NACC - M10 - Terms

A repeated beat, pattern, or melody in speech. Example: A baby responds to the rhythm of a caregiver's voice.

Extended eye contact between an infant and caregiver that helps begin communication. Example: A baby stares into a caregiver's eyes while listening to them speak.

A system of communication using sounds, signs, or symbols that people understand. Example: Children use words and gestures to express needs and feelings.

The giving and receiving of information or messages. Example: An infant crying to signal hunger is communication.

Related to hearing. Example: Infants react to auditory stimuli like voices and music.

The sharpness or clarity of the senses. Example: Auditory acuity helps babies notice differences in sounds.

The use and coordination of senses and body movements. Example: Babies explore objects by touching and moving them.

Awareness gained through the senses. Example: An infant recognizes a caregiver's voice through perception.

A balanced state created when an infant's needs are consistently met. Example: A baby feels calm and secure after being comforted.

Feelings and emotions shaped through experiences with others. Example: Loving interactions help build positive emotional development.

A strong emotional bond between infant and caregiver. Example: A baby feels safe and comforted with a trusted caregiver.

The two-way attachment relationship between caregiver and infant. Example: Parent and baby smiling at each other strengthens bonding.

The preferred balance between excitement and boredom where learning is best. Example: Babies learn best when calm and alert, not overstimulated.

The study of how the brain is connected to language learning and use. Example: Researchers study infant brain growth to understand language development.

Connections between brain cells that help with learning and memory. Example: Infants rapidly develop synapses during early brain growth.

A high-pitched, rhythmic, sing-song way adults often speak to babies. Example: Caregivers use parentese to help infants learn language sounds.

The sound system of a language. Example: Toddlers learn the sounds and pronunciation patterns of English.

The smallest unit of sound that changes meaning in speech. Example: The sounds / and /p/ make "bat" and "pat" different words.

The smallest unit of language with meaning. Example: The ending "-ed" changes a verb to past tense.

The study of meaningful language units such as words, prefixes, and suffixes. Example: Children learn plurals like dogs and endings like -ing.

The arrangement of words in sentences. Example: English follows a subject-verb-object order.

The rules and structure of a language. Example: Toddlers gradually learn correct sentence structure and verb use.

Applying one language rule too broadly. Example: Calling all four-legged animals "doggie."

Making irregular words follow regular grammar rules. Example: Saying "goed" instead of "went."

Changes in pitch or loudness in speech. Example: Toddlers use louder voices to show excitement.

The study of word meanings and vocabulary. Example: Toddlers learn what words mean through experiences.

A recognized idea or category formed through experiences. Example: A toddler learns that different dogs all belong to the category "dog."

Objects, words, or pictures that stand for something else. Example: A spoken word represents a real object or idea.

The social use of language in different situations. Example: Toddlers learn how to take turns during conversations.

The shared focus between a child and another person during communication. Example: A toddler points to a toy while looking at a caregiver.

Short toddler sentences that contain only important words. Example: "Want cookie" instead of "I want a cookie."

Using changes in voice tone and stress to add meaning. Example: A toddler raises their voice to show excitement or urgency.

Words a child understands when heard or seen. Example: A preschooler follows directions when hearing familiar words.

Words a child uses when speaking or writing. Example: A child verbally asks for juice or names objects.

Applying grammar rules to both regular and irregular words. Example: Saying "goed" instead of "went."

Essential words used to communicate meaning in short sentences. Example: "Me want cookie."

Using one word too broadly for similar objects. Example: Calling all furry animals "dog."

The process of forming and understanding ideas or categories. Example: A child learns that cats and dogs are both animals.

Talking aloud to oneself during play or problem-solving. Example: A child says, "This goes here," while building blocks.

Playful mixing or juggling of sounds and words. Example: A child repeats rhyming nonsense words during play.

The ability to correctly produce speech sounds. Example: Young preschoolers may mispronounce difficult sounds.

Taking turns speaking and listening during conversation. Example: Children wait while another child finishes talking.

Pretending to be another person or character during play. Example: Children pretend to be doctors, parents, or superheroes.

Using language to solve disagreements or reach agreements. Example: Preschoolers decide together who will use a toy first.

Words or phrases children use to get strong reactions from others. Example: Bathroom words used to make peers laugh.

Words that imitate sounds. Example: "Vroom," "meow," and "bam."

Invented words children make to describe objects or actions. Example: "Dirt digger" for a shovel.

