Machine generated contents note: Section 1 NOT THIS
Letter-of-the-Week Doesn't Develop Literacy / Rebecca McKay
A Tidy Practice for Grown-Ups
What Does "Doing C" Mean, Anyway?
Section 2 WHY NOT? WHAT WORKS?
What Research Says About the Sense and Sounds of Letters / William H. Teale
Alphabet Knowledge and Why It's Necessary
Learning Letter Names and Sounds: What's Involved?
Learning Letter Names and Sounds: Interrelationships
How Young Children Learn the Alphabet
Knowing the Alphabet Is Linked to Phonological Awareness
Alphabet Knowledge: What Children Learn, and When and Why They Learn It
How Many Letters and Letter Sounds Should Young Children Know, and by When?
How We Should Teach the Alphabet in Early Childhood Classrooms
Intentional and Systematic Instruction
No One Instructional Approach Is Best, but There Are Recommended Practices
Note continued: Inviting Children to Communicate Through Print / Rebecca McKay
Tracking Teaching over Time
Creating a Print-Rich Environment
Object, Material, and Space Labels
Drawing Attention to Print
Reading and Writing the Morning Message
Shared Experiences, Class Letters, and Predictable Charts
Students Publish in the Classroom Library
Creating Class Books to Support Alphabet Knowledge
Learning About Letters and Sounds in Names, Songs, Poems, and Games
Learning Through Children's Names
Learning Through Songs and Poems
