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Adams, M.J. (2013). ABC Foundations for Young Children, A Classroom Curriculum. Baltimore, MD: Paul H. Brookes Publishing Co. Young children's knowledge of letter names and sounds is the best predictor of their reading and spelling progress in school but studies show that many children still struggle with alphabet knowledge at the end of first grade. This playful, highly engaging curriculum supplement has 56 activity-based lessons that help children recognize and write each letter in both upper- and lowercase forms and know the primary sound each letter represents.

Adams, M.J., Foorman, B. R., Lundberg, I., & Beeler, T. (1998). Phonemic Awareness in Young Children. Baltimore, MD: Paul H. Brookes Publishing Co. Brimming with fun, adaptable activities and games, this supplemental language and reading curriculum complements any pre-reading program. Preschool, kindergarten, and first grade teachers can use these engaging activities in any classroom.

Althouse, Rosemary, Johnson, Margaret, and Mitchell, Sharon. (2003) The Colors of Learning. New York, NY: Teachers College Press. Based on standards endorsed by the National Association for the Education of Young Children, focuses on social interactions in learning, helps teachers use more effective language, the use of many kinds of art media, moving away from “cute” art, to develop a child’s individual expression.

Armington, D. (1997). The Living Classroom: Writing, Reading, and Beyond. Washington, DC: NAEYC. The author shows us a classroom in which children’s ideas, writing, and reading thrive. Written with thoughtfulness and clarity, The Living Classroom conveys the power of children’s writing in their learning to read and in many areas of their intellectual, emotional, and social development. Bailey, B.(1996). I Love You Rituals. United States: Loving Guidance. This book contains over seventy-five activities to build bonds and strengthen relationships with children.

Baker, K. (1966). Let’s Play Outdoors. Washington, DC: National Association for the Education of Young Children. This revised pamphlet has many suggestions for outdoor experiences that will help teachers in rethinking their programs so as to provide a richer learning environment for young children.

Bardige, B.S. & Segal, M.M. (2000). Building Literacy with Love: A Guide for Teachers and Caregivers of Children From Birth Through Age 5. Washington, DC: Zero to Three Press. This book suggests loving and supportive ways adults can foster children’s ability to become literate, offering fun activities and practical suggestions for implementing effective, research-based teaching practices. Bennett-Armistead, V. Susan, Duke, Nell K., and Moses, Annie M. (2005). Literacy and the Youngest Learner. NY, NY: Scholastic. Ideas for offering young children print rich activities and environments, based on goals put forth by the International Reading Association, the National Association for the Education of Young Children, and the National Research Council. Additionally, offers enjoyable and effective ways to build essential skills such as oral language, phonological awareness, etc.

Bergen,D., Reid, R., & Torelli, L. (2001). Educating and Caring for Very Young Children. NY: Teachers College Press.

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This book is full of specific ideas for infants and toddlers at each stage of development.

Bickart, T.S., Jablon, J.R., & Dodge, D.T. (1999). Building the Primary Classroom: A Complete Guide to Teaching and Learning. Washington, DC: Teaching Strategies. This book puts the best elements of classroom management and curriculum content together in one volume.

Bickart, T.S., Jablon, J.R., & Dodge, D.T. (2001). Building the Primary Classroom: A Handbook for Teacher Educators. Washington, DC: Teaching Strategies. This handbook assists teacher educators to create a comprehensive staff development program. It includes step-by-step instructions for conducting 5-8 workshops for each component of the framework presented and dozens of reproducible handouts and overheads.

Birsh, J. R. (1999). Multisensory Teaching of Basic Language Skills. Baltimore, MD: Paul H. Brookes Publishing Co. Comprehensive and practical, this guide reveals how and why multisensory teaching methods work in any classroom. Translating theory into practice, this volume offers educators specific teaching strategies that promote phonological awareness, alphabet skills, spelling and grammar, reading accuracy and fluency, reading comprehension, handwriting and composition, organization and study skills, and communication with parents.

Blachman, B. A., Ball, E. W., Black, R., & Tangel, D. M. (2000). Road to the Code: A Phonological Awareness Program for Young Children. Baltimore, MD: Paul H. Brookes Publishing Co. For helping kindergartners and first graders who need extra work on their early literacy skills, this proven plan for teaching phonemic awareness and letter sound correspondence is a valuable resource. Expert researchers created this developmentally sequenced, 11-week program in order to give students repeated opportunities to practice and enhance their beginning reading and spelling abilities.

Blackwell, F. F. (1996). Energy and Change (Elementary Science Activity Series). Ypsilanti, MI: High/Scope Press. This book presents an array of activities designed to help children explore the important role that energy plays in our home, school, and recreational environments.

Blackwell, F. F. (1996). Life and Environment (Elementary Science Activity Series). Ypsilanti, MI: High/Scope Press. This book presents activities that are designed to bring specific environmental interests into focus for children, to build on these interests, and to help children see the diversity of living things.

Blackwell, F. F. (1996). Structure and Form (Elementary Science Activity Series). Ypsilanti, MI: High/Scope Press. This book presents a wide range of activities designed to help children actively explore their surroundings. Children can investigate simple elements of structure and form through activities designed to help them think about the relationships and interconnections between the biological and the physical world.

Bowman, Barbara (editor). (2002). Love to Read. Washington, DC: National Black Child

Development Institute, Inc. Essays in developing and enhancing early literacy skills of African American children.

Bramwell, W. & Doyle, B.G. (2008). The Power of Repeated Reading in Small-Group Instruction. New York: Scholastic. The authors show how reading-and re-reading-to children in small groups helps students build vocabulary, deepen their comprehension, and develop their social skills in Grades PreK-1. It also helps to build

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students' self-confidence and promote language development—cornerstones of emergent literacy. The strategies are easy-to-implement and supported by classroom vignettes. Brand, S. T. & Donato, J. M. (2001). Storytelling in Emergent Literacy: Fostering Multiple Intelligences. Albany, NY: Delmar, Thomson Learning. This book integrates multiple intelligences and related activities with 10 different methods of effective storytelling. It combines the art of storytelling with popular selections from children’s literature and is organized by themes around the calendar.

Bricker, D. (1993). AEPS Measurement for Birth to Three Years (Volume 1). Baltimore, MD: Paul H. Brookes Publishing Co. Covering the developmental progress of children’s functional skills in six key domains, this book helps early interventionists improves their assessments of the abilities and needs of young children who have disabilities or are at risk for developmental delays. This volume includes the complete AEPS Test and parallel assessment/evaluation tools for families, as well as sample assessment activity plans and methods of developing intervention plans and evaluation procedures.

Bricker, D. & Pretti-Frontczak, K. (1996). AEPS Measurement for Three to Six Years (Volume 3). Baltimore, MD: Paul H. Brookes Publishing Co. This volume utilizes six key domains of functional skill assessment, resulting in a flexible, developmentally appropriate system for assessing young children who have disabilities or are at risk for developmental delays. It includes the complete AEPS Test and directions for administration, as well as a complete set of data recording forms, sample assessment activity plans, and a special section devoted to family participation.

Bricker, D. U., Wadell, M. (1996). AEPS Curriculum for Three to Six Years (Volume 4). Baltimore, MD: Paul H. Brookes Publishing Co. Beginning with an introduction to the AEPS curricular materials, the editors outline objectives for six key functional domains that relate directly to the assessment results generated by the AEPS Test. A special section is devoted to planned activities and intervention suggestions and guides the user to a variety of existing effective preschool curricula that target particular goals.

Brigance, A. H. (1985). Readiness: Strategies and Practice. U.S.A. This resource offers information, teaching activities, techniques, materials, and references to teach and strengthen readiness skills.

Bunce, B.H. (2008). Early Literacy in Action: The Language-Focused Curriculum for Preschool. Baltimore, MD: Paul H. Brookes Publishing Co. This play-focused preschool curriculum provides a year’s worth of fun and flexible lessons, complete with themes, art and dramatic play activities, suggested story and song selections, and group lesson plans laid out in both a monthly and week-by-week format.

Burman, L. (2009). Are You Listening? Fostering Conversations That Help Young Children Learn. St. Paul, MN: Redleaf Press. This book is about creating a culture of conversation to help young children learn. These child-centered teaching methods will help you make conversation a part of your classroom’s daily routine and engage children in actively building their understanding of the world around them.

Calhoun, E. (1999). Teaching Beginning Reading and Writing with the Picture Word Inductive Model. Alexandria, VA: Association for Supervision and Curriculum Development. In this practical guide to teaching beginning language learners of all ages, the author encourages us to begin where the learners begin—with their developed listening and speaking vocabularies and other accumulated knowledge about the world.

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Calkins, L. M. (1994). The Art of Teaching Writing (New Edition). Portsmouth, NH: Heinemann. Sections include The Essentials of Writing; Let Children Show Us How To Teach; Ongoing Structures in the Writing Workshop; The Changing Curriculum in the Writing Workshop; and Writing Workshop Teaching in a Larger Context.

Calloway County Early Childhood Regional Training Center. Ideas for Preschool Teachers. Frankfort, KY: Kentucky Department of Education. This binder contains instructional activities for the following skill areas: gross motor, fine motor, cognitive, language, and self-help. Also included are basic concept units, patterns for holiday games, and arts and crafts.