Words used to compare, contrast, or describe relationships. Example: Bigger, smaller, faster, or longer.

Teaching based on observing and understanding an individual child's needs, learning style, and development. Example: A teacher adapts activities based on a child's communication strengths.

Teaching that respects a child's culture, background, and experiences. Example: A teacher includes books and materials from different cultures.

The commonly accepted form of English used in schools and textbooks. Example: Teachers model Standard English during classroom conversations.

A variation of language used by a specific region or social group. Example: African American Vernacular English is a dialect.

A rule-governed dialect commonly spoken in some African American communities. Example: Using unique grammar patterns such as "He be working."

The way speech is pronounced with differences in sound, pitch, or emphasis. Example: A child may speak English with a Spanish accent.

A child learning another language after developing their first language. Example: A child who speaks Spanish at home and learns English at school.

A person who can communicate in two languages. Example: A child speaking both English and Mandarin.

Learning a second language after the first language is partly developed. Example: A preschooler begins learning English after speaking only Punjabi at home.

Supportive teaching that helps children complete tasks and understand language. Example: A teacher uses gestures, visuals, and simple explanations while teaching new vocabulary.

Being respectful and responsive to cultural differences. Example: Classroom materials reflect the backgrounds of all enrolled children.

Repeated memorized phrases used during language learning. Example: A second-language learner repeatedly says "Look-it!" to gain attention.

Short speech using only important words. Example: "Want play outside."

Brain skills involving focus, attention, memory, and self-control. Example: Bilingual children may show stronger attention control.

Successfully functioning in both home and school cultures. Example: A child follows family traditions at home and school expectations in class.

The ability to communicate, understand, and use language effectively in society through reading, writing, speaking, listening, and thinking. Example: A child develops literacy by reading books, talking with others, and practicing writing.

The ability to understand and communicate using visual images, symbols, illustrations, and media. Example: A child understands the meaning of a picture sign without needing written words.

Young children's early language, reading, writing, and print-awareness skills that develop before conventional reading and writing. Example: A child pretends to read a storybook and recognizes familiar letters.

Knowledge of important ideas, values, and information needed to function successfully within a culture. Example: A child learns cultural traditions and common stories shared by their community.

Awareness of sounds in spoken language, including rhymes, syllables, and beginning sounds. Example: A child recognizes that "cat" and "hat" rhyme.

The process of observing, documenting, recording, and interpreting children's learning and development. Example: A teacher records a child's progress in recognizing letters.

The belief that children actively construct their own knowledge through experiences and interactions. Example: A child learns about shapes by exploring and sorting different objects.

Vygotsky's theory that learning develops through social interaction, language, and adult support. Example: A teacher helps a child solve a puzzle by asking guiding questions.

Support provided by adults or peers that helps children learn and solve problems successfully. Example: A teacher gives hints to help a child sound out a new word.

A curriculum where children guide learning through their interests, choices, and exploration. Example: A child's interest in insects leads the class to explore books and activities about bugs.

Teaching methods based on children's age, development, needs, and interests. Example: A teacher uses hands-on activities that match preschoolers' developmental abilities.

Educational standards outlining the literacy skills students should achieve at each grade level. Example: A teacher uses grade-level standards to plan reading and writing activities.

A framework guiding language and literacy goals for children from birth to age five in Head Start programs. Example: Teachers use the framework to plan activities that support children's language development.

Instruction focusing on the relationship between letters and sounds used in reading. Example: A teacher teaches that the letter "B" represents the / sound.

Early skills such as alphabet knowledge, print awareness, and invented spelling that predict later reading success. Example: A child recognizes letters in their name and pretends to write words.

A type of conversation where the teacher explains connections between objects, events, ideas, or actions to help children understand meaning. Example: A teacher explains how plants need sunlight and water to grow.

A teaching technique where the adult models correct grammar or adds words to expand a child's sentence or idea. Example: When a child says, "Dog run," the teacher responds, "Yes, the dog is running fast."

A strategy where the teacher adds related information, meaning, or vocabulary to continue and deepen a conversation with a child. Example: A child says, "I saw a bird," and the teacher adds, "Yes, it was a small blue bird sitting in the tree."

A conversational technique where the teacher pauses during a sentence so children can guess or complete the statement. Example: The teacher says, "Twinkle, twinkle, little..." and pauses for children to say "star."

Support given by the teacher to help children move toward higher levels of understanding and achievement. Example: A teacher gives hints to help a child solve a difficult puzzle.

