PreK On My Way Weekly Sampler

Learning That Lasts a Lifetime

Equitable English and Spanish editions!

Use Background Knowledge

Ask Questions

Make a Smart Conclusion Make an nference

Language

Our Community | 2.3.5

VOCABULARY

10/29/19 10:44 AM

EC3-5_Flipchart_Front Cover.indd 1 INTRODUCE

RETEACH

celebrated Repeat Say this word after me: celebrated. Define

Make a Prediction

Language

Our Community | 2.3.1 TEACHER CARD

WE SHARE

Differentiation

Weekly Sampler 978-1-338-64639-9 When you wonder about something in a book, you ask questions because you want to know more. EC_StrategyCards_ENG.indd 4 12/6/19 10:24 AM 978-1-338-64639-9 When you use your background knowledge, you use what you already know to understand a book. EC_StrategyCards_ENG.indd 6 12/6/19 10:24 AM 978-1-338-64639-9 When you put ideas from the book together and come up with a new idea, you make a smart conclusion. EC_StrategyCards_ENG.indd 9 12/6/19 10:24 AM 978-1-338-64639-9 When you use clues in the book and your background knowledge to make a smart guess, you make an inference. EC_StrategyCards_ENG.indd 3 12/6/19 10:24 AM When you make a smart guess about what’s going to happen later, you make a prediction. When you celebrate, you do a fun activity because something special happened. Describe These children are celebrating a birthday. Act It Out Let’s pretend that we’re celebrating together. What can we do to celebrate? Let’s act out dancing together to celebrate. Let’s act out celebrating by cheering. When you celebrate, you do a fun activity because something special happened. Discuss What are the children in the picture doing? What kinds of things do you like to do to celebrate a special day? Repeat, rephrase, or expand. Modifications Challenge Encourage children to participate in peer-to-peer conversations about sharing, with each child taking two turns in the conversation. Remind children that while one person is talking, the other is listening. Support Have children talk about what they see in the picture. Invite them to say what each person is doing. Then, ask them if they think one person is letting the other person use or have something. Multilingual Learners Young children are, in many ways, better at learning a new language than adults. Parents, for example, may be afraid that they will say something in English incorrectly. Young children, on the other hand, are less inhibited and willing to take risks. Create a stress-free environment in which children enjoy trying out new words, one where their home language and English are both celebrated. Focus Attention OR EC3-5_TC_Eng_Lang_T2W03.indd 2 14/11/19 1:48 PM Weekly Sampler 978-1-338-64639-9 EC_StrategyCards_ENG.indd 2 12/6/19 10:24 AM Preschoolers need to learn how to sustain attention during classroom activities. You can encourage attention by repeating the questions for each card and asking children to repeat the question. Improving children’s receptive vocabulary (listening comprehension) will help them sustain attention. Try and increase children’s vocabulary each week, using new vocabulary every day and providing safe opportunities to use those words on their own.

Table of Contents

English

Introduction .............................................................................................. 1 Teaching Guide ......................................................................................... 6 Large Group Card .................................................................................... 20 Vocabulary Cards .................................................................................... 26 Activity Cards ........................................................................................... 28 Read-Aloud Book .................................................................................... 30 Read-Aloud Response Prompt .......................................................... 32 Strategy Cards ......................................................................................... 33 Big Chart of Big Ideas ............................................................................ 34 Guía del maestro ..................................................................................... 36 Tarjeta para grupo grande ................................................................. 50 Tarjetas de vocabulario ....................................................................... 56 Tarjetas de actividad . .......................................................................... 58 Libro de lectura en voz alta ............................................................... 60 Hoja de respuesta ................................................................................... 62 Tarjetas de estrategias . ...................................................................... 63 Papelógrafo de grandes ideas .......................................................... 64

en español

Scholastic PreK On My Way Weekly Sampler

For 100 years, Scholastic has provided educational materials that inspire lifelong learners, and our work continues with PreK On My Way . This comprehensive, full-year PreK program welcomes every child into the classroom , building on their strengths as they take the first steps on their learning adventure! PreK On My Way incorporates best practices in early childhood education that support children’s development in literacy , language , math , and all domains of learning . This program features content that is truly fun and engaging for all children with songs, games, books, and learning opportunities to foster critical thinking and reasoning. The Learning Journey

A Comprehensive Program PreK On My Way offers instruction that is aligned to lesson themes and concepts that span all domains of learning, with a special focus on language, literacy, and math.