Calloway County Early Childhood Regional Training Center. Parent/Child Activities. Frankfort, KY: Kentucky Department of Education. This binder contains activities for gross and fine motor skills, cognition, self-help, and social-emotional. It is designed for preschool teachers to pull out appropriate activities to send home to parents to carry out with their children.

Campbell, R. (1998). Facilitating Preschool Literacy. Newark, DE: International Reading Association. The first part of this book considers the notion of children constructing literacy, the second looks at literacy in the context of home and family, and the third focuses more directly on literacy learning in preschool settings.

Campbell-Rush, Peggy. (2004). Hip-Hop AlphaBop Activity Book. Peterborough, NH.

Crystal Springs Books. Energizing collection of educational activities that help young children develop their listening, oral language, and reading skills.

Carroll, J. A. (1997). Transitions: Easy Ways to Adapt to Changes in Your Day. Carthage, IL: Teaching and Learning Co. This book offers tips and techniques for smoothly switching from one activity to the next.

Chalufour, I. & Worth, K. (2004). Building Structures with Young Children. St. Paul, MN: Redleaf Press. This handbook and video serve as a virtual guided tour to the curriculum and vital part for administrators and trainers to introduce the curriculum to the staff. This book and video set has eight advanced workshops with accompanying vignettes to show the curriculum in actual use.

Chalufour, I. & Worth, K. (2003). Discovering Nature with Young Children. St. Paul, MN: Redleaf Press. This trainer’s guide serves as an indispensable handbook for trainers and administrators to use in introducing staff to the curriculum. This guide also includes seven advanced workshops to help teachers focus on specific aspects of teaching science and an accompanying video that shows the curriculum being used in actual classrooms.

Chalufour, I. & Worth, K. (2005). Exploring Water with Young Children. St. Paul, MN: Redleaf Press. This handbook and video serve as a virtual guided tour to the curriculum and vital part for administrators and trainers to introduce the curriculum to the staff. This book and video set has eight advanced workshops with accompanying vignettes to show the curriculum in actual use.

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Clay, M.M. (1991). Becoming Literate: The Construction of Inner Control. Portsmouth, NH: Heinemann. In this book, the author argues that underlying the progress of successful children there is another level of competencies being learned. Successful readers show a gradual control over how they can work with print, an inner strategic control that failing readers do not seem to build.

Clay, M. M. (1975). What Did I Write? Beginning Writing Behaviour. Portsmouth, NH: Heinemann. This book is a collection of children’s work samples and the implications of the work. Also included are questions of development and learning, concepts and principles, and theoretical links of early writing with reading.

Clements, D. H. & Sarama, J. (Editors). (2004). Engaging Young Children in Mathematics: Standards for Early Childhood Mathematics Education. Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Part One, Major Themes and Recommendations, offers a framework for thinking about prekindergarten-Grade 2 mathematics education and specific recommendations. Part Two, Elaboration of Major Themes and Recommendations, provides detail regarding young students' understandings of mathematical ideas.

Colker, L. J., Dodge, D. T., Heroman, C. (2005) The Cooking Book. Washington, DC: National Association for the Education of Young Children. A book that invites teachers to the table, to teach and learn through hands on experiences with nutrition and cooking with children.

Colker, L. J., Dodge, D. T., Heroman, C. (2002) The Creative Curriculum for Preschool: Fourth Edition. Washington, D.C: Teaching Strategies, Incorporated. This new edition skillfully balances current demands for outcomes and accountability with what we know about the vital role of play in children’s learning.

Committee for Children. (2011). Second Step: Social-Emotional Skills for Early Learning. Washington. Copley, J. V.. Jones, Candy, & Dighe, Judith. (2007). Mathematics: The Creative Curriculum Approach. Washington, DC: Teaching Strategies. This book includes the historical, theoretical, and Social Aspects of early childhood mathematics; mathematics for the young child; the implementation of mathematics programs; and mathematics for everyone.

Copley, J. V. (1999). Mathematics in the Early Years. Reston, VA: The National Council of Teachers of Mathematics, Inc. This book includes the historical, theoretical, and Social Aspects of early childhood mathematics; mathematics for the young child; the implementation of mathematics programs; and mathematics for everyone.

Copley, J. V. (2004). Showcasing Mathematics for the Young Child. Reston, VA: The National Council of Teachers of Mathematics, Inc. This book illustrates activities that promote early mathematics development for children ages three to five and showcases mathematics for the young child. The activities are distributed into five content areas: number and operations, geometry, algebra, measurement and data analysis.

Copley, J. V. (2000). The Young Child and Mathematics. Washington, DC: National Association for the Education of Young Children.

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This engaging, accessible book opens our eyes to young children’s extensive math interests and abilities. The book is consistent with both NAEYC guidelines on curriculum and assessment and National Council of Teachers of Mathematics Principles and Standards for School Mathematics.

Copple, C. & Bredekamp, S. (2006). Basics of Developmentally Appropriate Practice. Washington, DC: National Association for the Education of Young Children. This book is fundamental to the field that all newcomers to early childhood education need a sound grasp from the beginning, and describes the core concepts and makes them meaningful to everyday practice.

Copple, C. (2014). Developmentally Appropriate Practice: Focus on Kindergartners. Washington, DC: National Association for the Education of Young Children. Edited and compiled just for kindergarten teachers, this resource explains developmentally appropriate practice (DAP) so teachers can apply DAP in their work with kindergartners.

Copple, C. (2010). Developmentally Appropriate Practice in Early Childhood

Programs (Third Edition). Washington, DC: National Association for the Education of Young Children. Based on what the research says about development, learning, and effective practices, as well as what experience tells us about teaching intentionally, DAP articulates the principles that should guide our decision making. Chapters describe children from birth through age 8 in detail, with extensive examples of appropriate practice for infant/toddler, preschool, kindergarten, and primary levels.

Cox, E. (1996). Why I Am Special: Esteem-building activities for children 8 and under. Boulder, CO: CareerTrack Publications. The goal of this activity book is to provide an avenue to learn more about a child and to build his or her self-esteem.

Craft, D. H., & McCall, R. M. (2000). Moving With A Purpose: Developing Programs for Preschoolers of All Abilities. Champaign, IL: Versa Press. This easy to use guide describes building movement programs for every child including those with special needs. It is a collection of movement games and activities for preschool children.

Cripe, J., Slentz, K., & Bricker, D. (1997). AEPS Curriculum for Birth to Three Years (Volume 2). Baltimore, MD: Paul H. Brookes Publishing Co. This hands-on curriculum is designed to provide abundant teaching opportunities tailored to each child’s involvement in the daily activities and routines of early childhood. Covering six developmental domains, curriculum items correspond directly to test items, providing a critical link between assessment results and IEP/IFSP objectives.

Cryer, D., Harms, T., & Riley, C. (2003). All About the ECERS-R. Lewisville, NC: PACT House Publishing, Kaplan Early Learning Company. This resource guide for the Early Childhood Environmental Rating Scale-Revised Edition gives information on why each item is important, what is needed to meet the requirements for all items, and how to score. Color photographs taken in child care settings are used to illustrate the text.

Cunningham, Patricia and Allington, Richard L. (1999). Classrooms that Work: They Can ALL Read and Write (2

nd edition). NY, NY: Addison Wesley Longman, Inc.

Selections from what is known about what works for classroom teachers. A positive resource containing ideas, activities, and organizational strategies.

Davidson, J. (1996). Emergent Literacy and Dramatic Play in Early Education. Albany, NY: Delmar Publishers.

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This book describes teaching techniques that facilitate language inherent in dramatic play. Using the list of dramatic play themes and readily available props, you’ll soon have students vying for center stage. DeBaryshe, Barbara, Gorecki, Dane, Schickedanz, Judy, & Dickinson, David, (2005), Opening the World of Learning: Evaluating Language and Literacy in Four-Year-Olds: A Practical Guide for Teachers. Parsippany, NJ: Pearson Early Learning, Inc. An ongoing observational tool for assessing children’s language and literacy skills and behaviors.

Debruin-Parecki, A. (2008). Effective Early Literacy Practice: Here’s How, Here’s Why. Baltimore, MD: Paul H. Brookes Publishing. Which early literacy research really warrants attention, why is it so important, and how can teachers best help young children learn to read? This book captures the most reliable early literacy knowledge and turns those concepts into strategies to use with diverse learners at different skill levels.

Debruin-Parecki, A. (2007). Let’s Read Together: Improving Literacy Outcomes with the Adult-Child Interactive Reading Inventory (ACIRI). Baltimore, MD: Paul H. Brookes Publishing Co. This tool measures the quality of adult and child interactions during joint book reading to help promote the development of emergent literacy skills, improve educators’ teaching of these skills, and provide evaluation data that shows their practices are effective.

DeBruin-Parecki, A. & Hohmann, M. (2003). Letter Links: Alphabet Learning With Children's Names. Ypsilanti, MI: High/Scope Educational Research Foundation. This book contains a review of research on name learning and the alphabetic principle on which the letter links system is based, eight steps recommended for introducing letter links to children, numerous strategies for using letter links, and illustrated sample sets of letter links to use with names that begin with letters and sounds common to the English language.

Dermon-Sparks, L. (1989). Anti-Bias Curriculum: Tools for Empowering Young Children. Washington, DC: National Association for the Education of Young Children. This book embraces an educational philosophy as well as specific techniques and content. It sets up a creative tension between respecting differences and not accepting unfair beliefs and acts.

