The Essence of Effective and Engaging Literacy Learning K-2: What We Really Know Multiple Paths to Literacy K-2 Proven High-Yield Strategies to Scaffold Engaging Literacy Learning across the Curriculum Inquiry, Play, Art, Technology, and Self-Regulation through Intentional Teaching Multiple Paths to Literacy K-2 (2016), Miriam's latest book, equips teachers of young children with practical high-yield strategies, assessment tools, and motivating activities, all steeped in strong research and easily applicable in all kinds of learning environments. Included are many authentic writing samples, photos, mini-lessons, engaging activities and teacher stories that truly enliven the instructional methods. Sought-after author and speaker Miriam P. Trehearne demonstrates how to scaffold play, self-regulation, art, inquiry, technology and literacy learning effectively while linking assessment to instruction. There are multiple paths to literacy learning. That being said, we do know that there are some proven high-yield strategies that do make a huge difference no matter the path taken. The teachers celebrated in this research-based book demonstrate many high-yield strategies and instructional approaches by providing hundreds of practical ideas that teachers can put to use in their classrooms tomorrow. In the process, responses are provided for the following frequently asked questions and more: How does research describe the practice of the most effective/accomplished K-2 teachers? What do they do? -How can play and literacy learning effectively support one another? -How do mature play and immature play differ? -What do engaging and effective learning centres look like? -What is self-regulation and how does one scaffold it? -What does inquiry-based learning really mean? -What does the research say about how effective inquiry-based learning really is, in K-2 classrooms? -What does effective inquiry-based learning look like? -What is self-regulation and how does one develop this in K-2 classrooms? -What are the high-yield strategies or non-negotiables of effective literacy teaching and learning in K-2? -What is phonological awareness and how important is it in K-2? -How much time should be allocated specifically for language arts each day and how does one fit it all in? -How can one effectively organize the classroom? -What effect do classroom colors have on student learning? -How can one keep students meaningfully engaged during the language arts block? What are "t