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.
Videos of sample practices
Pre-K Essential 1