Prekindergarten/Primary PK to 3

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Annotated Bibliography

The annotated bibliography that follows includes basic references that you may find useful in preparing for the exam. Each resource is linked to the competencies and skills found in Section 3 of this guide.

This bibliography is representative of the most important and most comprehensive texts pertaining to the competencies and skills for Prekindergarten/Primary PK to 3. The Florida Department of Education does not endorse these references as the only appropriate sources for review; many comparable texts currently used in teacher preparation programs also cover the competencies and skills that are tested on the exam.

Developmental Knowledge

  1. Bigner, J. J. (2006). Parent-child relations: An introduction to parenting (7th ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

    Introduces research on parent-child relationships. Through exploration of family systems and systemic family development theory, the text addresses the changes in parent-child relationships that accompany developmental changes in children, adults, and family systems. Useful for review of competencies 1, 2, and 5.

  2. Bos, C. S., & Vaughn, S. R. (2006). Strategies for teaching students with learning and behavior problems (6th ed.). Boston: Pearson Allyn & Bacon.

    Introduces current research on best practices as the basis of strategies for providing instructional and support services to students with learning and behavior challenges in a variety of settings. Emphasizes progress monitoring, assessment, diversity, and family involvement. Useful for review of competencies 5, 6, and 7.

  3. Bredekamp, S. (2011). Effective practices in early childhood development: Building a foundation. Boston, MA: Pearson.

    Provides the building blocks for understanding effective practices in early childhood education. Useful for review of competencies 1, 2, and 7.

  4. Bredekamp, S., & Copple, C. (Eds.). (1997). Developmentally appropriate practice in early childhood programs (Rev. ed.). Washington, DC: National Association for the Education of Young Children.

    Presents the position statement of the National Association for the Education of Young Children on developmentally appropriate practice in early childhood programs. Provides an overview of each period of development from birth through age 8 and includes examples of practices that are appropriate and inappropriate for use with children in each age group. Useful for review of competencies 1, 2, and 4.

  5. Brisbane, H. E. (2006). The developing child (10th ed.). New York: Glencoe McGraw-Hill.

    Provides an overview of child development in stages from birth through adolescence. Explores typical physical, emotional, social, and intellectual development for each stage and includes discussion of research on brain development. Useful for review of competency 1.

  6. Charlesworth, R. (2008). Understanding child development (7th ed.). Albany, NY: Delmar Cengage Learning.

    Includes information on developmentally appropriate practices in the assessment and education of children, as well as ways of working with children and families from diverse cultures. Explores children's readiness, the development of early stages of reading, the importance of brain development, and play and learning. Useful for review of competencies 1, 3, 4, 5, and 6.

  7. Cole, M., Cole, S., & Lightfoot, C. (2005). The development of children (5th ed.). New York: Worth Publishers.

    Based on both scientific research and the authors' practical experience, this book explores the interrelationship of biological and cultural processes in child development. Useful for review of competency 1.

  8. Cook, R. E., Klein, M. D., & Tessier, A. (2008). Adapting early childhood curricula for children with special needs (7th ed.). Upper Saddle River, NJ: Pearson Merrill.

    Incorporates theory and evidence-based practice from the fields of exceptional student education and early childhood education. Introduces activities supported by current theory, provides intervention strategies to make the most effective use of embedded learning opportunities in the curriculum, and encourages a family-centered, inclusive approach to working with children with exceptionalities. Useful for review of competencies 1, 4, and 5.

  9. Downs, S. W., Moore, E., McFadden, E. J., & Costin, L. B. (2009). Child welfare and family services: Policies and practice (8th ed.). Boston: Pearson Allyn & Bacon.

    Reflects current issues, controversies, and innovative practice methods in services for children and families. Discusses the historical context for current programs, issues, and policy decisions and includes in-depth information on legal and legislative frameworks. Useful for review of competencies 1, 2, and 6.

  10. Epstein, A. S. (2006). The intentional teacher: Choosing the best strategies for young children's learning. Washington, DC: National Association for the Education of Young Children.