Friendly mascots guide children through their learning journey!

Scout the Squirrel for language learning

Pablo the Parrot for literacy skills

Lala the Lizard

for math concepts

Scholastic PreK On My Way Weekly Sampler

PreK On My Way offers flexible daily schedules with instructional blocks for large groups, small groups, and independent centers that feature read-alouds, writing, math, concept development, and language development.

This sampler includes one week of language instruction. To learn more about the program visit scholastic.com/ prekonmyway.

DAY 1

Large Group: Circle Time

Large Group: Story Time • Read Interactively With Supports for Differentiation • Daily Writing

Small Group Independent Center

• Build Content Background • Build Alphabet

• Connect to Large Group • Hands-On Learning

• Explore the Concept Question Through Purposeful Play • Prompts for Day 1: Identify

Knowledge (Literacy) • Engage With Music and Movement • Focus on Vocabulary • Build Background • Sing “The Wheels on the Bus” • Focus on Vocabulary: stew, delicious

DÍA 1

• Enjoy reading Thank You, Omu! • Guiding Question: Why did so many people knock on Omu’s door? • Modeled Writing

• Explore sharing with the We Share Activity

• Prompts for Purposeful Play related to Thank You, Omu!

LANGUAGE Teaching Guide pp. 42–43

Grupo grande: Hora del círculo • Desarrollar los cono- cimientos del contenido • Desarrollar los cono- cimientos del abecedario (Lectoescritura) • Motivar con música y movimiento • Enfoque en el vocabulario • Desarrollar el conocimiento • Cantar: Las ruedas del autobús • Enfoque: vocabulario: guiso, delicioso

Grupo grande: Hora del cuento • Lectura interactiva con apoyo diferencial • Opciones de escritura: modelada

Grupo pequeño

Centros independientes • Explore la pregunta guía a través del juego con propósito • Indicaciones para el día 1: Identificar

• Asociar con el grupo grande • Actividades prácticas de aprendizaje

• Focus on the Alphabet • Flutter By, Butterfly • Focus on Vocabulary: carry

• Enjoy reading Biblioburro

• Teach the letters Gg and Hh with the Alphabet Activity

• Prompts for Purposeful

• Disfrutar de la lectura en voz alta ¡Gracias, Omu! • Pregunta guía: ¿Por qué tocaron a la puerta de Omu tantas personas? • Escritura modelada

• Identificar cómo compartir con la actividad Compartimos

• Apoyo para el juego con propósito

LITERACY Teaching Guide pp. 42–43

LENGUAJE

Guía del maestro págs. 42–43

Play related to Biblioburro

• Guiding Question: How does Luis help the children? • Modeled Writing

relacionado a ¡Gracias, Omu!

• Build Background • When I Grow Up • Focus on Vocabulary: weigh, count

• Enjoy reading Whose Hands Are These? • Guiding Question: What helpers work in our community? • Modeled Writing

• Explore measuring tools with the Matching: Measuring Tools Activity

• Prompts for Purposeful Play related to Whose Hands Are These?

• Enfoque: el abecedario • Aletea, mariposa • Enfoque: vocabulario: cargar

• Disfrutar de la lectura en voz alta Biblioburro • Pregunta guía: ¿Cómo ayuda Luis a los niños? • Escritura modelada

• Enseñar las letras Gg y Hh leyendo ¡Gol! e Hipo, la hipopótamo con la actividad El abecedario: g , h

• Apoyo para el juego con propósito relacionado a Biblioburro

MATH

LECTOESCRITURA Guía del maestro págs. 42–43

Teaching Guide pp. 42–43

• Desarrollar el conocimiento • Cuando crezca • Enfoque: vocabulario: pesan , cuentan

• Leer por placer ¿De quién son esas manos? • Pregunta guía: ¿Quiénes son las personas que ayudan en nuestra comunidad? • Escritura modelada

• Explorar las herramientas para medir con la actividad Emparejamos herramientas para medir

• Apoyo para el juego con propósito

Complete Week at a Glance | 31

MATEMÁTICAS Guía del maestro págs. 42–43

relacionado a ¿De quién son esas manos?

