Teaching Guide: Language Overview Theme 2 | Week 3: Helpers
3 DAY
WEEK 3: Helpers
LARGE GROUP
Circle Time and Story Time
A G NI
E
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
5 min
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
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
E
the
O A
S
o walk
A G NI
E
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
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.
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
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
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Scholastic PreK On My Way Weekly Sampler
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