    Emphasizes the importance of considering goals for learning and development in all domains in the planning of curriculum and selection of teaching strategies. Explores how and when child-guided, adult-guided, or a combination of learning strategies is most effective, and what teachers can do to support learning. Useful for review of competencies 1, 2, 3, and 4.

  11. Gestwicki, C. (2007). Developmentally appropriate practice: Curriculum and development in early education (3rd ed.). Clifton Park, NJ: Thompson Delmar.

    Intended as a guide for developmentally appropriate classroom and caregiver practices in early education, this book assumes the reader already has basic child development knowledge and experience. Topics include theory and research of play as well as social/emotional and cognitive/language environments. Useful for review of competencies 1, 2, 3, and 4.

  12. Gordon, A. M., & Brown, K. W. (2011). Beginnings and beyond: Foundations in early childhood education. Belmont, CA: Wadsworth.

    Covers current developmentally appropriate practices while presenting key concepts, the latest research, and practical examples to answer questions any early childhood education student would need answered. Useful for review of competencies 2 and 3.

  13. Kaiser, B., & Sklar Rasminsky, J. (2007). Challenging behavior in young children: Understanding, preventing, and responding effectively (2nd ed.). Boston: Pearson Allyn & Bacon.

    Examines current research on understanding and prevention of challenging behavior. Includes strategies for responding to this behavior, such as positive behavior support and functional assessment. Useful for review of competencies 2 and 7.

  14. Keyser, J., & National Association for the Education of Young Children. (2006). From parents to partners: Building a family-centered early childhood program. St. Paul, MN: Redleaf Press.

    Explores the reasons and methods for developing ongoing partnerships with parents and other family members in early childhood programs. Includes tools and strategies to build communication and support networks to sustain those partnerships. Useful for review of competency 2.

  15. Lerner, J. W., & Kline, F. M. (2006). Learning disabilities and related disorders: Characteristics and teaching strategies (10th ed.). Boston: Houghton Mifflin.

    Intended to help preservice teachers and practicing professionals evaluate students with disabilities. Explores assessment and evaluation of students with learning disabilities, learning-disabled theory and its practical applications, and recent developments and topics of debate in the field. Useful for review of competencies 5 and 6.

  16. Lerner, J. W., Lowenthal, B., & Egan, R. W. (2003). Preschool children with special needs: Children at risk and children with disabilities (2nd ed.). Boston: Pearson Allyn & Bacon.

    Explores how to provide appropriate learning environments in general education and exceptional student education settings for children ages 3–6 who have special needs. Emphasizes the needs of preschoolers and their families and explores curriculum models that incorporate research and practical experiences with children who have special needs. Useful for review of competency 5.

  17. McDevitt, T., & Ormrod, J. E. (2013). Child development and education (5th ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

    A child-development text for educators that includes current research in the field as well as applications of that research specifically for educators. Includes authentic student work, observation guidelines with educational applications, development and practice features with concrete strategies for facilitating student development and learning, and information on helping diverse students learn and thrive in the classroom. Useful for review of competencies 1, 3, 4, and 5.

  18. McLean, M. E., Wolery, M., & Bailey, D. B. (2004). Assessing infants and preschoolers with special needs (3rd ed.). Upper Saddle River, NJ: Pearson Merrill.

    Examines assessment issues, including test development and cultural competence, and emphasizes family-centered education, collaborative decision making, and holistic understanding of children with disabilities. Intended to help students use assessment in order to plan effective, personalized intervention programs for infants and preschoolers with special needs. Useful for review of competency 3.

  19. Meece, J. (2008). Child and adolescent development for educators (3rd ed.). New York: McGraw-Hill.

    Provides research-based foundation knowledge of development for future teachers. Content is arranged by topic and focuses on what teachers need to know about the science of development. Useful for review of competencies 1 and 2.

  20. Morrison, G. S. (2008). Fundamentals of early childhood education (5th ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

    Contains current information on how children learn, how best to teach them, and how to effectively include families and communities in their education. Useful for review of competencies 1 and 2.

