PreK On My Way Program Guide

Learning That Lasts a Lifetime

A NEWComprehensive Program for PreK

NEW

Learning That Lasts a Lifetime

TABLE OF CONTENTS The Learning Journey ........................................................................... 2 Developing a Robust PreK Curriculum ........................................... 4 Built to Address Early Learning Guidelines ................................. 6 Partnerships & Research ..................................................................... 8 Spark Learning with Literature ........................................................ 12 A Comprehensive Program . ................................................................ 14 Language: Developing Talkers......................................................... 16 Literacy: Discover Together............................................................... 18 Math: Mathematical Thinking......................................................... 20 Content-Area Skill Domains. ............................................................ 22 Social & Emotional Learning............................................................ 24 Writing...................................................................................................... 26 Supporting All Learners...................................................................... 27 Instructional Approach....................................................................... 28 Learning Each Day with PreK On My Way................................... 30 Assessment to Inform Instruction .................................................... 44 Classroom Resources for Success .................................................... 46 Digital Resources .................................................................................... 52 Family Engagement ............................................................................... 54 Your Partner in Professional Learning . ........................................ 56

The Learning JOURNEY They’re on Their Way!

For 100 years, Scholastic has provided educational materials that inspire lifelong learners. With this in mind, we present PreK On MyWay . This comprehensive, full- year PreK program welcomes every child into the classroom, building on their strengths as they take the first steps on their learning adventure! PreK On MyWay features best practices in early childhood education that support children’s development in literacy , language , math , and all domains of learning . The program features content that is truly fun and engaging for all children with songs, games, books, and learning opportunities to foster critical thinking and reasoning.

GUIDE IMPLEMENTATION

The comprehensive early childhood program that uses authentic books and purposeful play to ensure all children develop the foundational skills they need for a lifelong love of learning!

Scholastic Inc., 557 Broadway, New York, NY 10012 Printed in the U.S.A.

EC3-5_IG_Cov_ENG.indd 1

Scholastic PreK On My Way Program Guide

Equitable English and Spanish editions!

2/10/20 12:29 PM

Developing a Robust PreK Curriculum PreK On MyWay is truly engaging in its approach to early childhood literacy, language, math, and all domains of learning, helping every child develop the skills they’ll need to flourish as readers, writers, and explorers of the world.

Research-Based Instructional Practices Learning happens in every area of the PreK On My Way classroom with developmentally appropriate best practices for early childhood education. Our evidence-based approach is informed by partnerships with the Children’s Learning Institute (CLI) at the University of Texas Health Science Center at Houston and the Yale Child Study Center .

High-Quality Literature Authentic and culturally diverse books fill PreK On My Way classrooms and engage children with stories that not only reflect their experiences but also open them to a world of possibilities.

Scholastic PreK On My Way Program Guide

Authentic Spanish Texts We developed the read-aloud collection for PreK On My Way en español with both English and Spanish in mind, choosing books for their cultural and conceptual content. Some books originally written in Spanish addressed our target concepts and skills so well that we translated them into English!

Social-Emotional Learning with Mind Builders Research-based Mind Builder skills are at the heart of PreK On My Way. These essential social, emotional, executive function, motivation, and creativity skills are essential to children’s academic progress.

Digital Resources and Supports PreK On My Way includes an array of digital platforms that power responsive teaching, classroom management, and meaningful family engagement. Resources for teachers, children, and families can be accessed through a smartphone, tablet, or computer.

PreK On MyWay targets key academic, social, and emotional domains linked to higher achievement outcomes, preparing children with a strong foundation of skills for a bright future. C BUILT to Address Earl

Social-Emotional Development

Language & Communication

Children’s learning is powered by direct opportunities to build self-concept, self-regulation, relationships with others, and social-awareness skills.

PreK On MyWay builds on the proven success of CLI’s Developing Talkers model to ensure that every child has the skills and vocabulary needed for confidence and success.

Available in English and Spanish and developed according to state standards and Head Start Early Learning Outcomes, PreK On MyWay engages children with culturally diverse read-alouds, guided activities, and purposeful play. Teachers are supported with all the resources they need to create rewarding educational experiences that empower children to reach their full potential in the classroom and beyond.