The ability of children to learn a new word quickly after limited exposure when the word is meaningful or interesting. Example: A child hears the word "giraffe" once while looking at a picture and remembers it later.

Listening carefully by maintaining eye contact, being physically attentive, and responding to show understanding and interest. Example: A teacher looks at a child while they speak and responds to what the child says.

Demonstrating positive language, reading, writing, and communication behaviors for children to imitate. Example: A teacher models how to ask politely for a turn by saying, "May I have a turn, please?"

The shared communication experience between teacher and child where both participate and learn through interaction. Example: A teacher asks a child a question, listens to the response, and continues the conversation based on the child's ideas.

The process of learning and understanding new words and their meanings through meaningful experiences and conversations. Example: A child learns the word "enormous" while discussing a very large animal.

Imaginative play where children act out roles and scenarios, helping develop language and social skills. Example: Children pretend to run a restaurant and practice talking to customers.

A learning experience where new information challenges a child's existing understanding, encouraging new thinking. Example: A child learns that some objects can float even though they are heavy.

A teacher role focused on encouraging communication, guiding learning, and supporting children's thinking and exploration. Example: A teacher asks open-ended questions while children explore materials.

A teacher who carefully watches, listens, records, and analyzes children's behaviors, interests, and developmental progress. Example: A teacher observes children during play and records their language development.

The physical ability to detect sound through the ears. Example: A child hears a bell ringing across the room.

A mental process involving hearing, attending, understanding, remembering, and interpreting sounds. Example: A child listens carefully to directions before starting an activity.

The highest level of material a child can understand when it is read aloud. Example: A child may understand stories read aloud that are above their reading level.

Listening for enjoyment or pleasure. Example: Listening to music, stories, or poems.

Listening to follow directions or complete a task. Example: Listening to instructions for a classroom activity.

Listening to determine whether sounds are the same or different. Example: Identifying rhyming words or matching sound patterns.

Listening that stimulates imagination and emotional responses. Example: Imagining story characters while listening to a book.

Listening to evaluate, analyze, and form opinions. Example: Predicting outcomes or solving problems during discussions.

The brain's ability to organize and interpret sounds. Example: Recognizing a familiar voice in a crowded room.

The loudness or strength of a sound. Example: Telling whether a sound is loud or quiet.

The highness or lowness of a sound. Example: Recognizing the difference between a high whistle and a low drumbeat.

The speed or rhythm of a sound. Example: Clapping along to a fast or slow song.

The awareness that spoken language is made up of sounds, words, syllables, and rhymes. Example: Identifying words that rhyme.

The understanding that words are made up of individual speech sounds (phonemes). Example: Hearing the separate sounds in the word "cat."

The smallest unit of sound in a language. Example: The sounds /c/, /a/, and /t/ in "cat."

A letter or group of letters representing a phoneme. Example: "sh" represents one sound in the word "ship."

The repetition of beginning sounds in nearby words. Example: "Silly snakes slither slowly."

The consonant(s) before the vowel in a syllable. Example: In "cat," the onset is /c/.

The vowel and letters after it in a syllable. Example: In "cat," the rime is /at/.

A sound that can be stretched or held. Example: /m/, /s/, and /f/.

The ability to read, write, communicate, and understand language effectively. Example: A child enjoys books and begins recognizing words.

The way an author develops and presents a character through actions, thoughts, speech, and descriptions. Example: Corduroy is shown as kind and hopeful through his actions.

A genre that presents life as it appears in the real world. Example: Stories about everyday family experiences.

Imaginative stories created primarily for entertainment. Example: Where the Wild Things Are.

Books based on facts, real events, or real people. Example: A book about insects or the life cycle of a butterfly.

A story told through spoken or written language. Example: A teacher reading a picture book aloud.

A category of literature based on content, style, or format. Example: Fantasy, nonfiction, realistic fiction, and poetry.

Creating mental images while listening to or reading a story. Example: Imagining the setting described in a book.

A traditional story often involving magic, fantasy, and lessons about life. Example: Cinderella or Jack and the Beanstalk.

A planned activity where an adult reads a book to children. Example: Story time in a preschool classroom.

A child "reading" from memory using pictures and remembered text. Example: Retelling a favorite story page by page.

The ability to understand and interpret information presented through images and illustrations. Example: Understanding a story through picture-book illustrations.

