Teaching Early Literacy and Language
Learn about TELL: An evidence-based Tier 1 curriculum for preschoolers
TELL is a Tier 1, whole-class curriculum designed to increase both the quality and quantity of code-related and oral language instruction that has been shown to support early literacy and language growth.
What sets Teaching Early Literacy and Language apart is its design for whole-class implementation for the entire school year and its iterative and collaborative development and testing with early childhood teachers, early childhood special education teachers, administrators, speech-language pathologists and research teams. Further, through our research (Wilcox, Gray, Guimond, Lafferty, 2011; Wilcox, Gray & Reiser, 2020, Gray, Wilcox, Reiser, 2024) we have found TELL to be effective for young children with disabilities (including those with limited speech and language skills) and children with typical development (including those who are minoritized and those living in poverty).
TELL provides comprehensive learning support throughout the day. Key components include:
- A scope and sequence of instruction that is developmentally appropriate and linked to early childhood education standards
- Objective-based lesson plans with teaching activities for whole-group, small-group story time, transitions, snack time, small-group phonological awareness, early writing, and social-emotional skills plus integrations for art, math and science
- Suggested adaptations for children who need additional learning supports
- Suggested activities for fine motor, dramatic play and outdoor play
- Lesson materials including a teacher’s guide, high-quality books, fact chat cards, social stories, music lists, ABC action cards, transition cards, literacy boards and phonological awareness cards
- A customizable parent newsletter for each theme
- Curriculum-based measures administered 6 times per year
- Professional development classes for teaching teams
- Professional learning communities available to support TELL implementation
TELL is organized by biweekly themes with review weeks every fifth week. Just before the review week, teachers administer curriculum-based measures to assess children’s progress. Data from the curriculum-based measures helps determine how best to differentiate instruction during review and upcoming weeks.
Teachers love TELL!
About us
TELL authors
The Teaching Early Literacy and Language curriculum was developed and tested collaboratively with early childhood regular and special education teachers, administrators, speech-language pathologists and our research teams.
For the past 18 years, our goal has been to improve the early literacy and oral language skills of young children to prepare them for school success. Lead by Professor M. Jeanne Wilcox and Professor Shelley Gray, TELL development and efficacy trials have been funded by the U.S. Department of Education Institute of Education Sciences through grants R324E06023, R324A110048, R305A170068, R324A180093 and R324A190181.
We are very excited to share the first edition of TELL with you!
M. Jeanne Wilcox, Nadine Mathis Basha Professor Emerita in Early Childhood Education, Mary Lou Fulton College for Teaching and Learning Innovation, Arizona State University
Shelley Gray, Professor of Speech and Hearing Science, College of Health Solutions, Arizona State University
Rachel Mayercek
Addie Lafferty
Stephanie Williams
Patricia Chan
Ariana Lopez
Christina Bernier
Karie Taylor
Joanne Campa
