Develop Literacy Thinking in Early Learners
In partnership with the Yale Child Study Center , Scholastic has developed Discover Together , an early literacy program designed to build social and emotional skills, resilience, and pride in at-risk communities. The Discover Together model is embedded in PreK On My Way to build literacy skills, hope, and courage through the power of story.
2 DAY
WEEK 1: Our School
LARGE GROUP
20 min
(20 minutes x 1 rotation)
Circle Time and Story Time
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ll summer Oliver and his dad played together, laughed together, sang together, and read together. Now it’s the first day of school! Oliver is ready but his dad isn’t . . . Suddenly Oliver’s dad feels nervous and would rather stay home. But Oliver isn’t convinced. What if the first day is really fun? What if it’s the start of an exciting year? In this charming story of first-day jitters, acclaimed creator Mike Wohnoutka perfectly captures the mixed emotions felt by kids and their parents when big changes are afoot.
Math: Counting Mind Builder: Social Development
Mike Wohnoutka
Cover illustrations © 2015 by Mike Wohnoutka This edition is available for distribution only through the school market.
Language: Vocabulary
ISBN 978-1-338-04517-8
9 781338 045178
BLOOMSBURY
Book: Dad’s First Day
In this lesson, you will: • Use Circle Time to learn about tolerating frustration and introduce vocabulary ( frustrated, worried ). • Begin Story Time by connecting the Mind Builder to Dad’s First Day . • Read closely to notice and talk about the Mind Builder, as well as describe experiences using ordinal numbers. • Offer an extended play opportunity. • Share the daily writing option.
DAY 4
ALL ABOUT ME | WEEK 1: ME AND YOU
ME AND YOU
LANGUAGE
DAY 5
ALL ABOUT ME | WEEK 1: ME AND YOU
CIRCLE
TIME
ME AND YOU
LANGUAGE
5 min
TIME
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 out the
CIRCLE
5 min
CIRCLE
TIME
CIRCLE
TIME
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 if they think Bingo is a good name for a dog. Why or why not? Ask children to share the names they like better.
5 min
Focus on Vocabulary Introduce new vocabulary words. Use 1.1.4 Vocabulary Cards. catch square Focus on Vocabulary Introduce new vocabulary. Use 1.1.5 Vocabulary Cards. mountains “just right”
5 min
movements of painting pictures on the wall like Alma and her grandfather. Have them reach up high and then go down low to paint.
STORY
TIME
TIME
STORY
15 min
15 min
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 Retell the Big Book Show the book cover.
TIME
STORY
15 min
TIME
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 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 her name? Show the look she has on her face. pages 14–15 Alma’s daddy talks about how his father, José, walked to the mountains. Let’s pretend to walk to the mountains. Revisit mountains Vocabulary Card. pages 16–17 Alma likes to draw just like her
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 Possible responses: • Knowing the story of my name can make me feel happy. • Knowing the story of my name can make me feel proud. • Knowing the story of my name can make me feel special. Support 1 Can learning about your name make you feel happy? 3 Learning about my name can make me feel happy. 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 story of your name make you feel special? OR 2 Learning about my name can make me feel h_____ (happy) .
15 min
Today we are going to retell and reenact the book Alma and How She Got Her Name by Juana Martinez-Neal. Use Scout puppet. This book is a narrative. That means it is a story that the author made up, but it may be based on something that actually happened. Scout loves to read narrative stories. Share the Guiding Question This week, we read all about
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grandfather. She draws a kitty cat for her daddy. What do you like to draw? pages 18–19 Alma is wearing a red string around her wrist. Why is she wearing it? page 29 At the end of the book, Alma says she loves the story of her name. She thinks it fits her “just right.” Revisit “just right” Vocabulary Card. How do you think Alma feels? Show the look she has on her face. Talk About It Invite children to Turn and Talk
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Big Book: I Am a Cat
Alma and where her long name came from. As we read the book one more time, I want you to think about this guiding question: How can learning the story of your name make you feel? Read Aloud: Retell and Reenact Reread and retell the book together. Use equity sticks to pick children to actively participate in the prompts below. page 2
Big Book: I Am a Cat
Child Development: Mind Builder Being able to identify emotions in others is a critical part of children’s emotional Alma thinks her name is too long. Does she feel happy or sad about about the guiding question: How can learning the story of your name make you feel? Give a moment for Turn and Talk. Then, pick 2–3 children with equity sticks to share.