Vistazo completo a las semanas | 31

Comprehensive Literacy, Language, and Math Instruction

Language In partnership with the Children’s Learning Institute at the University of Texas Health Science Center at Houston, Scholastic has implemented a powerful instructional model proven to produce significant growth in children’s receptive and expressive vocabulary skills. The Developing Talkers model is built into PreK On My Way to ensure that every child has the oral language and vocabulary skills to flourish in elementary school!

Scholastic PreK On My Way Weekly Sampler

Literacy In partnership with the Yale Child Study Center and The University of the South, Scholastic has developed Discover Together, an early literacy instructional model designed to build social and emotional skills, resilience, and pride while teaching phonological awareness, alphabet knowledge, and emergent literacy and early writing skills. The Discover Together model is embedded in PreK On My Way to build literacy skills, hope, and persistence through the power of story.

Math With the guidance of Dr. Jie-Qi Chen , cofounder of the Early Math Collaborative at the Erikson Institute, Scholastic celebrates mathematical thinking as a natural part of young children’s play and everyday experiences. Through great books and hands-on play, PreK On My Way builds children’s skills with counting, operations, geometry, measurement, and classification—with actions, images, and symbols at every step!

Teaching Guide: Language Overview Theme 2 | Week 3: Helpers

WEEK

Helpers LANGUAGE

LARGE GROUP

SMALL GROUP

CIRCLE TIME

STORY TIME

• Explore sharing with the We Share Activity

• Build Background • Sing “The Wheels on the Bus” • Focus on Vocabulary: stew, delicious

• Enjoy reading Thank You, Omu! • Guiding Question: Why did so many people knock on Omu’s door? • Modeled Writing

1 DAY

The Week at a Glance provides teachers with an overview of each day of instruction for large groups, small groups, and independent centers.

CIRCLE TIME

STORY TIME

• Analyze the story with the I Share, You Share Activity

• Share the Mind Builder: Take Another Perspective • Focus on Vocabulary: together, give

• Connect to the Mind Builder in the read-aloud • Extended Play: Sharing Favorites • Shared Writing

2 DAY

CIRCLE TIME

STORY TIME

• Act out scenes with the Act It and Say It Activity

• Share the Comprehension Skill: Make an Inference • Guess What? • Focus on Vocabulary: stirred, exclaimed

• Focus on comprehension in the read-aloud • Guiding Question: Who are some of the people in Omu’s community? • Interactive Writing

3 DAY

CIRCLE TIME

STORY TIME

• Identify community jobs with the Who Works Here? Activity

• Talk About

• Read-aloud from the Big Chart of Big Ideas: Super Jobs • Extended Play: Be a Community Helper • Guided Writing

4 DAY

Where We Live • Act It Out: Jobs • Focus on Vocabulary: firefighter, doctor

CIRCLE TIME

STORY TIME

• Respond to the read-aloud through writing, drawing, or storytelling: Who are the helpers in our school community? What do they do?

• Actively retell and reenact the read-aloud • Guiding Question: Why did Omu and her neighbors share their food with each other? • Independent Writing

• Act It Out: Thank You, Omu! • Focus on Vocabulary: entered, celebrated

5 DAY

38 | Language | Our Community

Scholastic PreK On My Way Weekly Sampler

Instruction follows a central concept question that ties the content together across the week.

CONCEPT QUESTION

CENTERS

Who are the people who help in our community?

Add these materials to centers to support children’s learning this week: LIBRARY AND LISTENING CENTER • audio and print books about different communities PRETEND AND LEARN CENTER • pretend cooking supplies, a wooden spoon, and real or fake ingredients MATH AND SCIENCE CENTER • number and letter blocks, images of buildings of different heights, and clay WRITER’S CORNER • drawing and writing supplies

Invite families to reinforce this week’s learning by thanking the people who help in our communities! Share these family resources:

• 2.3 Family Bulletin • 2.3 Family Activities • 2.3 Chat Bands

Family engagement tips remind teachers to share content with families to reinforce learning at home.

CREATIVITY STATION

• blocks or small boxes such as empty milk cartons and drawing supplies

ABC CENTER • Magnetic Letters

CONSTRUCTION CENTER

• blocks, small boxes such as empty

milk cartons, and drawing supplies

Week 3: Helpers | Teaching Guide | 39

English Edition

Teaching Guide: Language Overview Theme 2 | Week 3: Helpers

3 WEEK

LANGUAGE

This Week’s Materials

• Large Group Card • Activity Cards • Vocabulary Cards • Strategy Card: Make an Inference • Big Book: Thank You, Omu! • Big Chart of Big Ideas: Super Jobs • Response Prompt Everything you need for amazing Language lessons this week!