  21. Ormrod, J. E. (2008). Educational psychology: Developing learners (6th ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

    Concentrates on the core ideas of educational psychology. Presents both theory and applications and includes integrated coverage of diversity. Useful for review of competencies 2, 5, and 6.

  22. Pierangelo, R., & Giuliani, G. (2006). Learning disabilities: A practical approach to foundations, assessment, diagnosis, and teaching. Boston: Pearson Allyn & Bacon.

    Covers the spectrum of issues involved with learning, including the process of understanding, assessing, diagnosing, and teaching students with learning disabilities. Useful for review of competencies 5 and 6.

  23. Polloway, E. A., Patton, J. R., & Serna, L. (2008). Strategies for teaching learners with special needs (9th ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

    Focuses on effective instructional strategies for students in diverse educational settings, with a primary emphasis on inclusive educational environments. Includes discussion of curriculum development and instruction as well as the requirements of No Child Left Behind and the Individuals with Disabilities Education Act of 2004. Useful for review of competencies 5 and 6.

  24. Salend, S. J. (2008). Creating inclusive classrooms: Effective and reflective practices (6th ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

    Incorporates themes of diversity, collaboration, technology, and effective and reflective classroom practices. Consistent with professional standards for preparing teachers to work in today's diverse classrooms. Useful for review of competency 5.

  25. Spinelli, C. (2006). Classroom assessment for students in special and general education (2nd ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

    Introduces the skills needed to effectively use assessment, particularly informal assessment, in understanding the needs of the whole student. Includes updates on authentic curriculum- and performance-based assessment measures with connections to instruction, IEP development, and family involvement. Useful for review of competencies 5 and 6.

  26. Trawick-Smith, J. (2006). Early childhood development: A multicultural perspective (4th ed.). Upper Saddle River, NJ: Pearson Merrill.

    Introduces a multicultural approach to all facets of development from birth to age 8. Topics include intellectual development, attachment patterns, peer relations, and motor skills. Includes information on atypical development and exceptional student education. Useful for review of competencies 1 and 5.

  27. Vaughn, S., Bos, C. S., & Schumm, J. S. (2007). Teaching students who are exceptional, diverse, and at risk in the general classroom (4th ed.). Upper Saddle River, NJ: Pearson Merrill.

    Provides information on how to teach students with disabilities, culturally diverse students, English language learners, and students from families with low socioeconomic status. Features sample learning activities and lesson plans. A unit on curriculum adaptations includes specific strategies and activities to teach reading, writing, mathematics, content areas, self-advocacy, and study skills and strategies. Useful for review of competency 5.

  28. Wicks-Nelson, R., & Israel, A. C. (2006). Behavior disorders of childhood (6th ed.). Indianapolis, IN: Pearson Prentice Hall.

    A research-based introduction to childhood behavior disorders, their central issues and their theoretical and methodological bases. Includes descriptions and discussions of numerous disorders. Useful for review of competencies 6 and 7.

  29. Winter, S. (2007). Inclusive early childhood education: A collaborative approach. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

    Balances the perspectives of early childhood education and early childhood exceptional student education, emphasizing collaboration and presenting current information on theory and practice for inclusive education. Useful for review of competencies 1, 2, 3, and 5.

  30. Woolfolk, A. (2007). Educational psychology (10th ed.). Boston: Pearson Allyn & Bacon.

    Contains examples, lesson segments, case studies, and practical ideas from experienced teachers. Useful for review of competencies 2, 5, and 6.

Language Arts and Reading

  1. Antonacci, P., & O'Callaghan, C. (2004). Portraits of literacy development: Instruction and assessment in a well-balanced literacy program, K to 3.: Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

    Outlines instructional approaches using various assessments to inform and scaffold literacy instruction for emergent, early, and fluent readers. Useful for review of competencies 3 and 5.

  2. Blachowicz, C. & Fisher, P. J. (2010). Teaching vocabulary in all classrooms (4th ed.). Boston: Allyn & Bacon.

    Contains strategies and information on vocabulary instruction in the classroom. Useful for review of competencies 1 and 3.