Dodge, D.T., Colker, L.J. & Heroman, C. (2002). Connecting Content, Teaching, and Learning. Washington, DC: Teaching Strategies. With increasing emphasis on academics, standards, and accountability, teachers are under pressure to explain how and what children are learning. This book gives you the information to respond appropriately and with integrity. (Goals and objectives correspond to the Creative Curriculum 4th Edition.)

Dombro, A, L., Colker, L.J., & Dodge, D.T. (1997). The Creative Curriculum for Infants & Toddlers. Washington, DC: Teaching Strategies, Inc. This book provides a comprehensive, yet easy-to-use framework for planning and implementing a developmentally appropriate program. Designed for use in both center-based and family childcare settings, it that emphasizes relationships between caregivers/teachers and children and families are the focus of curriculum for very young children. Dombro, A.L., Jablon, J. & Stetson, C. (2011). Powerful Interactions: How to Connect with Children to Extend Their Learning. Washington, DC: NAEYC. This reflective guide contai9ns everything you need to understand what powerful interactions are, how to make them happen, and why they are so important in increasing children’s learning and your effectiveness as a teacher.

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Early Childhood Today. (1997). 50 Art Activities for Your Kindergarten Classroom. New York, NY: Scholastic, Inc. This book contains 50 child-centered, hands-on activities that invite children to explore their own creativity with: practical, easy-to-follow steps, tips for making art and everyday experience, and tips for observing and documenting children’s learning.

Early Childhood Today. (1997). 50 Math Activities for Your Kindergarten Classroom. New York, NY: Scholastic, Inc. This book includes 50 child-centered, hands-on activities that invite your children to explore important math concepts with: practical, easy-to-follow steps, ideas for extending activities into other curriculum areas and tips for observing and documenting children’s learning.

Early Childhood Today. (1997). 50 Science Activities for Your Kindergarten Classroom. New York, NY: Scholastic, Inc. This book contains 50 seasonal hands-on activities that invite children to explore important science concepts by using: practical, easy-to-follow steps, ideas for extending activities to other curriculum areas and tips for observing and documenting children’s learning.

Egan, Kieran. (2006). Teaching Literacy. Thousand Oaks, CA: Corwin Press. Offers tried and true activities from practicing classroom teachers, step-by-step planning frameworks for

designing and delivering engaging literacy challenges. Eisele, B. (1991). Managing the Whole Language Classroom. Cypress, CA: Creative Teaching Press, Inc. This book is a resource guide for teachers who use whole language in their classrooms.

Epstein, Ann, S., Ph.D. (2007). Essentials of Active Learning in Preschool. Ypsilanti, MI: HIGH/SCOPE Press. Presents an in-depth, easy-to-read overview of the well-known and respected High/Scope Preschool curriculum, covering teaching practices, curriculum content, child and program assessment, and teacher training.

Epstein, A.S. & Gainsley, S. (2005). “I’m Older Than You. I’m Five!” Math in the Preschool Classroom. Ypsilanti, MI: High/Scope Press. This book has 50 early math activities that build on children's natural interests. Step-by-step activities use common everyday materials.

Ericson, L. & Juliebo, M.F. (1998). The Phonological Awareness Handbook for Kindergarten and Primary Teachers. Newark, DE: International Reading Association. This handbook offers a practical and comprehensive means of teaching and monitoring children's development of phonological awareness in the classroom. The authors provide answers to frequently asked questions about phonological awareness, offer a possible teaching sequence, and suggest a variety of activities to enhance children's phonological awareness.

Evans, Betsy. (2007). I Know What’s Next. Ypsilanti, MI: High/Scope Press. Strategies, songs, games, role playing activities for pre-school transition.

Evans, Betsy. (2002). You Can’t Come to My Birthday Party. Ypsilanti, MI: High/Scope Press. Children's conflicts over toys, space, and friendship create many challenges for teachers and parents. This book presents a six-step mediation process adults can use to support young children at these tense and emotional times. It includes more than 50 actual stories of conflict experiences from preschools, nursery schools, Head Start centers, elementary schools, and homes. Through these stories and the

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accompanying photos of conflict resolution in action, readers can "see and hear" real children resolving disputes successfully, guided by adults using the six-step process.

Evitt, Marie Faust., Tim Dobbins, and Bobbi Weesen-Baer. (2009). Thinking Big, Learning Big: Connecting Science, Math, Literacy, and Language in Early

Childhood. Beltsville, MD: Gryphon House. Thinking BIG, Learning BIG is filled with BIG activities to engage the imaginations of young children. Children learn best by seeing, feeling, and doing. Making things on a grand scale enhances their understanding. When children build a giant spider with eight legs and eight eyes, and a giant fly with six legs and two eyes and two wings, children can experience the difference between spiders and flies, that they are not just “bugs. BIG creations are more fun, more memorable, and therefore, more educational.

Ezell, H. K., & Justice, L. M. (2005). Shared Storybook Reading: Building Young Children’s Language & Emergent Literacy Skills. Baltimore, MD: Paul H. Brookes Publishing. Step-by-step strategies to help adults engage, respond to, and teach young children during storybook reading is presented to turn the fun of shared reading into a powerful learning experience.

Feldman, J. (1995). Transition Time--Let’s Do Something Different. Beltsville, MD: Gryphon House. Learn how to make transitions smooth, meaningful, and fun for children. Learn how to “bridge” periods of time, and capture children’s interest with activities, finger plays and songs, and games. Tips for planning for transitions during every part of the day, plus a planning guide, are included.

Fountas, Irene and Pinnell, Gay Su. (1996). Guided Reading: Good First Teaching for All Children. Portsmouth, NH: Heinemann Press. K-3 Classroom teachers, reading resource teachers, administrators, etc., explains how to create balanced literacy programs based on guided reading and supported by reading aloud, shared reading, and interactive writing.

Fromboluti, C. S., & Seefeldt, C. (1999). Early Childhood: Where Learning Begins: Geography. Washington, DC: United States Department of Education. This book gives ideas to use children’s play to help them learn more geography. Most of the suggestions are geared to children from 2 to 5 years of age. Froschl, M., Colon, L., Rubin, E., & Sprung, B. (1984). Including All of Us: An Early Childhood Curriculum About Disability. New York, NY: Educational Equity Concepts, Inc. This inclusive curriculum--one that is nonsexist, multicultural, and includes images of children and adults with disabilities--can be integrated naturally into the early childhood learning environment. This guide tells how to do it and focuses on three preschool units: Same/Different, incorporating hearing impairment; Body Parts, incorporating visual impairment; and Transportation, incorporating mobility impairment.

Gainsley, Suzanne. (2008). From Message to Meaning: Using a Daily Message Board in the Preschool Classroom. Ypsilanti, MI: HIGH/SCOPE Press. Describes the benefits of using a daily message board at greeting time, guides teachers through the process of creating messages, and offers strategies for making the message board an engaging and interactive experience.

Gartrell, Daniel. (2012). Education for a Civil Society: How Guidance Teaches

Young Children Democratic Life Skills. Washington, D.C.: NAEYC.

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Gelman, Rochel. (2010). Preschool Pathways to Science: Facilitating Scientific

Ways of Thinking, Talking, Doing, and Understanding. Baltimore, MD: Paul H. Brookes Pub. This innovative teaching resource helps children ages 3–5 investigate their everyday world and develop the basics of scientific thinking—skills they'll apply across subject areas when they enter school.

Geneshi, Celia and Dyson, Anne Haas. (2009). Children Language and Literacy.

New York, NY: Columbia University. Authors celebrate the genius of young children who are learning language and literacy in our diverse times. Featured stories include those of children whose learning does not follow a script.

Gestwicki, C. (1999). Developmentally Appropriate Practice: Curriculum and Development in Early Education. Albany, NY: Delmar Publishers. Practical examples are used to show how to implement developmentally appropriate practices in real-life situations for children birth to age 8.

Ginsburg, H., Greenes, C., & Balfanz, R. (2003). Teacher Resource Binder Big Math for Little Kids. Parsippany, NJ: Pearson Education, Inc. Developmentally appropriate math activities that connects math, music, art, and movement.

Golick, M. (1995) Wacky Word Games, Markham, Ontario: Pembroke Publishers Ltd. This book contains games played with words. Goodman, G. ( 1995) I Can Learn! Peterborough ,NH: Crystal Springs Books Includes easy to implement, teacher tested ideas for adapting math, reading, writing, handwriting, and spelling activities to fit students’ diverse learning needs. Goodman, Y. M. (1986). How Children Construct Literacy--Piagetian Perspectives. Newark, DE: International Reading Association. In this book, Piaget and others give indicators to aid educators in realizing the headway children make when constructing their own sense of reading and writing.

Graves, M. (1997). 100 Small-Group Experiences. Ypsilanti, MI: High/Scope Educational Research Foundation. This book contains 100 plans for active, engaging small-group times that stimulate children’s creativity, help them learn skills and concepts, and introduce them to a wide range of new and thought-provoking experiences, both inside the preschool classroom and in the neighborhood and community that surround the school.

Graves, M. (1996). Planning Around Children’s Interests: The Teacher’s Idea Book 2. Ypsilanti, MI: High/Scope Press. This book is filled with practical teaching strategies and actual classroom examples of teacher-child interactions. The ideas draw on children’s interests as a rich resource for curriculum planning.

