Essential Instructional Practices in Early Literacy, Prekindergarten


The purpose of the Essential Instructional Practices in Early Literacy Prekindergarten document is to increase Michigan’s capacity to improve children’s literacy by identifying a small set of research supported literacy instructional practices that could be a focus of professional development throughout the state. The focus of the document is on classroom practices, rather than on school- or systems-level practices (which will be addressed in a future document). The document focuses on prekindergarten, as literacy knowledge and skills developed in the preschool years predict later literacy achievement.

Prekindergarten education has the potential to improve “reading-by-third-grade” outcomes. Early childhood programs can also help to address disparities in literacy achievement. Research suggests that each of the ten practices in this document can have a positive impact on literacy development. We believe that the use of these practices in every classroom every day could make a measurable positive difference in the State’s literacy achievement. They should be viewed, as in practice guides in medicine, as presenting a minimum ‘standard of care’ for Michigan’s children.

This document is intended to be read in concert with Essential Instructional Practices in Literacy, Prekindergarten. There is important overlap and continuity in these two documents, and some children will benefit from instructional practices identified in the prekindergarten document beyond the prekindergarten year

Sample Videos

Pre-K Essential 1

Pre-K Essential 2