  3. Booth, D. & Swartz, L. (2004). Literacy techniques for building successful readers and writers (2nd ed.). Markham: Pembroke.

    Identifies common behaviors and outlines strategies for encouraging the growth of literacy. Useful for review of competencies 3 and 4.

  4. Caldwell, J. S. (2008). Reading assessment: A primer for teachers and coaches (2nd ed.). New York: Guilford Press.

    Presents practical strategies for identifying the behaviors common to good readers, assessing students' strengths and weaknesses in reading, analyzing evidence, and making instructional decisions. Useful for review of competencies 3 and 5.

  5. DeVries, B. A. (2008). Literacy assessment and intervention for K-6 classrooms (2nd ed.). Scottsdale: Holcomb Hathaway.

    Focuses on appropriate assessment strategies and interpretation of results with special attention to emergent literacy. Useful for review of competencies 1 and 5.

  6. Dodge, D. T., Colker, L. J., & Heroman, C. (2002). Creative curriculum for preschool (4th ed.). Florence, KY: Delmar Cengage Learning.

    Presents a research-based curriculum detailing effective ways for children to learn science, social studies, literacy, math, the arts, and technology. Includes higher-order thinking practice, building on prior knowledge, and experimentation based on theories of children's learning styles, content standards and assessment preparation skills. Defines the teacher's role in connecting content, teaching, and learning for preschool children. Useful for review of competency 5.

  7. Fox, B. J. (2012). Word identification strategies: Building phonics into a classroom reading program (5th ed.). Boston: Pearson.

    Gives pre- and in-service teachers essential information for planning and implementing effective word identification in elementary classroom reading programs. Useful for review of competency 3

  8. Gunning, Thomas G. (2013). Creating literacy instruction for all students (8th ed.). Boston: Pearson.

    Includes plans and strategies to develop appropriate lesson plans that enable students to achieve higher levels of literacy. Useful for review of competency 1.

  9. Harvey, S. & Goudvis, A. (2007). Strategies that work: Teaching comprehension for understanding and engagement (2nd ed.). Portland: Stenhouse.

    Includes strategies so that students become engaged, thoughtful, independent readers while describing how to apply the strategies flexibly across the curriculum. Useful for review of competencies 3 and 5.

  10. Jalongo, M. R. (2006). Early childhood language arts (4th ed.). Upper Saddle River, NJ: Pearson Allyn & Bacon.

    Includes 36 research-based teaching strategies, and information on brain research, bilingual education, technology, and the media's influence on young children. Provides a synthesis of the information on language arts gleaned from research on emergent literacy, early childhood education, and special education. Useful for review of competency 1.

  11. McEwan, P., & McEwan, E. (2002). Teach them all to read. Thousand Oaks, CA: Corwin Press.

    Provides insight into current research and effective strategies to use in the instruction of reading, including vocabulary, comprehension, and fluency. Emphasizes differentiating instruction to meet the needs of all students. Useful for review of competency 1.

  12. McLaughlin, M. (2003). Guided comprehension in the primary grades. Newark: International Reading Association.

    Presents a teaching framework that develops reading comprehension in primary-grade students through direct and guided strategy instruction, opportunities for engagement, and a variety of leveled texts and instructional settings. Useful for review of competency 3.

  13. Rasinski, Timothy V. (2010). The fluent reader: Oral & silent reading strategies for building fluency, word recognition & comprehension. New York: Scholastic.

    Includes coverage of the latest research on fluency, teaching strategies based on that research, new classroom vignettes, and suggestions for using a variety of texts to teach fluency such as poetry, speeches, and monologues and dialogues. Useful for review of competencies 2 and 3.

  14. Schulze, A. (2006). Helping children become readers through writing. Newark: International Reading Association.

    Writing workshop approach to teach kindergarten students how to communicate a message while learning phonemic awareness and the alphabetic principle. Provides a research-based explanation of the stages of students' writing development using mini-lessons. Useful for review of competency

  15. Tompkins, G. (2006). Literacy for the 21st century: A balanced approach (4th ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

    Offers a balanced approach to teaching reading and writing and provides insights into successful literacy teaching. Includes charts and appendixes. Useful for review of competency 4.