Graves, M. (1989). Teachers Idea Book. Ypsilanti, MI: High/Scope Educational Research Foundation. This book provides a brief overview of the High/Scope Curriculum, including the philosophy, daily routine, guidelines for room arrangement, and key experiences. A discussion on team teaching and planning provides the guidelines for using this book to plan in a team around the key experiences and the children’s interests.

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Greenberg, J. & Weitzman, E. (2002). Learning Language and Loving It, Second Edition. Toronto, Ontario, Canada: The Hanen Program. This guidebook provides a step-by-step approach to promoting children’s social, language and literary development in child care, preschool and other early childhood settings. This updated edition includes the most current research in this field and is aimed at a wide range of needs.

Greenman, James T., and Anne Stonehouse. (1996). Prime Times: A Handbook for Excellence in Infant and Toddler Care. St. Paul, MN: Redleaf. Achieve quality care and education in your infant or toddler program with this practical guide—a sourcebook for establishing, organizing, and maintaining a quality program. This includes topics such as developmental issues; infants and toddlers with special needs; staffing and staff training; creating learning and nurturing environments; establishing routines; discipline; health, nutrition, and safety policies; curriculum; partnering with parents; assessment; and program evaluation.

Hallissy, Jennifer. (2010). The Write Start: A Guide to Nurturing Writing at Every Stage, from Scribbling to Forming Letters and Writing Stories. Boston: Trumpeter. Fifty-two playful activities are presented as ways to invite your child to write. Each activity offers specific suggestions to meet the needs of Scribblers (pre-writers), Spellers (emerging writers), Storytellers (beginner writers), and Scholars (more experienced young writers)—providing the just-right combination of fun and functional skill development. Hamilton, Claire E., and Paula J. Schwanenflugel. (2011). PAVEd for Success:

Building Vocabulary and Language Development in Young Learners. Baltimore, MD: Paul H. Brookes Pub. This proven program supplement helps early childhood educators explicitly teach vocabulary and oral language skills through lessons that introduce key social studies and science terms.

Hansen, Harlan S., and Ruth M. Hansen. (2010). Lessons for Literacy: Promoting

Preschool Success. St. Paul, MN: Redleaf. With the right tools, early childhood professionals can help preschoolers build a strong educational foundation for kindergarten and beyond. This solid program, successfully piloted in preschools, uses developmentally appropriate learning activities to identify and shape children’s early literacy skills. Lessons for Literacy includes learning activities, assessment tools, and sound pedagogy to help preschool-age children learn literacy basics such as print concepts, rhyming, and letter recognition.

Helm, J. & Katz, L. (2001). Young Investigators: The Project Approach in the Early Years. New York: Teachers College, Columbia University. This book describes how projects emerge, develop, and culminate in groups from toddlers through first-graders. Also included is a planning journal with step-by-step guidance for doing a first project with young children.

Henthorne, Mary, Larson, Nola, and Chvojicek. (2000). Transition Magician 2: More

Strategies for Guiding Young Children in Early Childhood Programs. St. Paul, MN: Redleaf Press. Filled with over 200 mind-expanding activities for the times between planned activities. Includes adaptations and suggestions for toddlers and for children with special needs.

Heroman, C. & Jones, C. (2004). Literacy: The Creative Curriculum® Approach. Washington, DC: Teaching Strategies, Inc. Preschool literacy experiences should be intentionally built into the entire daily schedule and all interest areas in the classroom. This book shows teachers how to maximize literacy learning experiences within the framework of a comprehensive, integrated curriculum.

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Heroman, Cate, Burts, Diane C., Berke, Kai-lee’, and Bickart, Toni S. (2010). Washington, DC: Teaching Strategies.

The Creative Curriculum for Preschool, Volumes 1-5: (4 copies) Washington, DC:

Teaching Strategies. Newly revised into five comprehensive volumes, this 5th edition presents the most

current research and explains the best practices in working with young children and families. It define the objectives for children’s development and learning that are most predictive of school success and offers strategies for promoting children’s social-emotional development as well as content and area skills. The Foundation: presents theory and research behind curriculum, helps teachers translate into practice, explains the five components of teaching preschool, Interest Areas: discusses 10 classroom interest areas and the outdoors, suggest appropriate materials and prd presents teachers with ways to promote children’s development and learning; Literacy: gives teachers the latest research-based strategies for supporting early literacy learning, helps them to teach intentionally and incorporate language and literacy learning into everyday classroom experiences; Mathematics: explains the components and process skills of mathematics and provides teachers with practical strategies for promoting mathematics and provides teachers with practical strategies for promoting mathematics learning throughout the day; Objectives for Development & Learning: presents the 38 objectivs for development and learning; user-friendly, color-coded developmental progressions that show widely-held expectations for children; and strategies to help every child progress

High/Scope Educational Research Foundation. (2003). High/Scope Preschool Key Experiences: Classification, Seriation, and Number. Ypsilanti, MI. This booklet describes the 13 math-related key experiences for the High/Scope approach to preschool education. Lists of materials that promote math exploration are provided, as well as teaching strategies that will help recognize and make the most of math opportunities throughout the day.

High/Scope Educational Research Foundation. (1999). High/Scope Preschool Key Experiences: Creative Representation. Ypsilanti, MI. Teachers and parents can use this booklet to learn how to recognize and support the High/Scope key experiences in creative representation. It includes examples of how representation occurs in children’s play, strategies for promoting representation, lists of materials that encourage representation, and a creative representation checklist.

High/Scope Press. (1991). High/Scope K-3 Curriculum Series. Ypsilanti, MI. Hohmann, C. Mathematics. Maehr, J. M. Language & Literacy. Blackwell, F. & Hohmann, C. Science. Hohmann, C. & Buckleitner, W. Learning Environment. Hohmann, M. (2002). Fee, Fie, Phonemic Awareness: 130 Prereading Activities for Preschoolers. Ypsilanti, MI: High/Scope Educational Research Foundation. This book provides phonemic awareness activities suitable for small-group learning in preschool settings. The activities fall into five content categories: identifying sounds, building rhyme awareness, building alliteration awareness, recognizing letters, and developing letter-sound awareness.

Hohmann, M. & Tangorra, J., Editors. (2007). Let’s Talk Literacy: Practical Readings for Preschool Teachers. Ypsilanti, MI: High/Scope Press. This book is a collection of articles by experts that gives busy teachers a ready resource on early literacy and the tools they need to implement an effective literacy curriculum in their preschool classrooms.

Hohmann, M. & Adams, K. (2008). Storybook Talk: Conversations for Comprehension. Ypsilanti, MI: High/Scope Press. This book includes background on how children’s comprehension develops, discussion of story elements, and sixty-three strategies for story reading that build children’s vocabulary as well as their ability to connect with stories, retell them, and predict what happens next.

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Holt, B. G. (1989). Science with Young Children. Washington, DC: National Association for the Education of Young Children. Making a science experience out of a finding or happening may require the sensitivity and hard work of an adult. This book describes how educators can provide such experiences.

Howes, C. (Ed.) (2003). Teaching 4- to 8-Year-Olds: Literacy, Math, Multiculturalism, and Classroom Community. Baltimore, MD: Paul H. Brookes Publishing Co. This book will help tune educators in to how their students think and learn, and will provide sound research-based information and developmentally appropriate teaching practices in crucial areas.

Hyson, Marilou. (2008). Enthusiastic and Engaged Learners. Washington, DC: NAEYC. Help teachers to understand how children acquire positive approaches to learning, identify and plan specific strategies for the classroom, uses culturally sensitive assessments to plan interventions.

Isbell, Rebecca T. (1995). The Complete Learning Center Book. Beltsville, MD: Gryphon House. Wake up your classroom with these unique learning centers and new ideas for energizing traditional learning centers. Completely revised, each learning center now includes assessment tools and updated literacy components.

Isbell, R. & Exelby, B. (2001) Early Learning Environments That Work. Beltsville, MD: Gryphon House, Inc. This book explores how to use furniture, color, materials, storage, lighting, and more to nurture young children.

Isbell, Rebecca T., and Pamela Evanshen. (2012). Real Classroom Makeovers:

Practical Ideas for Early Childhood Classrooms. Lewisville, NC: Gryphon House. Learning environments are an important topic as more and more teachers try to make their classrooms into places that support and inspire learning. Using “before and “after pictures of real early childhood classrooms, Real Classroom Makeovers shows early childhood teachers step-by-step how small changes can transform their classrooms into wondrous environments for young children to learn and grow.

Isbell, Rebecca T., and Shirley C. Raines. (1999). Tell It Again! Easy-to-Tell Stories with Activities for Young Children. Beltsville, MD: Gryphon House. The authors have compiled the best tips and tricks of expert storytellers and teachers in a single book. Through retelling of 18 well-loved children's stories, teachers and parents can capture the attention and imagination of young children. It's easy to use: just read the story, noting the hints and tips (when to raise your voice or make funny face). Then put the book away, pick up the accompanying outline with important story points, and spin your tale! Extend the story with dozens of activities specially created to fit each story.

Isbell, Rebecca T., and Shirley C. Raines. (2000). Tell It Again! 2: Easy-to-tell Stories

with Activities for Young Children. Beltsville, MD: Gryphon House. Engage young children's minds and capture their undivided attention with 16 more stories, complete with storytelling tips and new activities. The storytelling tips bring the stories to life, while the activities expand and enhance each tale. Jalongo, Mary R. (2008). Learning to Listen, Listening to Learn: Building Essential Skills in Young Children. Washington, DC: National Association for the Education of Young Children. Learning to Listen, Listening to Learn provides clear, research-based guidance to help teachers set young children's listening behaviors on the right path, as well as reassess their own listening skills.