Science

Social Studies

Children explore scientific thinking, physical science, life science, and more through whole- group and small-group learning, and at independent centers.

PreK On MyWay invites children’s home cultures, languages, and experiences into the classroom and helps them develop an appreciation for similarities and differences, communities, and responsibilities.

Scholastic PreK On My Way Program Guide

3 ly Learning Guidelines

Emergent Literacy Reading Through the power of story, children are immersed in high-quality books, building phonological awareness, alphabet knowledge, concepts of print, and comprehension skills.

Emergent Literacy Writing

Mathematics

Daily experiences with shared and interactive guided writing guide children’s progress with letter formation, writing for different purposes, and more.

Through books and hands-on play, children recognize and use the power and purpose of mathematical thinking in their daily lives.

Physical Development & Health PreK On MyWay includes many opportunities for gross- and fine- motor skill-building, including fingerplays, dancing, purposeful play, and more!

Fine Arts

Technology

Children engage in activities that include drawing, dramatic play, music, and movement, sparking their self-expression.

Children and families can access a wealth of engaging digital learning tools in and out of school, 24/7!

Working Together to Empower the Whole Child PreK On MyWay was developed in partnership with leading researchers and educators at the Children’s Learning Institute and the Yale Child Study Center . Research is the foundation of our evidence-based approach, which is aligned to current best practices in the early childhood education field. PARTNERSHIPS & RESEARCH

Scholastic PreK On My Way Program Guide

PreK On MyWay ’s Mind Builder social-emotional skill-building methodology is rooted in the work of the Yale Child Study Center + Scholastic Collaborative—together we believe in the power of story to transform children’s futures. With a focus on the intersection of literacy and health across a range of education imperatives—including early childhood development, social-emotional learning, equity, social justice, and family and community engagement—our ultimate goal is to improve academic and mental health outcomes for children and their families.

Through this collaborative and our partnership with Dr. Linda Mayes, we will ensure that we are meeting the mental, physical, emotional, and academic needs of all children.

In partnership with the Children’s Learning Institute and Dr. Tricia Zucker at the University of Texas Health Science Center at Houston, Scholastic has built upon the successful research model known as Developing Talkers , which has led to significant growth in children’s receptive and expressive vocabulary skills. PreK On MyWay builds on the proven success of Developing Talkers to ensure that every child has the skills and vocabulary needed for confidence and success in elementary school!

Partnerships & Research

Authors and Advisors

TRICIA ZUCKER, Ph.D. Dr. Zucker is the Associate Director of the Children’s Learning Institute at the University of Texas Health Science Center at Houston. She is also the lead researcher behind Developing Talkers and Hablemos Juntos, the groundbreaking oral language development programs proven to significantly expand children’s receptive and expressive vocabulary skills. The research behind these proven intervention programs forms the foundation for language learning throughout the year in the Scholastic PreK On MyWay curriculum. LINDA MAYES, MD Dr. Mayes is the Arnold Gesell Professor of Child Psychiatry, Pediatrics, and Psychology and the Director of the Yale Child Study Center . She is a renowned expert in children’s growth and development and the impact of multigenerational education, and her research shows that literacy is critical to lifelong health and wellness. Through the Yale-Scholastic Collaborative we have built Mind Builders into Scholastic’s PreK On MyWay , which encourage the development of the social, emotional, executive function, motivation, and creativity skills that lead to fluent literacy and a love of learning. JIE-QI CHEN, Ph.D. Dr. Chen is a founder of the Early Math Collaborative at the Erikson Institute as well as its Senior Vice President for Academic Affairs and Dean of Faculty. She pioneered teacher education that reduces math anxiety and empowers teachers to focus on foundational math learning and thinking. Dr. Chen has inspired the play-based mathematical learning in PreK On MyWay , as well as its ongoing professional learning supports for educators.