Lesson materials are provided for teachers at point of use.

This Week’s Skills Focus

DAY 1

DAY 2

DAY 3

DAY 4

DAY 5

Language LISTENING • Respond appropriately to spoken language.

✓ ✓ ✓ ✓

CONVERSATION • Show motivation to communicate; Share observations about events. VOCABULARY • Understand and use a growing number of theme words.

✓ ✓ ✓ ✓ ✓

Each week explores various skills and content- area domains.

✓ ✓ ✓ ✓ ✓

SENTENCE STRUCTURE • Join related sentences.

✓

• Use regular and irregular plurals, regular and irregular past tense, pronouns, possessives, and subject-verb agreement.

✓

DAY 1

DAY 2

DAY 3

DAY 4

DAY 5

Mind Builders

EXECUTIVE FUNCTION • Take another perspective. (MB)

✓ ✓ ✓ ✓ ✓

MOTIVATION AND CREATIVITY • Use tools in new and different ways to work toward a goal. (MB)

✓ ✓

40 | Language | Our Community

Scholastic PreK On My Way Weekly Sampler

stew

exclaimed firefighter

delicious together

doctor entered

give

stirred

celebrated

DAY 1

DAY 2

DAY 3

DAY 4

DAY 5

Fine Arts

ART • Show interest and appreciation for others’ work.

✓ ✓

DRAMA • Act out to recreate and retell stories, moods, or experiences.

✓ ✓ ✓

DAY 1

DAY 2

DAY 3

DAY 4

DAY 5

Social Studies

ECONOMICS • Talk about roles and jobs of the people in their community.

✓ ✓ ✓ ✓ ✓

• Show understanding that people have basic needs, e.g., food, clothing, and shelter.

✓

DAY 1

DAY 2

DAY 3

DAY 4

DAY 5 ✓

Literacy

WRITING • Verbally share the meaning of own writing.

Week 3: Helpers | Teaching Guide | 41

English Edition

Teaching Guide: Language Overview Theme 2 | Week 3: Helpers

Learning goals and an overview of what children will learn in each lesson help set expectations for the day.

1 DAY

WEEK 3: Helpers

LARGE GROUP

Circle Time and Story Time

Each day highlights instruction for large groups, small groups, and independent centers.

A G NI

O A

Language: Listening; Vocabulary; Conversation Social Studies: Economics Fine Arts: Art

In this lesson, you will: • Use Circle Time to build background, engage children through dramatic play, and introduce vocabulary (stew, delicious) . • Begin Story Time by introducing the big book and asking, Why did so many people knock on Omu’s door? • Read while noticing vocabulary in context. • Check understanding, differentiating as needed. • Share the daily writing option.

Big Book: Thank You, Omu!

ME AND YOU

LANGUAGE

DAY 4

ME AND YOU

LANGUAGE

ALL ABOUT ME | WEEK 1: ME AND YOU

: ME AND YOU

ALL ABOUT ME | WEEK 1

DAY 5

CIRCLE

TIME

CIRCLE

TIME

5 min

TIME

CIRCLE

Talk About What You Like to Do Talk with children about what di erent people like to do. Discuss how doing things they like can make them happy. Act It Out Invite children to act o movements of paintin on the wall like Alma

Pia Likes Pie! Tell children to pretend that they only like things with names that start with the same sound as their own names. Model with your name. B-I-N-G-O Sing the song B-I-N-G -O with children. Ask children Bingo is a good name for a dog. if they think

Focus on Vocabulary Introduce new vocabulary words. Use 1.1.4 Vocabulary Cards. catch square Focus on Vocabulary Introduce new vocabu lary. Use 1.1.5 Vocabulary Car ds. mountains “just righ t”

5 min

TIME

CIRCLE

ut the

g pictures

and her

children to

Why or why not? Ask

m reach up

like better.

grandfather. Have the high and then go dow

share the names they

n low to paint.