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Jalongo, M. (1988). Young Children and Picture Books. Washington, DC: National Association for the Education of Young Children. This book will help you select and use the best picture books to start young children off on the right road to reading.

Jenkinson, S. (2001). The Genius of Play: Celebrating the Spirit of Childhood. Stroud, Gloucestshire, UK. This book addresses what play is, why it matters, and how modern life endangers children's play. The secrets of play are explored through moving stories and research.

Johnson-Martin, N., Jens, K., Attermeier, S. N. (1986). The Carolina Curriculum for Handicapped Infants and Infants at Risk. Baltimore, MD: Paul H. Brooks Publishing. The CCHI curriculum is based on normal sequences of development but does not assume there will be relatively even development across all spheres.

Johnson-Martin, N., Jens, K., Attermeier, S. N. (2004). The Carolina Curriculum for Infants and Toddlers with Special Needs. Baltimore, MD: Paul H. Brooks Publishing. 24 logical teaching sequences covering five developmental areas: personal-social, cognition, communication, fine motor, and gross motor. Age-appropriate activities. Jones, E., Evans, K., Rencken, K. (2001). The Lively Kindergarten. Washington, DC: National Association for the Education of Young Children. Four teachers describe the commitment to creating emergent curriculum: challenging professional growth, paying genuine attention to each child, doing what each child needs, and inventing strategies for accomplishing all this within the constraints of the system.

Katz, S.A. & Thomas, J.A. (2004). The Word in Play, Second Edition. Baltimore, MD: Paul H. Brookes Publishing Co. This hands-on guide includes: scripted and unscripted sample lessons, poetry and music workshops for teachers, and helpful materials for everyday use. This book also helps infuse language arts into every part of the school day.

Kepler, L. (1996). A Year of Hands-On Science. Jefferson City, MO: Scholastic, Inc. This book contains information, experiments, activities, cross-curricular extensions, and resources to create a classroom that is rich in hands-on science experiences. It includes 18 complete theme units.

Kohl, M. F. & Solga, K. (1996). Discovering Great Artists. Bellingham, WA: Bright Ring Publishing, Inc. This book is a creative collection of easy art appreciation activities for children ages 4-12.

Koralek, D. (Ed.). (2003). Spotlight on Young Children and Language. Washington, DC: National Association for the Education of Young Children. This is a collection of engaging, research-based articles that describe powerful ways to promote oral language throughout the early childhood curriculum.

Koralek, D. (Ed.). (2003). Spotlight on Young Children and Math. Washington, DC: National Association for the Education of Young Children. This collection of articles reflects the research-based recommendations for practice in NAEYC’s joint position statement with the National Council of Teachers of Mathematics. The authors offer proven

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strategies to introduce key math concepts, foster problem solving and mathematical thinking, and encourage use of math across the curriculum.

Koralek, D. (Ed.). (2003). Spotlight on Young Children and Science. Washington, DC: National Association for the Education of Young Children. In this collection of engaging and thoughtful articles from Young Children and other NAEYC resources, the authors describe fresh, effective ideas for early childhood science and help us think carefully about the what and the how in a first-rate science program.

Kuzmeskus, J. (1996). We Teach Them All. York, Maine: Stenhouse Publishers. This book features reflections on diversity--how it can be a positive, strengthening force in teaching and learning.

Letts, N. (1997). Creating a Caring Classroom. Jefferson City, MO: Scholastic, Inc. This book gives ideas for creating a learning environment that is alive with discovery and discussion, but peaceful and respectful, too. It will give you new ways of thinking about teaching, learning, and community-building in your classroom and beyond.

Lewis, Barbara A., and Pamela Espeland. (1998) What Do You Stand For?: A Kid's

Guide to Building Character. Minneapolis, MN: Free Spirit Pub. Even elementary school children can build positive character traits like caring, citizenship, cooperation, courage, fairness, honesty, respect, and responsibility. The true stories, inspiring quotations, thought-provoking dilemmas, and activities in this book help kids grow into capable, moral teens and adults. Lewman, B. S. & Fowler, S. A. (2001). Spark Curriculum for Early Childhood: Implementation Manual. St. Paul, MN: Redleaf Press. The literacy-based Spark Curriculum uses the creative arts to introduce important developmental and school readiness skills to young children. Children learn while actively attending to stories and engaging in related activities involving music, art, and make believe. The two activities volumes include send-home story descriptions in English and Spanish to be shared with families.

Volume 1 and Volume 2 each include activities to be used with ten different children’s books each. Linder, T. W. (1993). Transdisciplinary Play-Based Intervention: Guidelines for Developing a Meaningful Curriculum for Young Children. Baltimore, MD: Paul H. Brookes Publishing Co. This book provides creative strategies for promoting cognitive, social-emotional, communication and language, and sensorimotor development.

Lunsford, Susan. (2004). Teaching with Favorite Read-Alouds in PreK. NY, NY: Scholastic. Author’s selection of 50 perfect books for reading aloud to preschoolers.

Makin, L. & Diaz, C. J. (2002). Literacies in Early Childhood: Changing Views,

Challenging Practices. Philadelphia, PA: Maclennan & Petty. Topics include the intersections between social identities such as gender, language, ethnicity, race, disability and class; the importance of partnerships between educators, families and communities in fostering literacy learning; the impact of visual, technological and commercial influences; and the view that children are competent interpreters of their social worlds.

Marcus, E. F. & Granovetter, R. F. (1986). Making It Easy Crafts and Cooking Activities. Palo Alto, CA: VORT Corporation. This activity book makes it easy to teach important skills, sequence instruction of complex tasks, plan and implement lessons for groups or individuals, integrate activities into existing routines and curriculums, and enjoy learning while making things.

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Mariotti, Arleen Shearer., and Susan P. Homan. (1994). Linking Reading Assessment

to Instruction: An Application Worktext for Elementary Classroom Teachers. New York: St. Martin's. This text applies current theory to classroom practice by providing, in each chapter, a brief explanation of major concepts followed by guided practical experience in administering, scoring, and interpreting reading assessment techniques. Marshall, Beth, Lockhart, Fewson, Moya. (2007). High/Scope Step by Step Lesson Plans for the First 30 Days. Ypsilanti, MI: Highscope Press. A comprehensive introduction giving an overview of the High/Scope Curriculum, plans for each segments of the daily routine, overviews of each week, lists of developmentally important experiences reflected by each plan’s activities, adult-child interaction strategies and tips, reproducible sheets for taking anecdotal notes, a music CD for use at large-group time.

Matteson, David M., and Deborah K. Freeman. (2005). Assessing and Teaching

Beginning Writers: Every Picture Tells a Story. Katonah, NY: Richard C. Owen. Based on strong understandings of developmentally appropriate practices, the authors have created and explained a continuum designed to assess what very young children know about oral language, drawing, and writing. This new, well-researched, and easy-to-use assessment tool helps teachers determine powerful next literacy steps and instruction for their young students. McGee, L. M. (2007). Transforming Literacy Practices in Preschool: Research-Based Practices That Give All Children the Opportunity to Reach Their Potential as Learners. New York: Scholastic. In this research-based yet practical resource, the author describes what high-quality literacy instruction looks like for preschoolers. Strategies, lessons, and ideas to show teachers how to incorporate practices so that every child is ready for the literacy demands of kindergarten are provided.

Merrell, Kenneth W., Whitcomb, Sara, and Parisi, Danielle. (2009) Strong Start: A Social & Emotional Learning Curriculum. Baltimore, MD: Paul H. Brookes Publishing

Company. A field-tested, kid-friendly curriculum that makes it easy to give young children a stong foundation of social-emotional confidence. Tailored especially for very young children, low-cost, low-tech; requires few extra resources.

Mitchell, A. & David, J. (1992). Explorations with Young Children. Mt. Rainer, MD: Gryphon House. This guide shows early childhood professionals how to develop their own curricula based upon the needs and interests of children. This curriculum guide is from the Bank Street College of Education.

Moomaw, Sally, Brenda Hieronymus, and Yvonne Pearson. (2006). Get Ready for

Math!: Making Child Care Work for You. St. Paul, MN: Redleaf. Written specifically for parents of children in child care, Get Ready for Math! helps parents partner with their child care provider to build important emerging math skills in their child.

Moomaw, S. & Hieronymus, B. (1995). More Than Counting--Whole Math Activities for Preschool and Kindergarten. St. Paul, MN: Redleaf Press. This book is filled with unusual games and fun activities that have proven superior in facilitating children’s construction of mathematical knowledge. (And in easing teaching anxiety about providing a solid math curriculum!)

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Moomaw, S. & Hieronymus, B. (2001). More Than Letters Literacy Activities for Preschool and Kindergarten and First Grade. St. Paul, MN: Redleaf Press. Contains innovative ways to nurture children’s interest in basic literacy Dozens of ideas for creating a literacy-rich classroom.

