Basic
Available in English and Spanish!
Building Foundational Literacy Skills and Resiliency LITERACY On Color background
On Color background/1C
For more than 100 years, Scholastic has created educational materials that inspire lifelong learners. This includes PreK On My Way: Literacy , a supplemental program that develops the foundational literacy skills young learners need to succeed as readers and writers. Aligned to research-based best practices, the sound and letter lessons in PreK On My Way: Literacy are designed to visit each letter multiple times, building alphabet knowledge and phonological awareness— key predictors of future literacy. Alphabet Knowledge: Throughout the year each letter of the alphabet is explored multiple times. Activities include a focus on letter name, letter sound, letter sound in spoken words, letter in written words, and letter formation. In alignment with current research, phonemic awareness is integrated into every alphabet lesson. Early Phonological Awareness: Children discover the sounds of the English language through activities with rhyme, alliteration, compound words, initial sounds, ending sounds, and onset and rime. The program integrates direct application of these phonological awareness skills, including systematic phonemic awareness practice. Building Literacy Skills That Inspire Lifelong Readers
Pablo the Parrot guides children on their literacy learning journey!
Every PreK On My Way Literacy sound and letter lesson follows the same model:
Research-Based Recommendation Best Practice Letter name
This is the letter c . (Say name of letter.) This letter c makes the sound /k/.
Letter sound
I hear the sound of the letter c when I say the word cat . Do you hear it? /k/ /at/ Let’s form the letter c . Do we need a curved or a straight line?
Letter sound in spoken word
Letter formation
PreK On My Way: Literacy includes fun resources to help children develop knowledge and phonological awareness.
The Attic
Help children look for and listen to these words with the letter Aa : • alligator
Children may begin to notice these high-fre q uency words:
• attic • cap • fan
• the • like • we
• apple • arrow • astronaut
Aa
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Alphabet Cards (uppercase and lowercase)
Magnetic Letters (uppercase and lowercase)
Alphabet Books (1 title per letter)
(Equitable English and Spanish versions available)
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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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
1
Immerse Children in Exploration with Thematic Instruction Through eight monthly themes, children discover a diverse range of topics across all domains of learning. Read-alouds, small-group activities, and independent centers support children as they build essential literacy skills, content knowledge, and curiosity about the world around them.
THEME 1
THEME 2
THEME 3
THEME 4
ME AND YOU All About Me
OUR COMMUN TY
LET’S NVEST GATE
D SCOVER AN MALS Animal Families How do animals help their babies
Our School
Five Senses
What can we learn from using our senses?
What makes us who we are?
WEEK 1
What do we do at school?
learn, live, and grow?
Feelings
Where We Live What is it like where we live?
Weather
Caring for Pets
How do we talk about and manage our feelings?
How can we help animals stay healthy?
WEEK 2
How can weather affect us?
Family
Helpers
Measure It!
Animal Homes
What is it like where animals live?
How do we measure how big, how much, or how many?
Who are the people who help in our community?
WEEK 3
What makes a family?
Friends
Vehicles at Work
Make It Move
Animal Features
How can we be a good friend to others?
What vehicles do we know about? How do they help us?
What body parts do animals have? How do they use them?
How can we make things go?
WEEK 4
2
Scholastic PreK On My Way: Literacy
THEME 5
THEME 6
OUR EARTH THEME 7
THEME 8
HEALTHY ME
LET’S CREATE
READY, SET, GO We Can Do It
My Body
Tell a Tale
Day and Night
What stories do we like to tell?
What are the parts of our bodies? What do they do?
What do we do during the day and at night?
What can we do better together?
Let’s Eat!
Sing and Dance
Seasons
Try It!
What do we do during
What foods do we like? Where do they come from?
How can we express ourselves through music and dance?
What can happen when we try something new?
different seasons?
Taking Care
Picture This
Caring for Plants
Growing Up
How can we stay healthy?
How can we express ourselves through making art?
How can we help plants grow?
How have we changed?
Safe and Sound
Build It
Protect the Earth
Dream Big
Why do we build things?
We’re ready. What’s next?
How can we protect ourselves and our bodies?
How can we care for our world?
3
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
O A
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
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Support 1 Can learning about your name make you feel happy?
O A
N
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 )
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4
Scholastic PreK On My Way: Literacy
Circle Time and Story Time
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Large Group
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Circle Time and Story Time In large-group Circle Time, children explore various text genres, build read-aloud comprehension skills, and discover the joy of reading.
Literacy: Read-Aloud
Comprehension Social Studies:
People, Past and Present
Small Group
Phonological Awareness with Activity Cards Children explore the sounds of the English or Spanish language through activities with initial sounds, rhyme, alliteration, ending sounds, and onset and rime.