Scholastic PreK On My Way Program Guide

Consultants

MARIA CARLO, Ph.D. Associate Professor at the University of South Florida in the Department of Child and Family Studies, Dr. Carlo specializes in bilingualism and literacy and was a key member of the team that developed Hablemos Juntos at the Children’s Learning Institute. WALTER GILLIAM, Ph.D. Professor of Child Psychiatry and Psychology at the Yale University Child Study Center and the Director of the Edward Zigler Center in Child Development and Social Policy. Dr. Gilliam conducts research on early childhood policy analysis, the impact of prekindergarten on school readiness, and effective methods for reducing classroom behavior problems and preschool expulsion. SHERRI KILLINS, Ed.D. Dr. Killins works to unite state and local efforts to serve the needs of children ages eight and under and their families. As the Director of State Systems Alignment and Integration for the BUILD Initiative, she supports continuous quality improvement through shared best practices for early childhood development and family engagement.

CARLA HORWITZ, Ed.D. Lecturer and Director Emerita of Yale University’s Calvin Hill Day Care Center, where she served as director for 40 years, Dr. Horwitz teaches several courses in child development and early childhood education, including a course on language, literacy, and play. AZADEH JAMALIAN, Ph.D. Dr. Jamalian is a cognitive scientist with a passion for children’s early learning and play. She is the founder of The GIANT Room, a former TED resident, and a cofounder of Tiggly. Dr. Jamalian taught The Development of Mathematical Thinking at Columbia University’s Teachers College for several years.

SPARK Learning with Literature The development of robust literacy skills is vital to thriving in school and in life. PreK On MyWay introduces children to new themes and concepts through a rich selection of authentic and culturally diverse books. Perfect for reading aloud in English and Spanish, our print and digital titles act as springboards for exploring ideas and practicing skills across all domains of learning.

Read-Aloud Books and Big Books

Engaging authentic narratives in English and Spanish!

PreK On MyWay features culturally and linguistically relevant literature from around the globe, helping children understand the world around them.

Classroom Library Books

Alphabet Books

Little eReaders

A COMPREHENSIVE Program Research shows that instruction focused on language, literacy, and math skills results in greater cognitive growth (Brookings 2017). With PreK On MyWay , children develop these fundamental skills as they explore literature and activities across various content areas including science, social studies, and the fine arts. A Developmentally Appropriate Model for Learning

PreK On MyWay’s friendly mascot characters guide children through their learning journey:

Scout the Squirrel for language learning

Pablo the Parrot for literacy skills

Lala the Lizard

for math concepts

Clifford the Big Red Dog helps introduce Mind Builder skills—social and emotional, executive function, and other skills that power children’s academic learning.

Scholastic PreK On My Way Program Guide

MIND BUILDERS Social Development Emotional Development Executive Function Motivation and Creativity

Writing is integrated into every module with daily writing lessons to support emergent literacy.

A Comprehensive Program

A research model known as Developing Talkers , which has led to significant growth in children’s receptive and expressive vocabulary skills. PreK On MyWay builds on the proven success of Developing Talkers to ensure that every child has the skills and vocabulary needed for confidence and success in elementary school! LANGUAGE In partnership with the Children’s Learning Institute at the University of Texas Health Center at Houston, Scholastic has built upon the successful

2 DAY

WEEK 1: Our School

LARGE GROUP

20 mi

(20 minutes x 1 rotation)

Circle Time and Story Time

N A G

O A

ll summer Oliver and his dad played together, laughed together, sang together, an d read together. Now it’s the first day of schoo l! Oliver is ready but his dad isn’t

. . . Suddenly Oliver’s dad feels

nervous and would rather stay h

ome. But Oliver isn’t convinced. What What if it’s the start of an exciti In this charming story of first-da Mike Wohnoutka perfectly captu kids and their parents when big changes ng year?

if the first day is really fun?

Math: Counting Mind Builder: Social Development

y jitters, acclaimed creator res the mixed emotions felt by

Mike Wohnoutka

are afoot.

Language: Vocabulary

ISBN 978-1-33

8-04517-8

9 781338 0451

B L OOMS B U R Y

Book: Dad’s First Day

In this lesson, you will:

DAY 4

ALL ABOUT ME | WEEK 1: ME AND Y OU

CIRCLE

TIME

• Use Circle Time to learn about to and introduce vocabulary (

ME AND YOU

LANGUAGE

5 min

Talk About What You Like to Do Talk with children about what di erent people like to do. Discu ss how doing things they like can make them happy.