Moomaw, S. & Hieronymus, B. (1999). Much More Than Counting--More Math Activities for Preschool and Kindergarten. St. Paul, MN: Redleaf Press. Sequel to More Than Counting is a resource for those interested in providing a developmentally

appropriate math curriculum for young children. Moore, T. & Schiller, P. (2006). And the Cow Jumped Over the Moon! Beltsville, MD: Gryphon House, Inc. This book has over 250 songs, chants, and rhymes that help enrich toddlers’ language skills in a fun and easy way. By using these songs, chants, and rhymes into a classroom teachers provide opportunities for young children to develop in all aspects of reading readiness and literacy.

Moore, T. & Schiller, P. (2004). Do You Know the Muffin Man? Beltsville, MD: Gryphon House, Inc. This book has activities to accompany already well-known songs, rhymes, and chants. These activities are a great help to laying the language foundation in young children in a fun way by developing listening and oral language skills, comprehension skills, print awareness, and knowledge and recognition of letters.

Moore, T. & Schiller, P. (1993). Where is Thumbkin? Beltsville, MD: Gryphon House, Inc. This book has over 500 activities to use with songs you already know. It shows teachers how to integrate learning across the curriculum using children’s favorite songs. Activities in this book relate to every area of core content – science, art, language, math, motor skills, drama, social studies, and cooking.

Morrow, L. M. (2001). Literacy Development in the Early Years: Helping Children Read and Write (Fourth Edition). Needham Heights, MA: Allyn & Bacon. This text describes a program that nurtures literacy development from birth to third grade.

Murphy, Lisa. (2009). Even More Fizzle, Bubble, Pop & WOW!. Rochester, NY: Ooey Gooey, Inc. An essential addition to your collection of activity resource books. Tried and true science activities are appropriate for family childcare homes, playgroups, preschool classrooms, child care centers, kindergartens and elementary schools.

Murphy, Lisa. (2009). The Ooey Gooey Handbook.Rochester, NY: Ooey Gooey, Inc. A must read for anyone who spends time with children. Preschool teachers, parents and grandparents, play group leaders, parents, grandparents will all benefit from the ideas, suggestions, tips and inspiration within the book.

Murphy, Lisa. (2009). Ooey Gooey Tooey. Rochester, NY: Ooey Gooey, Inc. Sequel that is chock full of art ideas, sensory tub concoctions and many otyher activities for both home and school alike.

Murphy, Lisa. (2009). Play: The Foundation that Supports the House of Higher Learning. Rochester, NY: Ooey Gooey, Inc. Used across the country to reinforce the importance of playing in the lives of children. Playing is vital to the social, physical, cognitive and spiritual development of our children.

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National Council for Teachers of Mathematics. (2000). Principles and Standards for School Mathematics. Reston, VA. This CD-ROM resource guide has mathematics standards for Prekindergarten through Grade 12.

National Institute for Literacy (no publishing date). Big Dreams: A Family Book about Reading. A guided story to encourage parents’ positive feelings about childhood literacy.

Nations, Susan and Boyett, Suzi. (2002). So Much Stuff, So Little Space: Creating and Managing the Learner-Centered Classroom. Gainesville, FL Maupin House.

Strategies for keeping student information organized and accessible, arranging your room to capitalize on available space, preparing for when you’ll be absent, taming disorderly closets and classroom libraries.

Neill, Polly. (2008). Real Science in the Preschool: Here, There, and Everywhere. Ypsilanti, MI: HIGH/SCOPE Press. Will show you how to “do science” with preschoolers. Shows six behaviors that are part of the preschool scientific method.

Nemeth, Karen N. (2012). Basics of Supporting Dual Language Learners: An

Introduction for Educators of Children from Birth through Age 8. Washington, DC: National Association for the Education of Young Children. Neuman, Susan B., and Kathy Roskos. (1998). Children Achieving: Best Practices in

Early Literacy. Newark, DE: International Reading Association. A developmental perspective of how children grow and learn about literacy does not come without new challenges. Addressing a wide range of individual variation among young children today has become increasingly complex in our schools.

Neuman, S. B., Copple, C., & Bredekamp, S. (2000). Learning to Read and Write. Washington, DC: National Association for the Education of Young Children. The International Reading Association/National Association for the Education of Young Children joint position statement on developmentally appropriate ways of teaching children to read and write comes alive in this book with photographs, concrete guidelines, and exciting ideas for the classroom.

Neuman, Susan B., and Roskos, Kathleen. (2007). Nurturing Knowledge. NY, NY: Scholastic. Five essential early literacy practices and shows application in math, science, social studies, and art.

Newburger, A. & Vaughan, E. (2006). Teaching Numeracy, Language, and Literacy with Blocks. St. Paul, MN: Redleaf Press. Effectively facilitated block play in the early childhood classroom can support emerging school-readiness skills. This book helps teachers observe and plan for young children’s learning-enriched play with blocks with user-friendly, practical and fun activities.

Nielsen, Dianne Miller. (2006). Teaching Young Children: A Guide to Planning Your Curriculum, Teaching Through Learning Centers, and Just About Everything Else, 2

nd edition. Thousand Oaks, CA: Corwin Press.

Setting up and managing centers, involving parents and families inside and outside the classroom,

teacher tips. Notari-Syverson, A., O’Connor, R. E., & Vadasy, P. F. (1998). Ladders to Literacy: A Preschool Activity Book. Baltimore, MD: Paul H. Brookes Publishing Co.

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Loaded with games, crafts, storytelling, and other classroom play ideas, this book is a fun way to engage young children in preliteracy learning. It provides adaptable activities to boost the skills most strongly related to literacy, including print/book awareness skills, metalinguistic awareness skills, and oral language skills.

O’Brien-Palmer, M. (1998). Sense-Abilities: Fun Ways to Explore the Senses, Activities for children 4-8. Chicago, IL: Chicago Review Press. Kids 4 to 8 explore the five senses and take their first steps into science. Funny songs, the best books to read about each sense, and 74 irresistible activities inspire children to discover and adults to rediscover-how taste, touch, smell, sight, and hearing help us understand and live confidently in our world.

O’Connor, R. E., Notari-Syverson, A., & Vadasy, P. F. (1998). Ladders to Literacy: A Kindergarten Activity Book. Baltimore, MD: Paul H. Brookes Publishing Co. Loaded with instructional games, storytelling, and classroom work and play ideas, this book is a fun way to engage kindergarten children in preliteracy learning. It provides adaptable activities to boost the skills most strongly related to literacy, including print awareness skills, phonological awareness skills, and oral language skills.

Owocki, G. (1999). Literacy Through Play. Portsmouth, NH: Heinemann. A resource for preschool and primary teachers who are looking for proven methods for preparing young children to become confident and flexible readers and writers.

Owocki, G. (2001). Make Way for Literacy! Portsmouth, NH: Heinemann. This book gives a brief overview of literacy development and then specific strategies for developing literacy skills.

Pelo, A. & Davidson, F. (2000). That’s Not Fair! A Teacher’s Guide to Activism with Young Children. St. Paul, MN: Redleaf Press. This anti-bias curriculum offers the skills children need to learn for survival and emotional health in their roles as activists: accepting differences, collaborating with others, paying attention to other people’s feelings and needs, speaking out about fairness and unfairness, and taking responsibility for solving problems.

Perry, Gail, and Mary S. Duru. (2000). Resources for Developmentally Appropriate

Practice: Recommendations from the Profession. Washington, D.C.: National Association for the Education of Young Children. Petersen, K.S. (2012). Activities for Building Character and Social-Emotional Learning, Grades 3-5. Minneapolis, MN: Free Spirit Publishing. User-friendly lesson plans help teachers build attitudes of respect and caring, reduce problem behaviors, empower students to solve problems, and educate the whole child socially, emotionally, and academically. The lessons’ literature-based connections allow teachers to “build in” rather than “add on” social-emotional learning as part of the daily curriculum.

Petersen, K.S. (2012). Activities for Building Character and Social-Emotional Learning, Grades PreK-K. Minneapolis, MN: Free Spirit Publishing. User-friendly lesson plans help teachers build attitudes of respect and caring, reduce problem behaviors, empower students to solve problems, and educate the whole child socially, emotionally, and academically. The lessons’ literature-based connections allow teachers to “build in” rather than “add on” social-emotional learning as part of the daily curriculum. Pica, R. (2003). Teachable Transitions: 190 Activities to Move from Morning Circle to the End of the Day. Beltsville, MD: Gryphon House.

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Filled with movement activities, games, fingerplays, chants, and songs, this book offers a variety of ways for preschoolers to move through their day. It is organized by categories such as arrival, outside, snacks and lunch, and cleanup.

Pollman, Mary Jo. (2010) Blocks and Beyond: Strengthening Early Math and

Science Skills through Spatial Learning. Baltimore: Paul H. Brookes Pub. Spatial development should be part of every young child's education—it's linked with higher achievement not just in math and science, but across all academic areas. Now early childhood educators have a guidebook to help them seamlessly integrate spatial learning into their everyday curriculum.

Post, J. & Hohmann, M., (2000). Tender Care and Early Learning. Ypsilanti, MI: High/Scope Educational Research Foundation. This book is a guide to providing high-quality care for infants and toddlers in child care centers and homes. It describes High/Scope’s active learning approach.

Raikes, Helen H., Carolyn P. Edwards, and Lella Gandini. (2009). Extending the

Dance in Infant and Toddler Caregiving: Enhancing Attachment and

Relationships. Baltimore, MD: Paul H. Brookes Pub. An in-depth blueprint for promoting attachment and relationships in early childhood settings, this book helps professional caregivers and educators develop sensitive, nurturing relationships with young children. In the process, they'll strengthen parent–child attachment and the supportive relationships among the adults who nurture the children.

