RESEARCH FOUNDATION PAPER
Developed in consultation with Tricia Zucker, Ph.D. and Maria Carlo, Ph.D., the researchers behind the Developing Talkers model, PreK On My Way: Language provides evidence- based instructional routines that boost oral language skills and conceptual knowledge to ensure that every child has the skills and confidence they’ll need to succeed in elementary school and beyond!
Developing Strong Language Skills in the Early Childhood Classroom
Developing Strong Language Skills in the Early Childhood Classroom Written by Tricia Zucker, Ph.D.
Co-Director of the Children’s Learning Institute at the University of Texas Health Science Center at Houston
Language
Our Community | 2.3.5
VOCABULARY
INTRODUCE
RETEACH
celebrated Repeat Say this word after me: celebrated. Define 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.
celebrated Repeat Say this word after me: celebrated. Define 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.
It’s fun to jump in puddles in spring, eat ice cream in summer, pick apples in fall, and build snowmen in winter. What do YOU do during the four seasons?
celebrated
This edition is only available for distribution through the school market.
scholastic.com
Introduce and reteach high-value vocabulary , including important academic vocabulary, through explicit routines with illustrative photos and total physical response.
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10/25/19 10:00 AM
Build knowledge through a diverse collection of narrative and informational books.
Develop language skills using an evidence-based interactive read-aloud model with open- ended prompts, peer-to-peer discussions, and a range of scaffolds that support or challenge as needed.
Support oral language and vocabulary development through small-group activities with extended multiple-turn conversations.
LIBRARY AND LISTENING CENTER Theme 2 | Week 3 | Possible Conversation Prompts for Purposeful Play
Continue the learning and discussion with conversation starters.
Who are the people who help in our community?
DAY 5: Extend
DAY 4: Evaluate
• If you wrote your own book about our community, what would you put in it? • Imagine this story was about helpers in your neighborhood. Who might be in it? • How did the character in this book feel? Can you imagine feeling like that?
DAY 3: Investigate
• How do you think the people in that story are feeling? Why do you think that? • Who do you think is the most helpful in this story? • Does the person in this book help others? How?
English learner supports are integrated throughout the program.
DAY 2: Apply
• How are the homes in your books the same? How are they different? • How is the environment in that book different from and like yours? • Are any measuring tools used in this book?
DAY 1: Identify
• Can you find a book that shows a place that looks like our community? • Can you show me a page that shows persistence in this book? • Does anyone in this book have a job? Are they a community helper?
• What types of buildings are in our community? • Look at the pictures in that book. How is it different from Biblioburro ? • What helpers are in this book?
Display this sign in your center for the week as an easy reference tool.
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