Module Components PreK On My Way: Language provides all the instructional materials you 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.
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WEEK
LANGUAGE
4
Observational Assessment
Literacy
Comments
Child’s Name
Date
PHONOLOGICAL AWARENESS • Separates sentence into words.
Language
Comments
WEEK
LANGUAGE
3
CONVERSATION • Uses appropriate tone of voice. Observational Assessment
I
• Joins two or more words to create a compound word.
• Shares observations about stories.
Fine Arts
Comments
Child’s Name
Date
• Tells or retells stories.
N
ART • Shows interest and appreciation for others’ work.
Social Studies
ECONOMICS • Talks about roles and jobs of the people in their community.
LISTENING • Responds appropriately to spoken language.
Language
Comments
WEEK
LANGUAGE
2
DRAMA • Acts out to recreate and retell stories, moods, or experiences.
LISTENING • Responds appropriately to spoken language. Observational Assessment
Physical Development
VOCABULARY • Understands and uses varied types of words.
FINE MOTOR • Shows emerging proficiency on tasks requiring eye-hand coordination. GROSS MOTOR • Masters basic skills of running, jumping, climbing, and pedaling. • Uses perception to guide movement through space and interactions with objects and people. Comments
Social Studies
• Understands and uses a growing number of words to label and describe people, places, things, and actions. SENTENCE STRUCTURE • Uses regular and irregular plurals.
CONVERSATION • Shows motivation to communicate; Shares observations about events. Date
Science
ECONOMICS • Talks about roles and jobs of the people in their community.
Child’s Name
n
EARTH AND SPACE SCIENCE • Shows understanding of the importance of taking care of the planet.
VOCABULARY • Understands and uses a growing number of theme words.
• Shows understanding that people have basic needs, e.g., food, clothing, and shelter.
Language
Comments
• Uses pronouns.
1 WEEK
LANGUAGE
• Investigates, describes, and talks about materials from the earth and how they are used.
Math
LISTENING • Shows understanding of spoken language.
Literacy
• Uses regular and irregular past tense. Observational Assessment
SENTENCE STRUCTURE • Joins related sentences.
GUIDE IMPLEMENTATION
WRITING • Verbally shares the meaning of own writing.
CONVERSATION • Asks and answers questions to seek help or information.
Fine Arts
• Uses possessives.
Mind Builder
ART • Uses art for self-expression.
Science
Fine Arts
• Uses regular and irregular plurals, regular and irregular past tense, pronouns, possessives, and subject-verb agreement.
Comments
• Shares ideas and feelings.
Child’s Name
EXECUTIVE FUNCTION • Takes another perspective. Date
c
ART • Uses dierent art materials for exploration and for sensory experience.
S
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!
• Uses language for dierent purposes and matches language to social contexts.
DRAMA • Acts out to recreate and retell stories, moods, or experiences.
Mind Builders
Fine Arts
Language
Comments
N
SENTENCE STRUCTURE • Uses subject-verb agreement.
EXECUTIVE FUNCTION • Takes another perspective. (MB)
LISTENING • Responds appropriately to spoken language.
MUSIC • Reacts to a variety of musical styles through movement and play. Social Studies
VOCABULARY • Uses frequently occurring nouns and verbs; Understands a growing number of social studies words.
GEOGRAPHY • Explores geography tools and resources, such as maps, signs, and street addresses.
c
• Shows understanding of spoken language.
MOTIVATION AND CREATIVITY • Uses tools in new and dierent ways to work toward a goal. (MB)
Social Studies
72 | Language | Our Community
Week 4: Vehicles at Work | Teaching Guide | 73
Mind Builders
GEOGRAPHY • Explores geography tools and resources, such as maps, signs, and street addresses.
VOCABULARY • Shows an awareness of new words and curiosity about their meaning. SENTENCE STRUCTURE • Uses regular and irregular plurals, regular and irregular past tense, pronouns, and possessives.
EMOTIONAL DEVELOPMENT • Identifies own body within surroundings and respects others’ personal space. (MB)
Physical Development GROSS MOTOR • Masters basic skills of running, jumping, climbing, and pedaling.
Literacy
n
EXECUTIVE FUNCTION • Shows flexible thinking and behavior. (MB)
n
• Uses subject-verb agreement.
WRITING • Conveys meaning through marks, letters, or symbols.
FINE MOTOR • Shows increasing control of tasks that require eye-hand coordination. (TX.IX.B.2) S em rging pr ficiency on tasks r iring
Mind Builders
70 | Language | Our Community
Week 3: Helpers | Teaching Guide | 71
EMOTIONAL DEVELOPMENT • Identifies own body within surroundings and respects others’ personal space. (MB)
Math CLASSIFICATION
• Shows self-awareness in dierent/multiple ways. (MB)
• Sorts objects that are the same and dierent into groups and use language to describe how the groups are similar and dierent. (TX.V.E.1) Describes and sorts obj cts by similariti s and dierence .
L
EXECUTIVE FUNCTION • Focuses attention. (Self-Regulation). (MB)
N
e
68 | Language | Our Community
Week 2: Where We Live | Teaching Guide | 69
Scholastic Inc., 557 Broadway, New York, NY 10012 Printed in the U.S.A.
66 | Language | Our Community
Week 1: Our School | Teaching Guide | 67
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Implementation Guide
Teaching Guides
Observational Assessment Checklists
Large Group
Small Group
Use Background Knowledge
Ask Questions
Make a Smart Conclusion n nference
Make a Prediction
When you use your background knowledge, you use what you already know to understand a book.
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 knowl dge to make a smart guess, you make n inference.
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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
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9 Strategy Cards 32 Vocabulary Card Packs
32 Large Group Cards
Response Prompts (1 per read-aloud book)
Language
Our Community | 2.3.1 TEACHER CARD
WE SHARE
Differentiation
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 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
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 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 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.
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?
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This edition is only available for distribution through the school market.
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32 Activity Card Packs
Read-Alouds (24 books, 8 big books)
Big Chart of Big Ideas
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Scholastic PreK On My Way: Language
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