STORY

TIME

15 min

STORY

TIME

15 min

TIME

STORY

Share the Big Chart of Big Ideas Show Big Chart 1.1.4 This week we are going to read I like to. . . . It is an informational text in the form of a poster. Informational texts give true facts. Use Scout puppet. Scout loves to look at informational posters. They give great information! Connect the Texts Alma and How She Got Her Name and I like to . . . both talk about things that dierent people like to do. Let’s see if we can find any other connections. Show Alma and How She Got Her Name book cover. Revisit the Concept Question As we read the Big Chart, let’s Martinez-Neal. Use Scout puppet. This book is a narrative. T hat means it is a story that the made up, but it may be ba on something that actuall y happened. Scout loves to

think about how it connects to this week’s concept question: What makes us who we are? Close Read: Connect to All About Me Read aloud the Big Chart. Then use the following prompts to discuss the poster. Use equity sticks during reading to pick children to answer questions. Play Catch her name? Show the look on her face. pages 14–15 Alma’s daddy talks about his father, José, walked to mountains. Let’s pretend t

read? How do you feel when you read your favorite book? Eat Pizza Who can come point to the children who are eating pizza? Name a food that you like to eat. Do the children in this picture look happy or sad? Extended Play Invite children to play charades. Children would think of something they like to do and then act it out for the other children without using any words. Challenge the children watching to guess what it is that the child likes to do. Model for children. Shared Writing Provide a writing prompt about something children like to do with their families. Give ongoing feedback as children draw and write in response to the prompt. Challenge How could learning the st of your name make you fe el special? OR Possible responses: • Knowing the story of m py. • Knowing the story of m can make me feel hap can make me feel pro ud. • Knowing the story of m can make me feel spe cial. ory Support 1 Can learning about your name make you feel happy? 3 Learning about my name can make me feel happy. 2 Learning about my name can make me feel h_____ (happy) . y name y name y name

15 min

she has

TIME

STORY

Retell the Big Book Show the book cover. Today we are going to ret ell and reenact the book Alma and How She Got Her Name by Juana

how

A G

the

O A

o walk

A G NI

to the mountains. Revisit mountains Vocabulary Card. pages 16–17 Alma likes to draw just like her grandfather. She draws a for her daddy. What do yo draw? pages 18–19 Alma is wearing a red strin g around her wrist. Why is s he wearing it? page 29 At the end of the book, Alm she loves the story of her ight.” Revisit “just right” Vocabulary Card. How do you think Alma fe els? Show the look she has on

O A

author

sed

kitty cat u like to

read

The girl is trying to catch the ball. What games do you like to play with a ball? Revisit catch Vocabulary Card. Make a Square What is the girl using to draw? What shapes do you see in her drawing? Revisit square Vocabulary Card. Read a Book The boy is reading a book. What kind of books do you like to She thinks it fits her “just r

narrative stories. Share the Guiding Question This week, we read all abo ut Alma and where her long name came from. As we read th e book one more time, I want you to think about this guiding questio n: How can learning the stor y of your name make you feel? Read Aloud: Retell and Reenact Reread and retell the book together. Use equity s ticks to pick children to actively pa rticipate in the prompts below. page 2 Alma thinks her name is to o long. Does she feel happy or sa d about

Big Book: I Am a Cat

a says

name.

4s DEVELOPING TYPICALLY

her face.

Talk About It Invite children to Turn

and Talk

Interactive Writing Invite children to draw

about the guiding que stion: How can learning the stor y of your name make you feel? Give a moment for Tur

or write

3s SUPPORT

5s CHALLENGE

ople in their

about the dierent pe

families.

Child Development: Mind Builder Being able to identify emotions in others is a critical part of children’s emotional n and Talk. Then, pick 2–3 childre n with

equity sticks to share.

development. The more children listen to Alma’s story, they will start to understand that other people have perspectives and feelings di erent from their own. Provide as many opportunities as you can to help children identify other people’s feelings. (MB)

l Studies

ions.

Child Development: Socia

d have dierent tradit

in dierent places, an

from dierent parts o f the

e dierent names, live

parts of the world hav

respecting the diere nces between people

People from dierent

ance of accepting and

Emphasize the import

world.

Large Group Card

Vocabulary Cards

See the Large Group Card for dierentiation options.

SKILLS FOCUS

Language • Listening: Respond appropriately to spoken language. • Sentence Structure: Join related sentences. • Vocabulary: Understand and use a growing number of theme words. • Conversation: Show motivation to communicate; Share observations about events.

Mind Builder • Executive Function: Take another perspective. (MB) Social Studies • Economics: Talk about roles and jobs of the people in their community; Show understanding that people have basic needs, e.g., food, clothing, and shelter.

