Monthly in-depth, dynamic, ethnographic video recordings of preschool teaching practices were gathered in state-funded preschool programs in Michigan. We identified and coded teaching practices used by lead teachers during three parts of the daily routine using the Essential Instructional Practices in Early Literacy - Prekindergarten (MAISA-GELN, 2016). Using a mixed methods approach, the findings indicate that morning message time may be one of the most literacy rich times of the day. Preschool teachers engaged in literacy promoting strategies more during morning message time than even during small group time or read alouds. Co-occurrences of literacy strategies were also found most often when teachers engaged in activities around letter names/sounds/letter formation and having extended conversation with children. Teachers however, spent very little time devoted to interacting with children around writing activities or playing with sounds inside of words.
Claxton, Jill B.; Wakabayashi, Tomoko; Homant, Katherine; Hardin, Beth; and Takai, Shun
"The Magic of the Morning Message: Literacy Strategies Used in Preschool Classrooms,"
Michigan Reading Journal: Vol. 54:
3, Article 7.
Available at: https://scholarworks.gvsu.edu/mrj/vol54/iss3/7