From explaining why "e is for elephant" doesn't work to drilling deeply into why concepts of print are important, literacy experts Nell K. Duke and Heidi Mesmer want to help you do the best job possible of teaching letter-sound relationships to young children. That's why they explain seven "Phonics Faux Pas" in an article for the American Educator magazine.

The comprehensive, research-based piece is too detailed to summarize here, so we'll highlight  aspects of just one faux pas: "#2 Neglecting the Alphabetic Principle, Concept of Word in Print, and Other Concepts of Print."

"Children are being taught to name letters or even identify the sounds that the letters represent, but they are unclear about why they are learning it,"  Duke and Mesmer remind us. The relationship is so well-known to us, that we may fail to realize that children have missed the point that written letters represent speech. What's more, they need to know the "concepts of print"--e.g., that written words help us remember things or entertain us.

Other "faux pas" include using inappropriate key words (for example, "e is for elephant when the first sound in the animal's name is "el") and not following a scope and sequence that reflects the order in which children typically learn. Read more about all seven "Phonics Faux Pas."

According to a blog post from publishers Fountas and Pinnell, teaching phonics to English Language Learners (ELLs) may require a few adjustments. 

One example: be sure that the print for all the charts in your room is clear and consistent--and in the same font, if printed. It can be confusing for children who are working in a new language to deal with varying forms of letters. And, when possible, use real objects to represent concepts for children. If you can't use objects, use pictures whose meaning is clear.

Fountas and Pinnell also encourage you to be patient. "Accept alternative pronunciations of words with the hard-to-say sounds and present the written form to help learners distinguish between them. Over time you will notice movement toward more standard English pronunciation."  Read more.

Are you implementing these 10 essential literacy practices for Pre-K classrooms?

An Early Literacy Task Force in Michigan was charged with "identifying small set of research-supported literacy instructional practices that could be focus of professional development throughout the state." The result of their work: a list of 10 practices, supported with detailed examples. 

It's important to understand, however, that each practice is intended to be addressed throughout the day, "largely integrated into opportunities for learning in all other areas, not in an isolated block identified as 'English Language Arts' or 'Literacy.'"  Even though the focus of their recommendations is literacy, the Task Force hopes that teachers will understand that literacy instruction, as such, shouldn't dominate in Pre-K classrooms. "...that approach is counterproductive. Later academic achievement is predicted not only by literacy knowledge and skill, but by mathematics learning, knowledge of the natural and social world, and certain aspects of social, emotional, and physical development."

You can learn about all 10 practices in a downloadable six-page document from Michigan's General Education Leadership Network. Each is briefly explained and amplified with specific examples. The 10 practices include:

#1 Intentional use of literacy artifacts in dramatic play and throughout the classroom

#6 Interactions around writing

#7 Extended conversation

#10 Collaboration with families in promoting literacy.

The authors want to make sure teachers understand that their list isn't exclusive. For one thing, the field is constantly evolving, and new research could add to the list. For another, they hope teachers will enact the practices within a climate of "agency and choice."

When your Pre-K classroom includes English Language Learners (ELLs), it's important to be systematic and explicit when it comes to literacy instruction, says Karen Ford, writing for website ColorinColorado!.* It starts with making a point of introducing new words into each classroom activity. "Presenting vocabulary thematically helps children make associations between words," she points out.

In addition, English Language Learners--ELLs--need to be encouraged to talk, and may even need to be prompted. (For example, "Tell Bobby, 'May I have the red crayon, now?'") Another key: avoid changes to the classroom set-up, because the physical environment can cue students to what they are to do and how they are to behave in a particular area. And don't forget print awareness. The teacher needs to make sure that children recognize the parts of a book and learn that, in English, printed letters and words run from left to right and from top to bottom. (It's easy to forget that some languages have different conventions for print.) Click here to read all eight strategies.

*In case you are not familiar with it, the website ColorinColorado! is a bilingual resources for parents and educators, and includes free articles on a range of topics, book lists and a resource library. Like the article described above, it's materials are all carefully researched.

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