JULY 28, 2021
Teacher And Pupils Using Wooden Shapes In Montessori School
PRE-K UPDATE
The Long Island Pre-K Initiative is proud to be part of Long Island's Regional Technical Assistance Center for Pre-K and Early Education. Visit its web page for links to all partner organizations. Many have important COVID-19-related resources to offer:  www.nassauboces.org/rtac
How to support dual language learners in math
It is exceptionally clear that giving children a solid foundation in early math is important to success in the future. According to Bellwether Education Partners, surprising research shows that children’s early math skills are a better gauge of future academic success than reading skills! It’s important to consider specific ways in which Dual Language Learners (DLLs) or Emergent Multilingual Learners (EMLS) may need help with understanding math and language.

In this informative article you will find instructional strategies to bridge language differences and help DLLs understand the curriculum and demonstrate their learning. For example, young children learn best through using math language in hands-on activities, so Bellwether suggests using storytelling, drawing and symbols to show their thinking. Teachers and providers suggest using play to help DLLs utilize math skills to share what they know. This might include utilizing building blocks or writing prices on a restaurant menu.

DLLs may also be supported through discussion with families to figure out the methods by which math knowledge and language are already used in the home. You should show that you value students’ home languages. Don’t forget that it is also important to engage families of DLLs and EMLs so that learning continues beyond the classroom. Families can engage in math language when they talk about shapes, matching, patterns, sorting and logical reasoning while doing everyday tasks like setting the table or folding laundry. Read more about early math and DLLs here.
Gender stereotypes may hold boys back from reading!
According to a study in the International Journal of Inclusive Education, gender stereotypes pertaining to reading may be hindering boys in the classroom. More than 57 percent of the boys in the study said they liked fiction or story books “a lot.” This finding demonstrates that the range of boys’ reading preferences may not be properly considered.

Study author Laura Scholes is suggesting that teachers alter their literacy agendas so that lessons are not as heavily focused on reading skills. “Teachers should also promote the will to read and the enjoyment gained from literature,” she says. Promoting the enjoyment of reading early is key, especially when it comes to fiction.
“Fiction plays a key role in reading development,” Scholes says. “So, facilitating opportunities to develop sustained enjoyment of reading of this text type in the classroom is one way to expand boys’ repertoire of experience. It also supports students with more limited access to quality reading sources.”
Perhaps some teachers feel that children from low-income homes have less of a desire to read a variety of texts. Other adults may fall prey to stereotypes and assume boys prefer non-fiction; thus, they give them more of what they think they will like. They do this even though fiction is actually more closely aligned with advanced literacy abilities!

Looking for fun books that explore math, patterns and sequences?
Children are creatures of habit. Thus, they notice patterns in the world around them and love to talk about them. Patterns are especially evident in the books that children love. According to the Erikson Institute, children use language and picture patterns to complete their version of “reading” predictable books. This allows them to make their own predictions and gain an understanding of foreshadowing. Check out this list of great read alouds, such as “Pattern Bugs,” “Brown Bear Brown Bear What Do You See,” “I Went Walking” and “The Napping House,” all of which engage children and encourage them to “read” with you.
P-3 Virtual Summer Institute
Open to all educators who work with children ages 3 through 8.
The NYS Council on Children and Families (CCF) is partnering with the NYS Education Department's Office of Early Learning to convene the annual P-3 Summer Institute. Presentations will be published each Thursday from July 29 - August 12. Once published, participants may register and view them at any time. Presentations include:

  • An Introduction to the Resource Guides for School Success: The Third Grade Early Learning Standards
  • Early Childhood Professional Learning Toolkit
  • Predictable Transitions in Unpredictable Times
  • A New Way of Envisioning P-3 Education? An Educator's Awakening and Insights
  • Finding More Than One Way & The Power of Simple and Ordinary Interaction
  • An Introduction to the NYSED P-3 Instructional Guidance Toolkit


Additional information and updates can be found on NYSED's P-3 Virtual Summer Institute 2021 web page. If you have any questions regarding this event, please reach out to OEL at OEL@nysed.gov.  
The Long Island Pre-K Initiative is a collaborating partner in the state-funded Long Island Regional Technical Assistance Center for Pre-K and Early Childhood Education.

71 Clinton Rd. Garden City, NY 11530-9195
Phone: 516-396-2220
www.nassauboces.org/pre-k