5 Literacy instruction in the PK-3 classroom

Part 1
Reflect on this week’s readings and discuss the aspects that interest you most, and that you believe will be most beneficial in your PK-3 classroom. Are any
of these concepts or activities practiced in the classroom where you are conducting your field experiences? If so, which ones are helping ELLs learn English?
Please cite your sources.
Part 2
Find two to three resources or technology-based activities that would be appropriate for incorporation in literacy instruction in a PK-3 classroom. Provide
links, summarize the resources, and provide necessary commentary.

Sample Solution

regards to the osmosis of pieces into lumps. Mill operator recognizes pieces and lumps of data, the differentiation being that a piece is comprised of various pieces of data. It is fascinating regards to the osmosis of pieces into lumps. Mill operator recognizes pieces and lumps of data, the differentiation being that a piece is comprised of various pieces of data. It is fascinating to take note of that while there is a limited ability to recall lumps of data, how much pieces in every one of those lumps can change broadly (Miller, 1956). Anyway it’s anything but a straightforward instance of having the memorable option huge pieces right away, somewhat that as each piece turns out to be more natural, it very well may be acclimatized into a lump, which is then recollected itself. Recoding is the interaction by which individual pieces are ‘recoded’ and allocated to lumps. Consequently the ends that can be drawn from Miller’s unique work is that, while there is an acknowledged breaking point to the quantity of pi

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