  16. Vacca, J. A. L., et al. (2012). Reading and learning to read (8th ed.). Boston: Pearson.

    Discusses instructional practices and ways of encouraging success in reading and reading comprehension. Useful for review of competencies 1 and 3.

Mathematics

  1. Ashlock, R. B. (2010). Error patterns in computation: Using error patterns to improve instruction. (10th ed.). Boston, MA: Pearson Education.

    Focuses on analysis of student errors to appropriately identify and address common mistakes and foster understanding. Useful for review of competencies 1 and 2.

  2. Bennett, A. B., Burton, L. J., & Nelson, L. T. (2012). Mathematics for elementary teachers: A conceptual approach. (9th ed.). New York, NY: McGraw-Hill.

    Contains a strong focus on the development of math skills and the instructional practices that most encourage success. Useful for review of competencies 1 and 2.

  3. Billstein, R., Libeskind, S., & Lott, J. W. (2007). A problem solving approach to mathematics for elementary school teachers. (9th ed.). Boston, MA: Pearson Education.

    Skills-based resource for future teachers. Includes instruction for problem solving, integers, probability, and geometry. Useful for review of competencies 2, 3, 4, and 5.

  4. Charlesworth, R., & Lind, K. (2007). Math and science for young children (5th ed.). Clifton Park, NY: Delmar Cengage Learning.

    Focuses on integration of mathematics and science with other areas of child development from birth through age 8. Addresses significant national standards and the frequent changes in those standards. Useful for review of competency 1.

  5. Copley, J. V. (2000). The young child and mathematics. Washington, DC: National Association for the Education of Young Children.

    Focuses on ways teachers can encourage the natural mathematical interests and abilities of young children. Consistent with guidelines on curriculum and assessment from the National Association for the Education of Young Children as well as the National Council of Teachers of Mathematics' Principles and Standards for School Mathematics. Useful for review of competency 1.

  6. Long, C. T., DeTemple, D. W., & Millman, R. S. (2012). Mathematical reasoning for elementary teachers. (6th ed.). Boston, MA: Pearson Education.

    Focuses on mathematical content knowledge that teachers will need to know and methods of its use in the classroom. Useful for all competencies.

  7. National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.

    Outlines the mathematical understanding, knowledge, and skills students should learn from prekindergarten through grade 12. For a detailed explanation of the standards, download Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics: A quest for coherence online at www.nctm.org. Useful for review of competencies 2, 3, 4, and 5.

  8. Parker, T. H., & Baldridge, S. J. (2004). Elementary mathematics for teachers. Okemos, MI: Sefton-Ash.

    Focuses on knowledge K to 8 teachers need to know to teach mathematics effectively. Covers the topics roughly in the order in which they are typically introduced in elementary school. Useful for review of competencies 2, 3, 4, and 5.

  9. Schifter, D., Bastable, V., Russell, S. J., Yaffee, L., Lester, B., & Cohen, S. (1999). Making meaning for operations. Parsippany, NJ: Dale Seymour Publishing.

    Provides basic instruction and guidance in mathematical thinking. Useful for review of competency 1.

  10. Tobey, C. R., Minton, L. (2011). Uncovering student thinking in mathematics: Grades K-5. Thousand Oaks, CA: Corwin.

    Focuses on development of mathematical thought in students and how common errors and misconceptions can be identified through student work and behaviors. Includes instructional practices for addressing these issues. Useful for review of competencies 1 and 2.

  11. Van de Walle, J. A. (2005). Teaching student-centered mathematics. Boston: Pearson Allyn & Bacon.

    Provides big ideas approach and explanations to mathematical concepts through student-centered, problem-based learning. Useful for review of competency 1.

  12. Van de Walle, J. A. (2007). Elementary and middle school mathematics: Teaching developmentally (6th ed.). Boston: Pearson Allyn & Bacon.