Fine Arts • Art: Show interest and appreciation for others’ work.

42 | Language | Our Community

Scholastic PreK On My Way Weekly Sampler

SMALL GROUP

We Share

In this activity, you will: • Challenge children to identify the different ways people can share. • Encourage children to respond in complete sentences. • Differentiate and modify as needed.

A G NI

O A

Language: Vocabulary; Conversation; Sentence Structure Mind Builder: Executive Function

Activity Cards

4s DEVELOPING TYPICALLY

3s SUPPORT

5s CHALLENGE

See the Teacher Card for dierentiation options.

INDEPENDENT CENTERS

Conversation Prompts for Purposeful Play

Conversation prompts help teachers engage children in purposeful play.

Who are the people who help in our community?

LIBRARY AND LISTENING CENTER What types of buildings are in our community? PRETEND AND LEARN CENTER What can you pretend to cook? MATH AND SCIENCE CENTER Can you sort those blocks into blocks with letters and blocks with numbers? WRITER’S CORNER What pictures of people in your community could you draw?

CREATIVITY STATION Can you draw your favorite food? ABC CENTER What letter makes the sound you hear at the beginning of the word helpers ? Can you write it? CONSTRUCTION CENTER Can you build a tall building out of blocks? How many floors will your building have?

Week 3: Helpers | Teaching Guide | 43

English Edition

Teaching Guide: Language Overview Theme 2 | Week 3: Helpers

2 DAY

WEEK 3: Helpers

LARGE GROUP

Circle Time and Story Time

A G NI

O A

Language: Conversation; Listening; Vocabulary; Sentence Structure Mind Builder: Executive Function

Big Book: Thank You, Omu!

In this lesson, you will: • Use Circle Time to share the Mind Builder take another perspective and introduce vocabulary (give, together) . • Begin Story Time by connecting the Mind Builder to Thank You, Omu! • Read closely to notice and talk about the Mind Builder. • Offer an extended play opportunity. • Share the daily writing option.

ME AND YOU

LANGUAGE

DAY 4

ME AND YOU

LANGUAGE

ALL ABOUT ME | WEEK 1: ME AND YOU

: ME AND YOU

ALL ABOUT ME | WEEK 1

DAY 5

CIRCLE

TIME

CIRCLE

TIME

5 min

TIME

CIRCLE

Focus on Vocabulary Introduce new vocabulary words. Use 1.1.4 Vocabulary Cards. catch square Focus on Vocabulary Introduce new vocabu lary. Use 1.1.5 Vocabulary Car ds. mountains “just righ t”

5 min

TIME

CIRCLE

ut the

g pictures

and her

children to

Why or why not? Ask

m reach up

like better.

grandfather. Have the high and then go dow

share the names they

n low to paint.

STORY

TIME

15 min

STORY

TIME

15 min

TIME

STORY

15 min

she has

TIME

STORY

Retell the Big Book Show the book cover. Today we are going to ret ell and reenact the book Alma and How She Got Her Name by Juana

how

A G

the

O A

o walk

A G NI

O A

author

sed

kitty cat u like to

read

Big Book: I Am a Cat

a says

name.

her face.

Talk About It Invite children to Turn

and Talk

Interactive Writing Invite children to draw

about the guiding que stion: How can learning the stor y of your name make you feel? Give a moment for Tur

or write

ople in their

about the dierent pe

families.

Child Development: Mind Builder Being able to identify emotions in others is a critical part of children’s emotional n and Talk. Then, pick 2–3 childre n with

equity sticks to share.

l Studies

ions.

Child Development: Socia

d have dierent tradit

in dierent places, an

from dierent parts o f the

e dierent names, live

parts of the world hav

respecting the diere nces between people

People from dierent

ance of accepting and

Emphasize the import

world.

Large Group Card

Vocabulary Cards

SKILLS FOCUS

Language • Listening: Respond appropriately to spoken language. • Sentence Structure: Use regular and irregular past tense. • Vocabulary: Understand and use a growing number of theme words. • Conversation: Show motivation to communicate; Share observations about events.

Mind Builder • Executive Function: Take another perspective. (MB) Social Studies • Economics: Talk about roles and jobs of people in their community.

Fine Arts • Art: Show interest and appreciation for others’ work.