Books representing diverse cultures, languages, and experiences. Example: Stories showing children from different cultural backgrounds.

An award recognizing outstanding picture-book illustrations. Example: Teachers often look for Caldecott-winning books.

An award recognizing outstanding contributions to children's literature. Example: Teachers use Newbery books to find quality literature.

The sharing of a narrative orally in a personal and engaging way using voice, gestures, facial expressions, and imagination. Example: A teacher tells a story without reading directly from a book.

The ability to communicate knowledge, ideas, and stories through spoken language. Example: A child retells a familiar story to classmates.

A story with a beginning, middle, and end that communicates events and ideas. Example: A child shares what happened during a trip to the zoo.

A conversation between two or more characters. Example: The wolf and Little Red Riding Hood talking in a story.

The structure of events and actions within a story. Example: A character faces a problem and works toward a solution.

Stories that represent diverse cultures, languages, families, and experiences. Example: Books that reflect children's cultural backgrounds.

Precise and descriptive language used to communicate ideas clearly. Example: Describing an event in detail without visual supports.

Stories that involve children through actions, movement, repetition, or verbal responses. Example: Children repeating phrases during a story.

A short story, often involving animals, that teaches a moral lesson. Example: The Lion and the Mouse.

A traditional story that explains a natural event or cultural belief, often involving supernatural characters. Example: Stories explaining how the sun or moon came to exist.

A note card containing key story events used to support storytelling. Example: A teacher outlines major story events before telling a story.

The study of how signs and symbols communicate meaning. Example: Children understanding story meaning through familiar classroom symbols.

Speaking alone without a conversational partner. Example: A child telling a complete story to the class.

A story created orally by a child and written down exactly by an adult. Example: A teacher records a child's story word-for-word.

Children creating and sharing their own stories and ideas. Example: A child invents a story about a dragon and a castle.

A form of writing that uses carefully chosen words, rhythm, imagery, and sound to create meaning and enjoyment. Example: Nursery rhymes and children's verses.

A set of lines within a poem. Example: A short rhyming section of a nursery rhyme.

A traditional rhyme for young children that contains rhythm and rhyming words. Example: Humpty Dumpty or Twinkle, Twinkle, Little Star.

The repetition of beginning consonant sounds. Example: "Peter Piper picked a peck of pickled peppers."

The careful choice and clarity of words used in poetry. Example: A poet selecting words that create vivid images.

A stanza made up of two rhyming lines. Example: Two lines ending with words that rhyme.

The repetition of vowel sounds near each other in poetry. Example: "The rain in Spain stays mainly in the plain."

Language that creates images or meaning beyond the literal definition. Example: Comparing the sun to a golden coin.

A comparison using the words "like" or "as." Example: "Busy as a bee."

A comparison that says one thing is another. Example: "The classroom was a zoo."

Giving human qualities to animals or objects. Example: "The wind whispered through the trees."

Poetry that tells a story. Example: A poem describing an adventure.

A humorous five-line poem with a specific rhyming pattern. Example: Funny nonsense poems.

Poetry that does not follow a regular rhyme pattern. Example: A poem written without rhyming words.

Poetry that uses silly, playful, or ridiculous language. Example: Hey Diddle Diddle.

The pauses or breaks used when reading poetry aloud. Example: Pausing naturally at the end of a thought instead of every printed line.

A board covered with flannel or felt that allows story pieces to stick to its surface. Example: Using felt characters to tell The Lion and the Mouse.

A collection of story pieces, characters, and objects used during flannel board presentations. Example: Animal pieces used during a storytelling activity.

The ability to understand information presented through pictures and visual images. Example: Matching story events to pictures on a flannel board.

A group of people watching or listening to a presentation or performance. Example: Children watching a puppet show.

The use of puppets to communicate stories, ideas, or information. Example: A teacher using a puppet to introduce a lesson.

An object controlled by a person to create movement and speech. Example: A sock puppet or paper-bag puppet.

A puppet controlled by placing a hand inside it. Example: A sock puppet used during circle time.

A picture or object attached to a stick and moved by hand. Example: A character cutout attached to a tongue depressor.

A puppet used behind a screen to create a shadow image. Example: Animal shapes projected onto a fabric screen.

A puppet controlled by strings from above. Example: Traditional puppets used in cultural performances.

Acting out stories, events, or situations. Example: Children acting out The Three Little Pigs.

Imaginative play where children act as someone or something else. Example: Pretending to be astronauts on a mission.

