Basic
Available in English and Spanish!
Based on Developing Talkers from the Children’s Learning Institute LANGUAGE On Color background
On Color background/1C
Building Language Skills to Nurture Developing Talkers For more than 100 years, Scholastic has created educational materials to inspire lifelong learners. This includes PreK On My Way: Language , an exciting supplemental PreK program that welcomes every child into the classroom, building on their language and vocabulary strengths as they take the first steps on their learning adventure! In partnership with the Children’s Learning Institute at the University of Texas Health Science Center at Houston, Scholastic has built upon the successful research model known as Developing Talkers/ Hablemos Juntos , which has produced significant growth in children’s vocabulary skills.
Scout the Squirrel guides children on their language learning journey!
DEVELOPING TALKERS, PROVEN VOCABULARY GROWTH
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Control Group
Developing Talkers Group
Control Group
Developing Talkers Group
Success with Untaught Words
Success with Taught Words
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
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Introduce and reteach high-value vocabulary , including important academic vocabulary, through explicit routines with illustrative photos and total physical response.
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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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Developing Oral Language and Vocabulary in the PreK Classroom
Oral language is the system of spoken words and word combinations we use to communicate. In preschool children are just starting to learn how to use oral language to express and comprehend knowledge, ideas, and feelings. PreK On My Way: Language is based on recent research and best practices for developing oral language and vocabulary in the PreK classroom through conversation starters, vocabulary development, and interactive reading.
“Strive for Five”: The Power of Scaffolding a Conversation
A proven way to build children’s oral language skills and vocabulary is to engage them in back-and-forth conversations. Using the “Strive for Five” approach, teachers can stimulate children’s language growth and their curiosity about the world while offering the support individual children may need to be successful.
Child responds. STEP 2
Teacher asks another open-ended question. STEP 3
Child responds again. STEP 4
Teacher proposes an open-ended question. STEP 5
Teacher asks an open-ended question. STEP 1
Five conversational turns give children the opportunity to feel seen and heard, which builds connections to both the content and the classroom. Teachers can use this scaffolding technique during small-group activities to encourage children to review vocabulary, practice syntax, and gain a deeper understanding of concepts.
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Scholastic PreK On My Way: Language
The Importance of Learning NewWords An important component of oral language and vocabulary acquisition is learning new words. Preschool-aged children do this in a variety of ways. That’s why it’s so important to be intentional about vocabulary instruction and provide children with multiple ways to build their vocabularies. Peer-to-Peer Interaction: Encouraging conversations and social interactions during small group and play time helps children develop strong social communication skills. Indirectly: Listening to adults read aloud and hearing them repeat several words during the day help children determine the meaning of words indirectly. Directly: Explaining the meaning of a word directly to a child in clear simple language is the ideal way to help children comprehend challenging words and concepts. Reading Is Better When It’s Interactive Another essential piece of the oral language and vocabulary puzzle is interactive reading—or pausing during read alouds to ask questions and converse. By periodically breaking up the text to discuss the book as you’re reading, children have the opportunity to use newly learned words, build knowledge, and connect the book to their own experiences. Below are three of the most effective question types to ask during interactive reading.
Build children’s confidence by asking questions that are answered directly in the text. Encourage children to make connections with questions that require them to combine background knowledge with information from the text. Give children the opportunity to actively practice and process new words by asking questions that require more than one-word answers. These types of questions spark meaningful conversations by asking why, how, or what if.
Concrete Questions
Abstract Questions
Open-Ended Questions
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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 language skills, content knowledge, and curiosity about the world around them.
THEME 1
THEME 2
THEME 3
THEME 4
OUR COMMUN TY
LET’S NVEST GATE
D SCOVER AN MALS Animal Families
ME AND YOU All About Me
Our School
Five Senses
What can we learn from using our senses?
What makes us who we are?
How do animals help their babies
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
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Scholastic PreK On My Way: Language
THEME 5
THEME 6
OUR EARTH THEME 7
THEME 8
LET’S CREATE
READY, SET, GO We Can Do It
HEALTHY ME
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?
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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.
Also Available in Spanish!
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.
scholastic.com
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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
Independent Centers
Classroom Resources
, r
What‘s a day in preschool like? Come inside and see!
Microphone
Attribute Buttons (set of 96)
ISBN 978-0-545-28182-9
This edition is available for distribution only through the school market.
780545 281829 9
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Magnifiers (set of 6)
Also Available:
Reusable Class Book (to hold completed Response Prompts)
8 Classroom Library Books
O
.
This edition is available for distribution only through the school market.
ISBN 978-0-545-79891-4
780545 798914 9
Language Module Poster
Mind Builders Poster
8 Theme Posters
Pocket Chart
Equity Sticks
4 Binder Clips
Clifford the Big Red Dog Plush Puppet
Teacher Binder
Scout the Squirrel Stick Puppets
Digital Resources
Teacher Hub Family Exchange Little eReaders Song Collection
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Digital Resources Teacher Hub
Organized by themes, skills, and resources, the Teacher Hub houses PreK On My Way’s wealth of instruction in one place. 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, observational and progress monitoring assessments, 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.
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Scholastic PreK On My Way: Language
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—including Grammy Award winners— 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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LANGUAGE
scholastic.com/prekonmyway
3863-92 5/22 Item# 743417
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