44 | Language | Our Community

Scholastic PreK On My Way Weekly Sampler

SMALL GROUP

I Share, You Share

In this activity, you will: • Have children talk about how Omu gave food to her neighbors and then they gave food to her. • Help children learn about taking different perspectives. • Differentiate and modify as needed.

A G NI

O A

Language: Listening; Vocabulary, Sentence Structure Mind Builder: Executive Function Fine Arts: Art

Activity Card

4s DEVELOPING TYPICALLY

3s SUPPORT

5s CHALLENGE

See the Teacher Card for dierentiation options.

INDEPENDENT CENTERS

Conversation Prompts for Purposeful Play

LIBRARY AND LISTENING CENTER Can you find a book that shows a place that looks like our community? PRETEND AND LEARN CENTER Can you pretend you just walked in the kitchen and smelled something delicious? MATH AND SCIENCE CENTER How would you build a building out of five blocks? WRITER’S CORNER Can you draw someone who works in your community?

CREATIVITY STATION Can you draw a fire truck and color it red? ABC CENTER What sound do you hear at the beginning of the word give ? Can you say what letter makes that sound? CONSTRUCTION CENTER Can you build a hospital? What materials will you use?

Who are the people who help in our community?

Week 3: Helpers | Teaching Guide | 45

English Edition

Teaching Guide: Language Overview Theme 2 | Week 3: Helpers

3 DAY

WEEK 3: Helpers

LARGE GROUP

Circle Time and Story Time

A G NI

O A

Language: Conversation; Listening; Vocabulary Mind Builder: Motivation and Creativity

Big Book: Thank You, Omu!

In this lesson, you will: • Use Circle Time to share the comprehension skill Make an Inference and introduce vocabulary (stirred, exclaimed) . • Begin Story Time by revisiting Thank You, Omu! and asking the guiding question, Who are some o f the people in Omu’s community? • Check understanding and differentiate as needed. • Offer an extended play opportunity. • Share the daily writing option.

ME AND YOU

LANGUAGE

DAY 4

ME AND YOU

LANGUAGE

ALL ABOUT ME | WEEK 1: ME AND YOU

: ME AND YOU

ALL ABOUT ME | WEEK 1

DAY 5

CIRCLE

TIME

CIRCLE

TIME

5 min

TIME

CIRCLE

Focus on Vocabulary Introduce new vocabulary words. Use 1.1.4 Vocabulary Cards. catch square Focus on Vocabulary Introduce new vocabu lary. Use 1.1.5 Vocabulary Car ds. mountains “just righ t”

5 min

TIME

CIRCLE

ut the

g pictures

and her

children to

Why or why not? Ask

m reach up

like better.

grandfather. Have the high and then go dow

share the names they

n low to paint.

STORY

TIME

15 min

STORY

TIME

15 min

TIME

STORY

15 min

she has

TIME

STORY

Retell the Big Book Show the book cover. Today we are going to ret ell and reenact the book Alma and How She Got Her Name by Juana

how

A G

the

O A

o walk

A G NI

O A

author

sed

kitty cat u like to

read

Big Book: I Am a Cat

a says

name.

her face.

Talk About It Invite children to Turn

and Talk

Interactive Writing Invite children to draw

about the guiding que stion: How can learning the stor y of your name make you feel? Give a moment for Tur

or write

ople in their

about the dierent pe

families.

Child Development: Mind Builder Being able to identify emotions in others is a critical part of children’s emotional n and Talk. Then, pick 2–3 childre n with

equity sticks to share.

l Studies

ions.

Child Development: Socia

d have dierent tradit

in dierent places, an

from dierent parts o f the

e dierent names, live

parts of the world hav

respecting the diere nces between people

People from dierent

ance of accepting and

Emphasize the import

world.

Large Group Card Vocabulary Cards

4s DEVELOPING TYPICALLY

3s SUPPORT

5s CHALLENGE

Strategy Card: Make an Inference

See the Large Group Card for dierentiation options.

SKILLS FOCUS

Language • Listening: Respond appropriately to spoken language. • Vocabulary: Understand and use a growing number of theme words. • Conversation: Show motivation to communicate; Share observations about events.

Mind Builders • Executive Function: Take another perspective. (MB) • Motivation and Creativity: Use tools in new and different ways to work toward a goal. (MB) Social Studies • Economics: Talk about roles and jobs of the people in their community.

Fine Arts • Drama: Act out to recreate and retell stories, moods, or experiences.