Unscripted dramatic play that encourages imagination and self-expression. Example: Children inventing their own rescue mission story.

Communication through actions and movements without speaking. Example: Acting like an animal without using words.

A story presented through acting and performance. Example: Children performing a familiar fairy tale.

Teacher-planned activities designed to promote learning and conversation. Example: A teacher-led discussion about a story.

Activities where children direct their own play while teachers support learning. Example: Children building together in the block area.

Activities that begin from children's interests and exploration. Example: Investigating insects found on the playground.

Teacher support that helps children expand their learning and communication. Example: Asking questions that help children explain their thinking.

Using language in structured ways beyond simple conversation. Example: Telling a story, explaining a process, or describing an event.

Speech used to satisfy wants and needs. Example: "I want a turn."

Speech used to direct or control others' actions. Example: "Put the blocks away."

Speech used to establish relationships and interact with others. Example: Introducing yourself to a friend.

Speech used to learn, discover, or explore. Example: "Why does it rain?"

Speech used in pretend play and creative thinking. Example: "I'm a superhero flying through space."

Speech used to provide information. Example: "My family went to the park yesterday."

Ways of expressing meaning besides spoken language. Example: Art, music, movement, and drama.

A teacher who genuinely values children's ideas, accomplishments, and feelings. Example: Giving specific praise instead of saying only "good job."

A teaching technique where the teacher gently corrects or expands a child's statement. Example: Child: "I goed home." Teacher: "Yes, you went home."

Early speech that sounds like conversation but contains few recognizable words. Example: A toddler using long strings of sounds while pretending to talk.

A planned gathering of children led by a teacher, usually seated together. Example: Morning circle where children sing songs and discuss the day's activities.

An activity completed together that encourages interaction and participation. Example: Passing a teddy bear around the circle and sharing ideas.

An in-depth investigation of a topic completed collaboratively by children. Example: Studying pumpkins and documenting observations in journals.

An activity used to gather children's attention and begin group time. Example: A welcome song or finger play.

A rhyme or song combined with hand movements. Example: "Two Little Apples" or "Little House."

A song, chant, or rhyme that involves large body movements. Example: Clapping, jumping, or stretching during circle time.

A planned way of moving children from one activity to another. Example: Singing a cleanup song before moving to centers.

Teacher directions that help children move smoothly between activities. Example: "Tiptoe to the reading corner."

Rhythmic spoken word patterns repeated by a group. Example: "Rain, Rain Go Away."

A back-and-forth verbal pattern involving group participation. Example: Call-and-response songs.

A child's ability to control behavior, emotions, and attention. Example: Waiting patiently for a turn to speak.

Educational standards that emphasize communication, collaboration, and speaking skills. Example: Children working together on projects and discussions.

Activities that include diverse languages and cultures. Example: Singing songs in children's home languages.

The ability to use print to communicate with others. Example: Writing a note, label, or message.

A child's growing understanding of the characteristics and purposes of print. Example: Knowing that print is read from left to right.

The skills, knowledge, and attitudes related to reading and writing that develop before formal instruction. Example: Recognizing letters and pretending to read books.

An environment filled with meaningful print such as books, signs, labels, and charts. Example: A classroom with labeled centers and alphabet displays.

The ability to recognize a word immediately without sounding it out. Example: Recognizing a friend's name instantly.

The understanding that letters represent the sounds of spoken language. Example: Knowing that the letter B represents the / sound.

A child's attempt to spell words using their understanding of sounds and letters. Example: Writing "DG" for "dog."

The awareness that spoken language is made up of words, syllables, and sounds. Example: Recognizing rhyming words.

The ability to hear and manipulate individual sounds in words. Example: Identifying the first sound in "cat."

Writing that serves a real purpose in daily life. Example: Creating a shopping list or making a sign.

The earliest stage of writing development where children make marks on paper. Example: Random lines and shapes made with crayons.

The ability to identify alphabet letters by shape and name. Example: Recognizing the letter A.

Understanding the sounds associated with letters. Example: Knowing that M makes the /m/ sound.

The relationship between drawing and the development of writing skills. Example: Children often progress from drawing symbols to writing letters.

A book designed to teach letter names, shapes, and sounds. Example: A book where each page focuses on a different letter.

The ability to understand, communicate, read, and write effectively. Example: A child using books, speaking, listening, reading, and writing to communicate.