    A K to 8 mathematics methods text reflecting the National Council of Teachers of Mathematics' Principles and Standards for School Mathematics. Provides ideas and discussions to help future teachers understand the mathematics they will be teaching. Discusses the benefits of student-centered instruction in mathematics. Useful for review of competency 1.

Science

  1. Abruscato, J. & DeRosa, D. A. (2010). Teaching children science: A discovery approach (7th ed.). Boston: Allyn & Bacon.

    Provides content on the latest techniques in science teaching. Establishes a solid foundation in science pedagogy upon which students can build in later years. Useful for review of competency 1.

  2. Charlesworth, R., & Lind, K. (2007). Math and science for young children (5th ed.). Clifton Park, NY: Delmar Cengage Learning.

    Focuses on integration of mathematics and science with other areas of child development from birth through age 8. Addresses significant national standards and the frequent changes in those standards. Useful for review of competency 1 and 2.

  3. Chaille, C. & Britain, L. (2003). The young child as scientist: A constructivist approach to early childhood science education. Boston: Allyn & Bacon.

    Discusses children’s relationships and responses to science instruction. Provides guidance in the construction of developmentally sound lessons and activities. Useful for review of competency 1.

  4. Davis, G, A. & Keller, J. D. (2009). Exploring science and mathematics in a child’s world. Upper Saddle River, NJ: Pearson Education.

    Explores the relationship between mathematics and science and how children develop understanding of different concepts. Provides insight into growth and development of reasoning and logic skills. Useful for review of competencies 1 and 2.

  5. Kellman, K., Knowles, M., Martin, S., Needham, F. (2005). ScienceSaurus: A student handbook grades 4–5. Great Source Education Group, Inc.

    A science textbook containing many developmentally appropriate texts and lessons. Useful for review of all competencies.

  6. Kwan, T. & Texley, J. (2002). Exploring safely: A guide for elementary teachers. Arlington: National Science Teachers Association.

    Provides guidance in effective and safe science instruction at a developmentally appropriate level. Useful for review of competency 1.

  7. Lutgens, F. K., Tarbuck, E., & Tasa, D. (2008). Foundations of earth science (5th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.

    A highly visual, nontechnical survey emphasizing broad, up-to-date coverage of basic topics and principles in geology, oceanography, meteorology, and astronomy. Useful for review of competency 3.

  8. Martin, R., Sexton, C., & Franklin, T. (2009). Teaching science for all children: Inquiry methods for constructing understanding (4th ed.). Boston, MA: Pearson.

    Emphasizes learning science through inquiry, implementation of the Learning Cycle, NSE standards, constructivism, technology, and strategies for teaching diverse learners. Useful for the review of competency 1.

  9. Ritz, W. C. (2007). A head start on science: Encouraging a sense of wonder. Arlington, VA: National Science Teachers Association Press.

    Discusses how instructional methods and classroom environment affect the success of science instruction. Useful for review of competency 1.

  10. Sadava, D., Heller, C. H., Orians, G. H., Purves, W. K., & Hillis, D. (2008). Life: The science of biology (8th ed.). Sunderland, MA: Sinauer Associates.

    Covers the fundamentals of biology, including chapters on emerging subdisciplines such as evolutionary change and the evolution of genes and genomes. Useful for the review of competency 5.

  11. Seefeldt, C., Galper, A., & Jones, I. (2012). Active experiences for active children (3rd ed.). Boston: Pearson.

    Discusses how children learn and relate to science, with an emphasis on investigation. Useful for review of competency 1.

  12. Victor, E., Kellough, R. D., & Tai, R. H (2008). Science K-8: An integrated approach. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.

    Based on the premise that integrated learning by inquiry is the cornerstone of effective science teaching and focuses on the four developmental components of both teaching and learning. Useful for review of competency 1.

  13. Wysession, M., Frank, D. V., & Yancopoulos, S. (2004). Physical science: Concepts in action. Needham, MA: Pearson Prentice Hall.

    A text to help students make connections between science and everyday experiences. Includes technology, tools, and activities to support differentiated instruction. Useful for review of competencies 1 and 2.

 


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