User's Guide to the Early Language and Literacy Classroom Observation Tool, Pre-K (ELLCO Pre-K)
Early Childhood
Trusted by schools across the country, ELLCO helps build better literacy programs by assessing the quality of both the classroom environment and teachers' practices.
69469 978-1-55766-946-9
2008 104
Available Stock

SAVE when you order the ELLCO Pre-K User's Guide and ELLCO Pre-K Tool together!

Trusted by schools across the country, ELLCO helps build better literacy programs by assessing the quality of both the classroom environment and teachers' practices. With ELLCO, educators reliably gather the essential data needed for professional development and program improvement that lead to better literacy outcomes for young children. These two NEW editions of ELLCO are even better because they're

  • Age-specific. Assessment is effective and accurate with the new ELLCO editions, designed especially for preschool and early elementary environments. ELLCO Pre-K prompts users to look for preliteracy activities like storybook reading, circle time conversations, and child-originated storywriting, while ELLCO K–3 has been reworked to reflect the evolving literacy skills of K–3 students.
  • Streamlined. Each new edition of ELLCO has just two parts: a classroom observation to gather critical information about 5 key elements of the literacy environment, and a teacher interview, which supplements the observation with educators' firsthand reflections.
  • Easier to administer. Users will get complete information about conducting classroom observations, scoring accurately, and limiting bias. They'll also get helpful descriptors for all 5 levels of the rating scale.
  • Informed by user feedback. The new editions of ELLCO were created using feedback from the education professionals who know the tool best.

With these new editions of the assessment tool thousands trust, preschools and elementary schools will have the information they need to determine the effectiveness of their classroom environments, strengthen the quality of their programs and teaching practices, and improve young children's early literacy outcomes.

Measure 5 key literacy elements:

  • classroom structure
  • curriculum
  • the language environment
  • books and book reading opportunities
  • print and early writing supports

Order with the ELLCO Pre-K Tool and save $10! Use code S1050 when placing your order.

The User's Guide is part of ELLCO, the bestselling classroom observation tool that helps schools assess the quality of literacy practices and supports and give children the best possible start in language and literacy development. Trusted by schools across the country, ELLCO helps educators reliably gather the data needed for professional development and program improvement, leading to better literacy outcomes for young children.

Learn more about ELLCO Pre-K and ELLCO K–3.

About the Authors

  1. Introduction
    Organization of the ELLCO Pre-K
    Underlying Assumptions of the ELLCO Pre-K
    Who Should Use the ELLCO Pre-K?
    How Does the ELLCO Pre-K Compare with the ELLCO Toolkit?
    Contents of the User’s Guide

  2. Effective Elements of Early Literacy: Kendra’s Story
    Vignette 1: Entering
    Vignette 2: At the Writing Table
    Vignette 3: Construction Zone
    Vignette 4: Circle Time
    Vignette 5: Lunch Time
    Vignette 6: Ready to Go Home

  3. Structure of the ELLCO Pre-K
    Overall Structure and Levels
    Anchor Statements
    Descriptive Indicators
    Evidence Section
    Teacher Interview

  4. How to Conduct an ELLCO Pre-K Observation
    Guidelines for Observing in Classrooms
    Scheduling and Duration of Observations
    Conducting Observations with Professionalism and Respect
    Preparing for the Observation
    Taking Evidence and Rating Items
    Focusing on the Evidence
    Rating Strategies
    Avoiding Bias
    The Teacher Interview
    Completing the Score Form

  5. A Review of Sample Items
    Recording Evidence
    Understanding the Rubrics
    From Evidence to Rubric to Rating
    Example 1: Item 8—Discourse Climate
    Example 2: Item 16—Quality of Book Reading
    Example 3: Item 17—Early Writing Environment

  6. Using the ELLCO Pre-K for Professional Development
    Tips for Incorporating the ELLCO Pre-K into Language and Literacy Practices
    Step 1: Create a Positive Climate for Teacher Development
    Step 2: Preview the ELLCO Together
    Step 3: Conduct an Initial Observation
    Step 4: Share Results
    Step 5: Generate Goals
    Beginning Steps Toward Change
    Section I: Classroom Structure (Organization, Contents, Management, Personnel)
    Section II: Curriculum (Approaches, Child Choice, Diversity) Section III: The Language Environment (Discourse Climate, Extended Conversations, Vocabulary, Phonological Awareness)
    Section IV: Books (Organization, Characteristics of Books, Books for Learning)
    Section IV: Book Reading (Approaches, Quality)
    Section V: Early Writing (Environment, Support, Environmental Print)

  7. Using the ELLCO Pre-K in Research
    Practicing and Calibrating Ratings
    Interrater Reliability
    Recalibration in the Field

Technical Appendix
Psychometric Properties of the Literacy Environment Checklist
Interrater Reliability
General Statistics
Reliability Analysis
Measuring Stability and Change
Psychometric Properties of the Classroom Observation
Interrater Reliability
General Statistics
Reliability Analysis
Measuring Stability and Change
Correlation with Another Widely Used Measure
Predicting Child Outcomes
Psychometric Properties of the Literacy Activities Rating Scale
Interrater Reliability
General Statistics
Reliability Analysis
Measuring Stability and Change
Correlations Among the ELLCO Toolkit (Research Edition) Measures

Web Sites
Web Resources
Research Articles, Books, and Book Chapters


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Betty Bunce, Clinical Professor and Director of the Language Acquisition Preschool, Department of Specch Language Hearing, University of Kansas - January 23, 2008
"Captures the essence of good teaching where indirect as well as direct styles of interaction are valued and where children are supported in developing their own knowledge."
Cynthia Gehrie, Ethnographer, Consultant for Documentation and Professional Development, Early Reading First grant, Northeastern Illinois University - October 29, 2007
"An organizing and validating instrument that helps classrooms to transform into zones of inquiry and conscious communication."
Laura Justice, Professor, College of Education and Human Ecology, The Ohio State University - October 29, 2007
"This exemplary resource is a must–have . . . I use it all the time and find the data it provides to be valid and reliable indices of the early childhood classroom environment."
Maurice Sykes, Executive Director, Early Childhood Leadership Institute - October 24, 2007
"The perfect tool . . . for those of us who seek to close the opportunity-to-learn gap during the early learning years."