In this lesson, you will: • Use Circle Time to introduce the letters Cc and Dd , engage children with a song about school, and introduce a new vocabulary word (pretends) . • Begin Story Time by introducing the Big Book and asking, What does Ming do at school? • Read for enjoyment and understanding. • Check understanding, differentiating as needed. • Share daily writing option. Independent Large Group
Small Group
Big Book: Ming Goes to School
Alphabet Knowledge Children explore each letter of the alphabet multiple times throughout the year. Every alphabet activity includes a focus on the letter’s name, sound, appearance in written words, and formation.
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 made up, but it may be ba on something that actually happened. Scout loves to Martinez-Neal. Use Scout puppet. This book is a narrative. T hat means it is a story that the
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. mountains. Let’s pretend t 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 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 her name? Show the look on her face. pages 14–15 Alma’s daddy talks about his father, José, walked to 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 how the
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 can make me feel hap py. • Knowing the story of m ud. • Knowing the story of m can make me feel pro 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
A G
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O A
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o walk
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O A
author
sed
kitty cat u like to
read
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
4s DEVELOPING TYPICALLY
name.
She thinks it fits her “just r ight.” Revisit “just right” Vocabulary Card. How do you think Alma fe els? Show the look she has on her face. Talk About It Invite children to Turn and Talk about the guiding que stion: How can learning the stor y of your name make you feel? Give a moment for Tur n and Talk. Then, pick 2–3 childre n with equity sticks to share.
3s SUPPORT
5s CHALLENGE
Interactive Writing Invite children to draw
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
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
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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 Card
Small Group
king w
See the Large Group Card for dierentiation options.
Print and Book Concepts Children learn about letters, words, and pictures through Alphabet Books and Alphabet Cards—and by creating their very own books.
SKILLS FOCUS
15/11/19 1:50 AM Literacy • Read-Aloud Comprehension: Use information to describe; Recognize different kinds of texts/genres. • Alphabet Knowledge: Identify at least 20 uppercase and lowercase letters in isolation.
Mind Builder • Social Development: Follow classroom rules and routines; initiate play and join a group in play. (MB) • Motivation and Creativity: Try a new approach or new tasks. (MB)
Social Studies • People, Past and Present: Large Group
Small Group
Comprehension and Content Focus Children engage in activities that include drawing, dramatic play, singing, doing projects, and sorting picture cards.
Recognize and understand how events, time, and routines relate to their lives. Language • Sentence Structure: Use single words or phrases as appropriate. Large Group
Small Group
Writing, Drawing, and Storytelling Children write, draw, or tell a story related to the week’s literacy lesson.
Skills Focus sample
5
14 | Literacy | Our Community
Module Components
PreK On My Way: Literacy provides all the instructional materials you’ll need to engage students in educationally rich, hands-on, and diverse activities throughout the year. Easy-to- use materials guide instruction to supplement your half-day or full-day PreK program.
Also available in Spanish!
LITERACY
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Let’s get to know the people, places, and resources in our community as we develop Literacy skills across all domains of learning! WEEK 1 Our School WEEK 2 Where We Live WEEK 3 Helpers WEEK 4 Vehicles at Work
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LITERACY
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GUIDE IMPLEMENTATION
MIND BUILDERS
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he comprehensive early childhood gram that uses authentic books and urposeful play to ensure all children develop the foundational skills they need for a lifelong love of learning!
Let’s explore what makes animals so interesting and special as we develop Literacy skills
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across all domains of learning! WEEK 1 Animal Families WEEK 2 Caring for Pets WEEK 3 Animal Homes WEEK 4 Animal Features
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MIND BUILDERS
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Scholastic Inc., 557 Broadway, New York, NY 10012 Printed in the U.S.A.
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Implementation Guide
Teaching Guides
Observational Assessment Checklists
Large Group
Small Group
Use Background Knowledge
Ask Questions
Make a Smart Conclusion Make an nference
VOCABULARY
Our Community | 2.3.2
Literacy
idea Repeat Say this word after me: idea. Define An idea is a thought or picture in your mind. Describe Sometimes people say when you have an idea, it feels like a light bulb got turned on in your head! Act It Out What do you look like when you think of a great idea? INTRODUCE
Make a Prediction
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:
If you h d c t fe tures how would you use them?
RETEACH
When you use your background knowledge, you use what you already know to understand a book.
idea Repeat Say this word after me: idea. Define An idea is a thought or picture in your mind. Discuss
When you wonder about something in a book, you ask questions because you want to know more.