The skills, attitudes, and experiences that prepare children to learn to read. Example: Knowing letters, enjoying books, and understanding print concepts.

Awareness that spoken language is made up of words, syllables, and sounds. Example: Identifying rhyming words.

The ability to hear and manipulate individual sounds in words. Example: Identifying the first sound in "dog."

The understanding that letters represent sounds in spoken language. Example: Knowing that the letter M represents the /m/ sound.

A word recognized instantly without sounding it out. Example: Recognizing the word "the."

An environment filled with meaningful print materials. Example: Labels, signs, books, charts, and word walls in a classroom.

A teacher-led reading activity where children and teacher read together. Example: Reading a big book during circle time.

An oversized book used for group reading activities. Example: A large storybook used during shared reading.

Words a child understands when heard or read. Example: Understanding the word "elephant" when someone says it.

Words a child uses when speaking or writing. Example: Using the word "elephant" in conversation.

Words a child recognizes in print. Example: Recognizing common signs or familiar printed words.

Words recognized automatically without decoding. Example: Instantly recognizing a child's own name.

Pretending to read by memorizing text and using pictures as clues. Example: Retelling a favorite story from memory.

A statement describing what children should know or be able to do. Example: Literacy learning outcomes expected by the end of a school year.

A smaller component of a standard used to measure progress. Example: Recognizing uppercase letters before entering kindergarten.

A learning activity involving reading, discussion, and interaction with print. Example: Group reading followed by conversation.

A classroom filled with meaningful print that children can see, use, and interact with. Example: Labels, signs, charts, books, and children's names displayed around the room.

A classroom area specifically designed for language and literacy activities. Example: A quiet space with books, writing tools, puppets, and listening materials.

Equipment that provides visual and/or auditory learning experiences. Example: Computers, tablets, cameras, CD players, and projectors.

A classroom area designed for listening activities. Example: Children listening to recorded stories using headphones.

A display area used to share information, children's work, and literacy materials. Example: A board displaying children's stories and classroom messages.

A classroom area where children engage in pretend play. Example: A grocery store or doctor's office setup with literacy materials.

A recorded story that children follow while looking at a book. Example: A story recording with page-turn signals.

The amount of time spent using devices with screens. Example: Time spent using tablets, computers, phones, or television.

A digital version of a book that can be read on an electronic device. Example: A storybook read on a tablet.

A child learning two languages at the same time. Example: A child learning both English and Punjabi.

Computer programs that encourage creativity and exploration rather than right-or-wrong answers. Example: A drawing or storytelling program.

A classroom area where children use computers and technology for learning. Example: A space with computers, printers, and educational software.

Teaching methods that match children's age, abilities, and developmental needs. Example: Using technology in moderation while emphasizing play-based learning.

A classroom environment designed to support reading, writing, speaking, and listening. Example: A classroom with books, labels, writing tools, and language activities.

Computer programs designed for learning, creativity, or problem-solving. Example: Educational literacy games and story creation programs.

A cooperative relationship between families and educators that supports children's learning and development. Example: Parents and teachers regularly communicating about a child's progress.

The process of developing speaking, listening, reading, and writing skills. Example: Reading stories together and encouraging children to talk about them.

Efforts made by schools to support families and promote children's success. Example: Home visits, family workshops, and parent meetings.

Communication where both educators and families share information and ideas. Example: Parent-teacher conferences and regular updates.

Resources and support provided to families to help children's development. Example: Parenting workshops and literacy activities sent home.

The language and literacy experiences available in a child's home. Example: Books, storytelling, conversations, and writing materials.

Understanding that print carries meaning and follows specific rules. Example: Recognizing that words are separated by spaces and read left to right.

The ability to stop, think, plan, and control impulses. Example: Waiting patiently for a turn during a game.

The oral sharing of stories to entertain and teach. Example: A grandparent telling family stories to children.

Books with repeated patterns, phrases, or events that help children anticipate what comes next. Example: Brown Bear, Brown Bear, What Do You See?

The ability to understand and interpret pictures and images. Example: Looking at illustrations and discussing what is happening.

A child learning English while speaking another language at home. Example: A child who speaks Punjabi at home and learns English at school.

The language most often spoken in a child's family. Example: Spanish, Punjabi, Mandarin, or Arabic spoken at home.

A group of family members who provide input on school programs and decisions. Example: Parents helping plan literacy events and activities.

Family participation in children's education and school activities. Example: Attending meetings, volunteering, and reading with children at home.