PHONOLOGICAL AWARENESS Build the recognition of smaller units of sound within larger units through activities with initial sounds, rhyme, alliteration, ending sounds, and onset and rime–and through phonemic awareness during systematic sound and letter lessons.
READ-ALOUD COMPREHENSION Build comprehension and content understanding through a diverse collection of carefully selected authentic thematic read-aloud books with evidence-based support before, during, and after reading.
Toucan Can Talk
The Jacket
Toucan Can Talk
Help children look for and listen to these words with the letter Jj : • jacket • Jade • jam • jewels • juice • jumps
Children may begin to notice these high-fre q uency words: • has • it • jumps • on
Help children look for and listen to these words with the letter Tt : • table
Children may begin to notice these high-fre q uency words: • can • said
• tomato • toucan • tulip • turtle
• talk • tent • tiger
Jacket
Tiger
READING MOTIVATION Introduce vocabulary, EC3-5_AB_Eng_J_TheJacket_COV.indd All Pages
Jj
Tt
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e
engage children, and build background knowledge with instruction for pre-reading and reading-related activities for each read-aloud title.
On Ed’s Bed
Zebra Zooms
Help children look for and listen to these words with the letter Ee : • bed • Ed • edge • elephant • engine • hen • jet
Children may begin to notice these high-fre q uency words: • his • is • on
Help children look for and listen to these words with the letter Zz : • zags • zebra
Children may begin to notice these high-fre q uency words: • is • likes • to
• zigs • zips • zooms
Ee
Zz
Elephant
zipper
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PRINT CONCEPTS Explore directionality and teach that text has meaning as children learn about letters, words, and pictures, book-handling behaviors, environmental print, and conventions of print through the exploration, creation, and sharing of books and other texts.
Wet hands.
ALPHABET KNOWLEDGE Develop children’s ability to recognize and name uppercase and lowercase letters and their sounds through small-group alphabet activities involving spoken words, written words, and letter formation.
2. Add soap to hands.
3. Scrub hands with soap.
4. Rinse hands.
5. Dry hands.
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WRITING Practice writing with daily large-group writing options, letter formation supports, and opportunities to continue the literacy discussion through writing, drawing, and/or storytelling in response to a prompt related to the week’s learning.
Literacy 2.3
Date: Draw and Write with Pablo!
Name:
Dr w nd Write with Scout! This week we read I m C t by Galia Bernstein . It’s a narrative about how a cat named Simon shows big cats from the wild that they are all part of the same cat family. Name: Date:
This week we read Biblioburro by Jeanette Winter . It’s a true story about a man named Luis Soriano who brings books to children in the small mountain towns of Colombia. How can we be helpers in school?
English learner supports are integrated throughout the program.
Literacy
Our Community | 2.2.2
VOCABULARY
INTRODUCE
If you h d c t fe tures how would you use them?
create Repeat Say this word after me: create. Define When you create something, you make it from an idea. Describe The girl wanted to create a rocket. She made it by using boxes. Act It Out Who can show me what kind of animals you can create by using your arms and hands? (spider, duck, birds)
RETEACH
create Repeat Say this word after me: create. Define When you create something, you make it from an idea. Discuss What did the girl use to create her rocket? What would
you use to create a rocket? Repeat, rephrase, or expand.
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I would
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WHITE PAPER
WHITE PAPER
PreK PreK On My Way: Literacy provides evidenced-based instructional routines that boost phonological awareness and alphabet knowledge to ensure that every child has the skills and confidence they’ll need to succeed in elementary school and beyond.
Alphabet Knowledge and Phonological Awareness
Alphabet Knowledge
Phonological Awareness
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