When you put ideas from the book together and come up with a new idea, you make a smart conclusion.
When you use clues in the book and your background knowledge to make a smart guess, you make an inference.
978-1-338-64639-9
EC_StrategyCards_ENG.indd 4 When you make a smart guess about what’s going to happen later, you make a prediction. EC_StrategyCards_ENG.indd 6 EC_StrategyCards_ENG.indd 9 EC_StrategyCards_ENG.indd 3
978-1-338-64639-9
978-1-338-64639-9
The child in the picture has an idea. When we draw or write, we are putting our ideas on paper. How else can you share your ideas? Repeat, rephrase, or expand.
978-1-338-64639-9
12/6/19 10:24 AM
12/6/19 10:24 AM
12/6/19 10:24 AM
12/6/19 10:24 AM
978-1-338-64639-9
EC_StrategyCards_ENG.indd 2
12/6/19 10:24 AM
30/10/19 6:24 PM
EC3-5_VC_Eng_Lit_T2W03.indd 4
9 Strategy Cards 32 Vocabulary Card Packs
I would
32 Large Group Cards
Response Prompts (1 per read-aloud book)
Literacy Language
Our Community | 2.1.1 TEACHER CARD Our Community | 2.3.1 TEACHER CARD
ALPHABET ACTIVITY C, D WE SHARE
Differentiation
Support As you read Cat Has a Cake , stop at each word that begins with the letter Cc . Have children say /k/ and the word that begins with Cc . Repeat with Dinosaurs Can and the letter Dd . Some children will benefit from tracing letters in trays of salt or sand. 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.
OR
Challenge For a challenge, after reading each story, ask children try to recall all the words that begin with the target sound and letter. Then invite children to name any other words they know that begin with that letter and sound. 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.
Modifications Modifications
Multilingual Learners Some words have only one sound difference between them (for example, “dip” and “deep.”) Knowing beforehand that some minimal pairs may be difficult for a specific language group will guide you in giving more support to those children who need help. Attention Support Children who struggle to maintain attention may need reminders about the sound they are listening for. Before reading each page in the alphabet books, take a moment to remind children what sound they are listening for. 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 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 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.
EC3-5_TC_Eng_Lit_T2W01 2 EC3-5_TC_Eng_Lang_T2W03.indd 2
14/11/19 8:57 AM 14/11/19 1:48 PM
10/29/19 10:44 AM
EC3-5_Flipchart_Front Cover.indd 1
Read-Alouds (24 books, 8 big books)
Big Chart of Big Ideas
6
Scholastic PreK On My Way: Literacy
Independent Centers
Classroom Resources
, r
What‘s a day in preschool like? Come inside and see!
Microphone
Attribute Buttons (set of 96)
Tips for LEARNING FUN Inside!
Jumbo Tweezers (set of 12)
ISBN 978-0-545-28182-9
This edition is available for distribution only through the school market.
9 780545 281829
FC_BC_9780545281829.indd 1
4/13/10 9:58:08 AM
Also Available:
Reusable Class Book (to hold completed Response Prompts)
Magnifiers (set of 6)
Magnetic Letters (uppercase and lowercase)
8 Classroom Library Books
Mind Builders Poster
8 Theme Posters
Pocket Chart
Literacy Module Poster
Equity Sticks
Clifford the Big Red Dog Plush Puppet
Pablo the Parrot Stick Puppets
Teacher Binder
4 Binder Clips
Digital Resources
Teacher Hub Family Exchange Little eReaders Song Collection
7
Digital Resources Teacher Hub
Organized by themes, skills, and resources, the Teacher Hub houses PreK On My Way’s wealth of instruction under one login. Assessment tools allow teachers to focus on specific skills that individual students might need help with. Teachers can easily navigate through every lesson and browse the materials by categories and skills.
Downloadable instructional resources include a year at a glance, printable family engagement resources, songs and fingerplays, letter formation supports, and more!
The Teacher Hub allows teachers to find and plan lessons and small- group activities that target specific skills. Support options for large- group and small-group materials help scaffold children’s learning.
8
Scholastic PreK On My Way: Literacy
Little eReaders A collection of 32 theme-aligned narrative and informational digital books—in English and Spanish! These books can be automatically read aloud to children with high-quality recorded audio.
Song Collection A diverse collection of 32 songs in English and Spanish connected to each theme. Artists represent children’s classic and contemporary genres. There is something in this collection to get every child moving!
Family Exchange The Family Exchange is the digital space that connects teachers and families. It includes links to the song collection, weekly family bulletins, family activities, and more!
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LITERACY
scholastic.com/prekonmyway
3863-113 3/23 Item# 745389
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