them. Phonics and conventions of print are taught in context.
We would be interested in hearing from higher education instructors,  administrators, and teachers who are involved with kindergarten literacy programming that meets NAEYC DAP standards.
We would like to know how you support your practice when questioned by the District, the Department of Education, and parents. What research beyond the NAEYC DAP position statement do you turn to?

------------------------------
S Schwartz
NY
------------------------------