Interactive Writing Invite children to draw or write about the dierent people in their families.
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)
Child Development: Social Studies People from dierent parts of the world have dierent names, live in dierent places, and have dierent traditions. Emphasize the importance of accepting and respecting the dierences between people from dierent parts of the world.
Large Group Card
DAY 5
ALL ABOUT ME | WEEK 1: ME AND YOU
ME AND YOU
LANGUAGE
CIRCLE
TIME
CIRCLE
5 min
TIME
5 min
Act It Out Invite children to act out the
B-I-N-G-O Sing the song B-I-N-G-O with children. Ask children if they think Bingo is a good name for a dog. Why or why not? Ask children to share the names they like better.
Focus on Vocabulary Introduce new vocabulary. Use 1.1.5 Vocabulary Cards. mountains “just right”
movements of painting pictures on the wall like Alma and her grandfather. Have them reach up high and then go down low to paint.
E
STORY
TIME
STORY
TIME
15 min
15 min
Retell the Big Book Show the book cover.
her name? Show the look she has on her face. pages 14–15 Alma’s daddy talks about how his father, José, walked to the mountains. Let’s pretend to walk to the mountains. Revisit mountains Vocabulary Card. pages 16–17 Alma likes to draw just like her grandfather. She draws a kitty cat for her daddy. What do you like to draw? pages 18–19
Possible responses: • Knowing the story of my name can make me feel happy. • Knowing the story of my name can make me feel proud. • Knowing the story of my name can make me feel special.
Today we are going to retell and reenact the book Alma and How She Got Her Name by Juana Martinez-Neal. Use Scout puppet. This book is a narrative. That means it is a story that the author made up, but it may be based on something that actually happened. Scout loves to read narrative stories. Share the Guiding Question This week, we read all about
A G NI
E
Support 1 Can learning about your name make you feel happy?
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2 Learning about my
Alma is wearing a red string around her wrist. Why is she wearing it? page 29
name can make me feel h_____ (happy) .
Big Book: I Am a Cat
Alma and where her long name came from. As we read the book one more time, I want you to think about this guiding question: How can learning the story of your name make you feel? Read Aloud: Retell and Reenact Reread and retell the book together. Use equity sticks to pick children to actively participate in the prompts below. page 2
3 Learning about my
At the end of the book, Alma says she loves the story of her name. She thinks it fits her “just right.” Revisit “just right” Vocabulary Card. How do you think Alma feels? Show the look she has on her face. Talk About It Invite children to Turn and Talk about the guiding question: How can learning the story of your name make you feel? Give a moment for Turn and Talk. Then, pick 2–3 children with equity sticks to share.
name can make me feel happy.
OR
Challenge How could learning the story of your name make you feel special? Interactive Writing Invite children to draw or write about the dierent people in their families.
Alma thinks her name is too long. Does she feel happy or sad about
Child Development: Social Studies People from dierent parts of the world have dierent names, live in dierent places, and have dierent traditions. Emphasize the importance of accepting and respecting the dierences between people from dierent parts of the world.
Vocabulary Cards
SKILLS FOCUS
Math • Counting: Use verbal ordinal terms. ( TX.V.A.7 )
• Measurement: Use language to describe concepts associated with passing of time. ( TX.V.D.4 ) Mind Builder • Social Development: Use effective verbal and nonverbal communication skills to build relationships with teachers/adults. ( TX.I.C.1, MB )
Language • Vocabulary: Use a large speak vocabulary, adding several new words daily. ( TX.II.D.4 )
• Spatial Sense: Demonstrate use of location words (such as “over,” “under,” “above,” “on,” “beside,” “next to,” “between,” “in front of,” “near,” “far,” etc.) ( TX.V.C.3 )
16 | Math | Our Community
EC3-5_TG_Eng_Math_T2W01_014-023 16
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Scholastic PreK On My Way: Literacy
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