46 | Language | Our Community

Scholastic PreK On My Way Weekly Sampler

SMALL GROUP

Act It and Say It

In this activity, you will: • Have children act out different scenes from Thank You, Omu! • Encourage children to use their bodies and their voices to convey feelings, such as sadness, surprise, and anger. • Differentiate and modify as needed.

A G NI

O A

Language: Vocabulary; Conversation; Sentence Structure Mind Builders: Executive Function; Motivation and Creativity Fine Arts: Drama

Activity Card

4s DEVELOPING TYPICALLY

3s SUPPORT

5s CHALLENGE

See the Teacher Card for dierentiation options.

INDEPENDENT CENTERS

Conversation Prompts for Purposeful Play

LIBRARY AND LISTENING CENTER How are the homes in your books the same? How are they different? Can you show me two things Omu was doing in the book? MATH AND SCIENCE CENTER Can you compare the size of two buildings? Which one is taller? How do you know? WRITER’S CORNER Can you draw or write about a store you would like to work in? PRETEND AND LEARN CENTER

CREATIVITY STATION

Who are the people who help in our community?

How many different foods did Omu’s neighbors give her? Can you draw and color one of the foods? ABC CENTER What letter makes the sound you hear at the beginning of the word delicious ? CONSTRUCTION CENTER Can you build a bus for people in your community? Who will be in the bus? How can you build a bus and people in the bus?

Week 3: Helpers | Teaching Guide | 47

English Edition

Teaching Guide: Language Overview Theme 2 | Week 3: Helpers

4 DAY

WEEK 3: Helpers

LARGE GROUP

Circle Time and Story Time

A G NI

O A

The Day 4 large- group activities focus on the Big Chart of Big Ideas for an explicit connection to the week’s Concept Question.

Language: Listening; Vocabulary; Conversation Social Studies: Economics Fine Arts: Drama

Big Chart of Big Ideas: Super Jobs

In this lesson, you will: • Use Circle Time to talk about what children have learned about community helpers and introduce vocabulary (doctor, firefighter) . • Begin Story Time by connecting the texts Super Jobs and Thank You, Omu! • Read interactively and connect to this week’s concept question, Who are people who help in our community? • Offer an extended play opportunity. • Share the daily writing option.

ME AND YOU

LANGUAGE

DAY 4

ME AND YOU

LANGUAGE

ALL ABOUT ME | WEEK 1: ME AND YOU

: ME AND YOU

ALL ABOUT ME | WEEK 1

DAY 5

CIRCLE

TIME

CIRCLE

TIME

5 min

TIME

CIRCLE

Focus on Vocabulary Introduce new vocabulary words. Use 1.1.4 Vocabulary Cards. catch square Focus on Vocabulary Introduce new vocabu lary. Use 1.1.5 Vocabulary Car ds. mountains “just righ t”

5 min

TIME

CIRCLE

ut the

g pictures

and her

children to

Why or why not? Ask

m reach up

like better.

grandfather. Have the high and then go dow

share the names they

n low to paint.

STORY

TIME

15 min

STORY

TIME

15 min

TIME

STORY

15 min

she has

TIME

STORY

Retell the Big Book Show the book cover. Today we are going to ret ell and reenact the book Alma and How She Got Her Name by Juana

how

A G

the

O A

o walk

A G NI

O A

author

sed

kitty cat u like to

read

Big Book: I Am a Cat

a says

name.

her face.

Talk About It Invite children to Turn

and Talk

Interactive Writing Invite children to draw

about the guiding que stion: How can learning the stor y of your name make you feel? Give a moment for Tur

or write

ople in their

about the dierent pe

families.

Child Development: Mind Builder Being able to identify emotions in others is a critical part of children’s emotional n and Talk. Then, pick 2–3 childre n with

equity sticks to share.

l Studies

ions.

Child Development: Socia

d have dierent tradit

in dierent places, an

from dierent parts o f the

e dierent names, live

parts of the world hav

respecting the diere nces between people

People from dierent

ance of accepting and

Emphasize the import

world.

Large Group Card

Vocabulary Cards

Big Book: Thank You, Omu!

SKILLS FOCUS

that people have basic needs, e.g., food, clothing, and shelter. Fine Arts • Drama: Act out to recreate and retell stories, moods, or experiences.

48 | Language | Our Community

Scholastic PreK On My Way Weekly Sampler

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