Raines, S., Miller, K. & Curry-Rood, L. (2002). Story Stretchers for Infants, Toddlers and Twos: Experiences, Activities, and Games for Popular Children’s Books. Beltsville, MD: Gryphon House. Story S-t-r-e-t-c-h-e-r-s contains 80 age-appropriate children's books and 240 ways to s-t-r-e-t-c-h the stories in new ways to enhance the learning process. Ranweiler, L. (2004). Preschool Readers and Writers: Early Literacy Strategies for Teachers. Ypsilanti, MI: High/Scope Press. Based on the findings of recent studies, this book presents research-based, classroom-tested practices for bringing the magic and joy of reading to young children.

Rasinski, T., et al. (2000). Developing Reading-Writing Connections. Newark, DE: International Reading Association. presents the “best of the best” classroom ideas, approaches, and practical applications for helping teachers make literature and writing effective parts of any reading program.

Rice, M.L. & Wilcox, K.A. (1995). Building a Language-Focused Curriculum for the Preschool Classroom. Volume 1: A Foundation for Lifelong Communication. Baltimore, MD: Paul H. Brookes Publishing. This comprehensive resource provides the theoretical background and practical framework needed to create an effective language intervention program at the preschool level. Professionals will turn to this volume for guidance on improving the language skills of preschoolers who have speech and/or language impairments, who have typical language skills, or who are learning English as a second language... all in the same environment. Riley, Dave, San Juan, Robert, Klinkner, Joan, and Ramminger, Ann. (2008). Social and Emotional Development. St. Paul, MN: RedLeaf Press. Ideas to help children form strong attachments to adults, importance of peer relationships, learning the three forms of self-regulation.

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Rockwell, R., Hoge, D. R., & Searcy, B. (1999). Linking Language: Simple Language and Literacy Activities Throughout the Curriculum. Beltsville, MD: Gryphon House. This book is filled with practical, everyday activities to build language development and early literacy into the daily schedule.

Rog, L. (2002). Early Literacy Instruction in Kindergarten. Newark, DE: International Reading Association. Provides teachers with strategies for a balanced literacy program with interactive read alouds, shared reading, independent reading and writing, modeled writing, and language play.

Rosenkoetter, Sharon E., and Joanne Knapp-Philo. (2006). Learning to Read the

World: Language and Literacy in the First Three Years. Washington, DC: Zero To Three.

Roskos, K.A., Tabors, P., & Lenhart, L. (2009). Oral Language and Early Literacy in Preschool: Talking, Reading, Writing. Newark, DE: International Reading Association. The chapters offer current research, planning and assessment suggestions, and instructional approaches to help you make informed decisions about what oral language skills children need to learn, what kinds of language and literacy experiences to provide, what to look for in programs and materials, and whether children are making progress in their use of language. Saifer, S. (2003). Practical Solutions to Practically Every Problem. St. Paul, MN: Redleaf Press. Hundreds of updated, tested solutions for the tricky problems, questions, and concerns that arise throughout the early childhood teacher’s day.

Sanders, Stephen W. ((2002). Active for Life. Washington, DC: NNAEYC Provides guidance on what high-quality movement programs should include—environments designed for young children, effective curriculum components, developmental approaches to teaching, planned assessments, and more.

Schickendanz, J. A. (2008). Increasing the Power of Instruction: Integration of Language, Literacy, and Math Across the Preschool Day. Washington, DC: National Association of the Education of Young Children. This book shows teachers how to maximize the scope and poser of their instruction through integration across content domains and across learning contexts.

Schickedanz, J. (1986). More Than the ABC’S. Washington, DC: National Association for the Education of Young Children. This book is intended to help parents and teachers give literacy learning a “playful, interesting, useful, and joyous place in all children’s lives, both at home and at school.”

Schickedanz, Judy & Dickinson, David, Charlotte-Mecklenberg Schools. (2005). Opening the World of Learning: A Comprehensive Early Literacy Program: Program Guide and Units. Parisippany, NJ: Pearson Early Learning Group. Theme concept books for teachers of early learners.

Schickendanz, J. A. & Casbergue, R. M. (2004). Writing in Preschool: Learning to Orchestrate Meaning and Marks. Newark, DE: International Reading Association.

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This book describes preschoolers’ journey in learning to write and shows how you can contribute to that journey, how to identify and build the various strands of knowledge and skills that must come together for preschoolers to understand how print works.

Schiller, P. (2001). Creating Readers.. Beltsville, MD: Gryphon House. Gives teachers and parents tools to teach pre-reading skills with over 1,000 activities, games, fingerplays, songs tongue twisters, poems, and stories for letters of the alphabet.

Schiller, P. & Silberg, J. (2003). The Complete Book of Activities, Games, Stories, Props, Recipes, and Dances for Young Children. Beltsville, MD: Gryphon House. Bursting with new selections and old favorites, each of the 600 ideas in this book will enhance any curriculum.

Schiller, P. & Peterson, L.(1997). Count on Math, Activities for Small Hands and Lively Minds. Beltsville, MD. Gryphon House, Inc. Some children appear to be doing well in match until about third grade. Then, they suddenly hit a brick wall. Their confidence is shaken and they may become frustrated. In many cases, these children have relied on rote memorization, not really grasping fundamental math skills. This book was written for these children, their teachers and their parents. It was also written to give children ages 3-7 good experiences with math and to prevent the brick wall scenario altogether.

Seefeldt, C. & Galper, A. (2000). Active Experiences for Active Children: Social Studies. Upper Saddle River, NJ: Merrill. This book provides clear, concise, usable guides for planning meaningful early learning experiences in the social studies for young children. Part 1 describes theory of active experiences, and Part 2 is guides for active experiences.

Silberg, J. (1995). 500 Five Minute Games. Beltsville, MD: Gryphon House, Inc. Filled with games, songs, and learning-fun ideas suited for 3-6 year olds.

Silberg, J. (2004). The Learning Power of Laughter. Beltsville, MD: Gryphon House, Inc. This book recognizes the large role that humor has in the learning process with over 300 games, poems, songs, stories, finger plays, riddles, tongue twisters, and jokes. While each of these activities encourage laughter and fun they also teach important developmental concepts such as body awareness, coordination, letter recognition, socialization, vocabulary and much more.

Skeen, P., Garner, A., & Cartwright, S. (1984). Woodworking for Young Children. Washington, DC: National Association for the Education of Young Children. This book provides information about tools and woodworking for adults who work with young children so that they can become comfortable offering woodworking activities. It also provides teaching suggestions for woodworking with young children.

Slaughter, J. P. (1993). Beyond Storybooks: Young Children and the Shared Book Experience. Newark, DE: International Reading Association. This hands-on volume contains teaching tips, book recommendations, ideas for classroom organization, theme units, and suggestions for integrating shared book experiences in math, science, social studies, and throughout the literacy program.

Smith, S.S. (2006). Early Childhood Mathematics, Third Edition. Boston, MA: Pearson. This NCTM Standards-based book encourages the teacher to create an active learning environment that fosters curiosity, confidence, and persistence in children as they learn math. Because the knowledge of important mathematical relationships, number sense, and the ability to solve problems are three key

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ingredients to the successful acquisition of math in the early years, this book pays special attention to helping teachers foster those skills and ways of thinking.

Starting Small: Teaching Tolerance in Preschool and the Early Grades. (1997). Montgomery, AL: The Southern Poverty Law Center. The vision of community that the early childhood classroom provides can color children’s ideas and expectations about equity, cooperation, and citizenship for a lifetime. In this book, the teachers of young children speak earnestly about teaching children to care about every other person’s feelings, beliefs, and welfare.

Spalding, A., Kelly, Linda, et al. (1999). Kids on the Ball: Using Swiss Balls in a Complete Fitness Program. Champaign, IL: Human Kinetics. The authors explain the benefits of using Swiss Balls, describe activities using the ball, discuss modifications for special needs students (mainstreamed or not), provide curriculum ideas for incorporating the Swiss Ball into your present program. The book presents 23 complete lesson plans and 118 activities that cover skills of balance, coordination, rhythm and dance, flexibility, muscular strength and cardiorespiratory fitness, manipulative skills, and even games.

Spector, C.C. (2009). Sounds Like Fun: Activities for Developing Phonological Awareness, Revised Edition. Baltimore, MD: Paul H. Brookes Publishing Co. This engaging book enhances the literacy skills children need for academic success, including phonological awareness, comprehension, thinking skills, spelling, and vocabulary by using humor as an effective learning tool. Laughter and learning go hand in hand with kid-friendly jokes and riddles, sure to keep students engaged and interested in words.

Stormont, Melissa. (2008). Implementing Positive Behavior Support Systems in

Early Childhood and Elementary Settings. Thousand Oaks, CA: Corwin. Discover how to implement the Programwide/Schoolwide Positive Behavioral Support (PW/SW-PBS) system, a prevention-based approach for teaching and supporting appropriate behavior in preschool and elementary school children.

Strickland, D. S. & Morrow, L. M. (2000). Beginning Reading and Writing. New York, NY: Teachers College, Columbia University. Scholars in the field of early literacy provide concrete strategies for achieving excellence in literacy instruction.

