[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-detail-585561-en":59,"doc-seo-585561-105":79},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":5,"data":60},{"doc_id":61,"user_id":62,"nickname":63,"user_avatar":64,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":66,"doc_content":67,"file_id":68,"file_url":69,"file_type":70,"file_size":71,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":72,"language_code":73,"site_id":74,"html_lang":73,"table_of_contents":75,"faqs":76,"seo_title":77,"seo_description":66,"update_tm":78,"read_time":52,"preview_page_count":4},585561,1099523882182,"Alex Sinclair","https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Recommendation 1 - Teach Academic Language Skills in Foundational Reading","Summary of Recommendation 1 from the REL Southeast guide “A Kindergarten Teacher’s Guide to Supporting Family Involvement in Foundational Reading Skills,” aligned with the WWC practice guide on foundational skills to support reading for understanding from kindergarten through grade 3. Focuses on teaching academic language skills—inferential language, narrative language, and knowledge of academic vocabulary and grammatical structures—so children better comprehend texts. Provides guidance for teachers and families, including PEER conversation routines, examples for informational vs narrative texts, and references to supporting videos and family resources.","This document provides a summary of Recommendation 1 from the REL Southeast guide A Kindergarten Teacher’s Guide to Supporting Family Involvement in Foundational Reading Skills, a companion to the WWC practice guide Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade. Full reference at the bottom of this page.  \nTeach students academic language skills, including the use of inferential and narrative language, and vocabulary knowledge  \nAcademic language includes three skills: (1) use of inferential language (communicating about ideas across contexts); (2) use of narrative language (clearly describing a series of events); and (3) understanding a range of academic vocabulary and grammatical structures. These skills help students better comprehend academic texts both across subjects and within individual subjects. Unlike social language skills that develop naturally in communication with family and friends, academic language skills more often need to be taught.  \nThe companion guide on which this summary document is based assists teachers in informing and supporting families to help children develop academic language.  \n\n| \u003Cbr>How to carry out the\u003Cbr>recommendation\u003Cbr>\u003Cbr>Potential roadblocks |  |\n| --- | --- |\n| 1. Engage students in conversations that support the use and comprehension of inferential language.\u003Cbr>2. Explicitly engage students in developing narrative language skills.\u003Cbr>3. Teach academic vocabulary in the context of other reading activities. | 1. Families don’t attend family literacy nights or parent–teacher conferences.\u003Cbr>2. Families might not feel comfortable attending a school function.\u003Cbr>3. Families lack time to engage in the activities with their children.\u003Cbr>4. Families may not have internet access or may have a hard time accessing the internet. |\n\nReference: Kosanovich, M., Lee, L. & Foorman, B. (2020). A kindergarten teacher’s guide to supporting family involvement in foundational reading skills (REL 2020-016). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast. [https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=5674](https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=5674)  \n1  \nTeacher scaffolds for steps in How to carry out the recommendation  \n1. Engage students in conversations that support the use and comprehension of inferential language.  \nExplain to parents or caregivers why it is important to engage a child in conversation about a book while reading together—it helps to build the child’s vocabulary and understanding of the content. Guide parents to read the whole book to the child first and then go back and read one page at a time, asking questions as they go. For a young child, it may be better to begin the conversation after one page or every other page. Encourage families to use Prompt, Evaluate, Expand, and Repeat (PEER; see below). With this tool, they first ask a question to prompt their child to talk about a page, then evaluate through feedback, expand by adding to their response, and repeat the original question to see if the child can incorporate their addition.  \nThe PEER tool for engaging a child in conversation about what they have read  \nPrompt your child to say something about the book.  \nEvaluate your child’s response.  \nExpand your child’s response by rephrasing and adding information to it. Repeat the prompt to make sure your child has learned from the expansion.  \nNote: Adapted frompage K|1|4 of the guide referenced on the first page of this document.  \n2. Explicitly engage students in developing narrative language skills.  \nAs above, explain to families how to use PEER for stories as well as informational text. Whquestions (who, what, where, when, why, and how) that call attention to narrative structure include “where does the story take place?” and “what do you see in this picture?”  \nPEER exampl","cbCaivQu5v9pAZVF","https://ap.wps.com/l/cbCaivQu5v9pAZVF","pdf",176859,"English","en",105,"# How to carry out the recommendation\n## Potential roadblocks\n# Teacher scaffolds for steps\n## 1. Engage students in inferential language conversations\n## 2. Explicitly develop narrative language skills\n## Videos to support Steps 1 and 2\n# Supporting family engagement\n## Teach academic language skills\n## Printable family resources\n# Teach academic vocabulary in context","[{\"question\":\"What are the three academic language skills emphasized in Recommendation 1?\",\"answer\":\"They are inferential language, narrative language, and understanding a range of academic vocabulary and grammatical structures. These skills support comprehension across and within subjects.\"},{\"question\":\"How does the PEER routine help families support a child’s conversation about a book?\",\"answer\":\"Families prompt the child to talk, evaluate the response, expand by adding information, and repeat the original prompt to ensure the child incorporates the expansion.\"},{\"question\":\"What potential roadblocks might prevent families from participating in the activities?\",\"answer\":\"Common barriers include families not attending literacy events or conferences, discomfort with school functions, lack of time, and limited internet access or difficulty accessing the internet.\"},{\"question\":\"How should teachers encourage vocabulary development in the context of reading and daily activities?\",\"answer\":\"Teachers should help families use oral language during everyday routines, ask open-ended questions that require more than yes/no answers, and connect vocabulary support to reading-related tasks.\"}]","Recommendation 1 - Teach Academic Language Skills in Foundational Reading | PDF",1792055096,{"code":4,"msg":80,"data":81},"ok",{"site_id":74,"language":73,"slug":82,"title":65,"keywords":83,"description":66,"schema_data":84,"social_meta":142,"head_meta":144,"extra_data":146,"updated_unix":78},"recommendation-1-teach-academic-language-skills-in-foundational-reading","",{"@graph":85,"@context":141},[86,100,120],{"@type":87,"itemListElement":88},"BreadcrumbList",[89,93,95,98],{"item":90,"name":91,"@type":92,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":94,"name":9,"@type":92,"position":14},"https://docshare.wps.com/document/",{"item":96,"name":40,"@type":92,"position":97},"https://docshare.wps.com/document/research-report/",3,{"item":99,"name":65,"@type":92,"position":19},"https://docshare.wps.com/document/recommendation-1-teach-academic-language-skills-in-foundational-reading/585561/",{"url":99,"name":65,"@type":101,"image":102,"author":107,"headline":65,"publisher":109,"fileFormat":112,"inLanguage":73,"description":66,"dateModified":113,"datePublished":114,"encodingFormat":112,"isAccessibleForFree":115,"interactionStatistic":116},"DigitalDocument",{"url":103,"@type":104,"width":105,"height":106},"https://docshare.wps.com/thumbnails/recommendation-1-teach-academic-language-skills-in-foundational-reading/585561.png","ImageObject",300,407,{"name":63,"@type":108},"Person",{"url":90,"name":110,"@type":111},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":117,"interactionType":118,"userInteractionCount":24},"InteractionCounter",{"@type":119},"ViewAction",{"@type":121,"mainEntity":122},"FAQPage",[123,129,133,137],{"name":124,"@type":125,"acceptedAnswer":126},"What are the three academic language skills emphasized in Recommendation 1?","Question",{"text":127,"@type":128},"They are inferential language, narrative language, and understanding a range of academic vocabulary and grammatical structures. These skills support comprehension across and within subjects.","Answer",{"name":130,"@type":125,"acceptedAnswer":131},"How does the PEER routine help families support a child’s conversation about a book?",{"text":132,"@type":128},"Families prompt the child to talk, evaluate the response, expand by adding information, and repeat the original prompt to ensure the child incorporates the expansion.",{"name":134,"@type":125,"acceptedAnswer":135},"What potential roadblocks might prevent families from participating in the activities?",{"text":136,"@type":128},"Common barriers include families not attending literacy events or conferences, discomfort with school functions, lack of time, and limited internet access or difficulty accessing the internet.",{"name":138,"@type":125,"acceptedAnswer":139},"How should teachers encourage vocabulary development in the context of reading and daily activities?",{"text":140,"@type":128},"Teachers should help families use oral language during everyday routines, ask open-ended questions that require more than yes/no answers, and connect vocabulary support to reading-related tasks.","https://schema.org",{"og:url":99,"og:type":143,"og:title":65,"og:site_name":110,"og:description":66},"article",{"robots":145,"canonical":99},"index,follow",{"doc_id":61,"site_id":74}]