Strickland, D. S. & Morrow, L. M. (1989). Emerging Literacy: Young Children Learn to Read and Write. Newark, DE: International Reading Association. Gathered in this book are ideas of educators and researchers who have been able to capture examples of the ways in which literacy knowledge changes from infancy through the preschool years and in the early years of school. Each author provides ideas that can be used in day care centers and classrooms to encourage and support emerging literacy.

Strickland, D. S. & Morrow, L. M. (2007). Literacy Leadership in Early Childhood:

The Essential Guide. New York, NY: Teachers College Press. Offers valuable information for leaders in preschool settings and pre-kindergarten classrooms. Handy reference, it covers key aspects of literacy learning and teaching, including child developments, standards, curriculum planning, assessment and accountability, professional development, and home-school connections.

Sugar, S. (1998). Games that Teach. San Francisco, CA: Jossey- Bass/ Pfeiffer. This book contains an abundance of unique and playful games that put an end to tired scripted games that are most often used in the classroom. The wide variety of fun games fit an abundance of classroom situations that keep students entertained.

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Swartz, Stanley L., Adria F. Klein, and Rebecca E. Shook. (2001). Interactive Writing

& Interactive Editing: Making Connections between Writing and Reading. Carlsbad, CA: Dominie. This book helps teachers engage students in a collaborative process of learning. It includes clear, detailed procedures for interactive writing and interactive editing; a collection of student work examples supported by color photographs; simple, easy-to-follow activities; a 12-page assessment that contains a writing checklist, procedural checklist, and writing rubric; and more.

Szymusiak, K. & Sibberson, F. (2001). Beyond Leveled Books. Portland, MN: Stenhouse Publishers. This book invites teachers to examine the characteristics and needs of transitional readers and provides instructional tools that will help students become strategic, independent readers. Tabors, P. O. (1997). One Child, Two Languages: A Guide for Preschool Educators of Children Learning English As a Second Language. Baltimore, MD: Paul H. Brookes Publishing Co. Written for teachers, this guide offers the techniques needed to facilitate the natural progression of second-language acquisition in young children. Teachers will learn how to create a supportive classroom environment for children learning English as a second language while acknowledging the importance of children’s home languages and cultures.

Tierney, R.J. & Readence, J.E. (2000). Reading Strategies and Practices: A Compendium, Fifth Edition. Boston, MA: Allyn and Bacon. This is a ready reference for those who want a clear, overall perspective of instructional procedures and who approach their teaching with a view of experimentation and decision making. It is designed to afford the reader an active role in examining and evaluating instructional techniques. Trehearne, M., (2005). Comprehensive Literacy Resource for Preschool Teachers. Vernon Hills, IL: ETA/Cuisenaire.

Reflects the latest research on early literacy instruction. Provides clearly articulated goals, developmentally appropriate expectations, and purposeful classroom activities to ensure good teaching.

Venn, Elizabeth Claire & John, Monica Dacy Jahn. (2004). Teaching and Learning in Preschool: Using Individually Appropriate Practices in Early Childhood Literacy Instruction. Newark, DE: International Reading Association.

Presents an innovative preschool framework that integrates literacy activities into content area lessons while embedding instruction within adult-child social interactions and realistic, playful activities tailored to each child’s individual needs.

Very Special Arts. (1994). Start with the Arts: A National Program of VSA Arts. Washington, DC. Start with the Arts is an instructional program that enables educators and parents to create meaningful learning experiences for young children utilizing all of the arts. This book contains five thematic units that incorporate all forms of art.

Vestergaard, H. (2005). Weaving the Literacy Web: Creating Curriculum Based on Books Children Love. St. Paul, MN: Redleaf Press. This book provides a framework for developing engaging, developmentally appropriate curriculum in the preschool classroom through the use of books children love. Six chapters offer an introduction to book-based webbing and ideas for activity planning, as well as helpful tips for observing children’s interests and evaluating books for the classroom library.

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Vogel, N. (1997). Getting Started: Materials and Equipment for Active Learning Preschools. Ypsilanti, MI: High/Scope Press. This book provides detailed information on selecting materials and equipment for preschools and childcare centers. Interest areas covered include art, block, house, toy, book, computer, music and movement, sand and water, woodworking, and outdoor. Includes diagrams of typical High/Scope

classrooms and lists of suggested materials, with quantities specified. Vogel, N. (2001). Making the Most of Plan-Do-Review. Ypsilanti, MI: High/Scope Press. This book thoroughly explains and illustrates the High/Scope plan-do-review process. It gives the rationale and effective strategies for successful implementing this process in the classroom.

Vukelich, C. & Christie, J. (2009). Building a Foundation for Preschool Literacy. Newark, DE: International Reading Association. Each chapter explains why the instructional strategies should be used and offers illustrations on how the strategies have been used in early childhood classrooms by outstanding teachers of language and literacy. Includes how to teach phonological awareness in developmentally appropriate ways; create a carefully planned, print-rich environment; engage in children's play; plan a daily schedule that meets children's needs and integrates language and literacy into all components of the curriculum; effectively read aloud to children; and help parents promote their children's literacy learning.

Vukelich, Carol, Christie, James, and Enz, Billie. (2002). Helping Young Children Learn Language and Literacy. Boston, MA: Allyn & Bacon. Provides a much needed bridge in its focus by offering both a strong preschool and kindergarten flavor. Uses, concepts, examples, and illustrations.

Wagstaff, J. M. (1999). Teaching Reading and Writing with Word Walls. New York, NY: Scholastic. This book contains fresh ideas for creating interactive word walls that build early literacy skills.

Weikart, P. S. & Carlton, E. B. (2002). 85 Engaging Movement Activities. Ypsilanti, MI: High/Scope Press. The activities in this book are designed to keep K-6 students moving in all kinds of ways as they learn. It is a rich source of ideas for challenging and enjoyable movement experiences.

Weikart, P. S. (2003). Movement in Steady Beat (Second Edition). Ypsilanti, MI: High/Scope Press. Easy-to-follow plans are given for each activity that focus on feeling and expressing steady beat. CD included.

Weikart, P. S. (1997). Movement Plus Rhymes, Songs, and Singing Games. Ypsilanti, MI: High/Scope Press. This collection of engaging movement activities includes more than 45 rhymes and action songs designed to introduce young children to an array of enjoyable movement and music experiences.

Weikart, P. S. (1988). Movement Plus Rhymes, Songs, & Singing Games--Activities for Children Ages 3 to 7. Ypsilanti, MI: High/Scope Press. The rhymes, action songs, and singing games presented here are founded on following movement directions, using language to describe movement, moving the body in locomotor and nonlocomotor ways, moving with objects, expressing creativity in movement, feeling and expressing beat, and moving with others to a common beat.

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Weikart, P. S. (1989). Teaching Movement and Dance. Ypsilanti, MI: High/Scope Press. This book provides a down-to-earth perspective, practical advice, and a sound theoretical base for making teachers aware of the movement and timing difficulties experienced by children and adults, offering solutions to such difficulties.

Whitehouse, E. & Pudney, W. (1996). A Volcano in My Tummy. Gabriola Island, BC: New Society Publishers. Help for 6-15 year olds to handle anger successfully, healthily, happily and non-violently. A resource for

teachers, parents, and all who care for children. Williams, B., Cunningham, D. & Lubawy, J. (2005). Preschool Math. Beltsville, MD: Gryphon House, Inc. This book is organized by curriculum area, making it easy to integrate the activities into daily plans. It encourages teachers to use children’s natural curiosity and interests and exploration of concepts that build a foundation for a lifetime of learning. All activities relate to the guidelines set by the National Council of Teachers of Mathematics.

Wilt, M. & Watson, T. (1978). Look! 70 Visual Experiences for Children, Including 35 Toys and Projects to Make and Use. Waco, TX: USA Library of Congress. This book is one in a series of four about sensory experiences for children. It deals with visual experiences.

Worsham, S. (2001). Essential Ingredients: Recipes for Teaching Writing. Alexandria, VA: Association for Supervision and Curriculum Development. This book offers suggestions for writing that are appropriate across the curriculum and for students in grades K-12. The author also explores the differences between “school” writing and “real” writing and shows how to make both forms work for students.

Worth, Karen & Grollman. (2003) Worms, Shadows, and Whirlpools: Science in the early childhood classroom. Portsmouth, NH: Heinemann. Identifies important science inquiry skills and concepts appropriate for the very young. It makes a strong case for integrating science into the curriculum right from the start. Wurm, J. P. (2005). Working in the Reggio Way. St. Paul, MN: Redleaf Press. This book is based on an American teacher’s firsthand experience observing and working in the schools of Reggio Emilia, Italy, this resource emphasizes self-study and the careful examination of one’s own view

of the child to bring an individual program with personal values.

Wynn, M. & Blassie, D. (1995). Building Dreams: Elementary School Edition (Teacher’s Guide). Marietta, GA: Rising Sun Publishing. The activities outlined in this book represent a holistically-integrated process: Positive language, classroom organization, procedural charts, multiple intelligences, learning styles, personality types, extra- and co-curricular activities are all integrated to structure a learning environment that nurtures the dreams and aspirations of children.

Yelland, Nicola J. (editor). (2000). Promoting Meaningful Learning. Washington, DC: NAEYC. Presents a collection of ideas that illustrate teaching practices designed to effect deeper and more meaningful understandings in the lifelong learning of early childhood professionals. At the core of this book is the notion that those who work with young children have the potential to shape the children’s lives in particular ways and in a variety of contexts.