CIRCLE

TIME

Pia Likes Pie! Tell children to pretend that they only like things with names that start with the same sound as the ir own names. Model with your na me.

Focus on Vocabulary Introduce new vocabulary words. Use 1.1.4 Vocabulary Cards. catch square

5 min

STORY

TIME

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

TIME

lerating frustr

15 min

Use equity sticks during reading to pick children to answer question s. 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

N A G

O A

frustrated, worried

Big Book: I Am a Cat

• Begin Story Time by connecting

Child Development: Mind Builder Being able to identify emotions

in others is a critical part of child

ren’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)

the Mind Buil

Dad’s First Day . • Read closely to notice and talk a bout the Min Builder, as well as describe expe riences usin ordinal numbers. • Offer an extended play opportu nity. • Share the daily writing option.

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 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.

STORY

TIME

STORY

TIME

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 c n 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 Alm and How She Got Her Name by Juana Martinez-Neal. Use Scout puppet. This book is a narrative. That means it is a stor 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

Support 1 Can learning about your name make you feel happy?

O A

2 Learning about my

Alma is wearing a red string around her wrist. Why is she wearing it? page 29

name c n mak m 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 f 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.

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 fe l happy or sad about

Child Development: Social Studies People from dierent parts of the world have dierent names, live in dierent pl Emphasize the importance of accepting and respecting the dierences between

aces, and have dierent traditions. 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 larg vocabulary, adding sev words daily. ( TX.II.D.4

Scout the Squirrel Your language guide,

• 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

Large Group

Large-group instruction for Circle Time and Story Time that: Builds background knowledge through vocabulary and genres Introduces the book with a guiding question Supports children’s understanding and enjoyment of the story through open-ended questions Revisits vocabulary and guiding questions with scaffolding for differentiated support

Scholastic PreK On My Way Program Guide

Circle Time and Story Time

Large Group

A G

O A

Vocabulary Cards include instructional content for defining words and phrases both visually and kinesthetically.

Language: Listening; Vocabulary; Conversation Social Studies:

Economics Fine Arts: Art

20 min

Small Group

In this lesson, you will: • Use Circle Time to build background, engage children through dramatic play, and introduce vocabulary (stew, delicious) . • Begin Story Time by introducing the big book an asking, Why did so many people knock on Omu’s door? • Read while noticing vocabulary in context. • Check understanding, differentiating as needed. • Share the daily writing option.

Small-group activities support oral language and vocabulary development: Act It Out : Picture cards show different examples of key words or phrases for children to act out. Concept Sort : Children discuss and sort picture cards that represent important concepts from the week’s book. Writing/Drawing/Storytelling : Children write, draw, or tell a story in response to a prompt related to the week’s learning objectives.

Big Book: Thank You, Omu!

tration d ). lder to

ME AND YOU

LANGUAGE

DAY 4

ME AND YOU

LANGUAGE

ALL ABOUT ME | WEEK 1: ME AND YOU

ND YOU

ALL ABOUT ME | WEEK 1: ME A

DAY 5

CIRCLE

TIME

CIRCLE

TIME

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 out the movements of painting pict on the wall like Alma and h er grandfather. Have them rea

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 wi th children. Ask children if Bingo is a good name for a

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

TIME

CIRCLE

y think

ures

dog. en to

Why or why not? Ask childr

ch up

etter.

share the names they like b

to paint.

high and then go down low

STORY

TIME

15 min

STORY

TIME

15 min

TIME

STORY

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 on her face. pages 14–15

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. Possible respons s: • Knowing the st ry of my na me c n make me feel happy. • Knowing the story of my na me can make me feel proud. • Knowing the story of my na me can make me feel special. Support 1 Can learning about your name make you feel happy? Challenge How could learning the story of your name make you feel special? 3 Learning about my name can make me feel happy. 2 Learning about my name c n mak m feel h_____ (happy) . OR

her name? Show the look she ha s

15 min

TIME

STORY

Retell the Big Book Show the book cover. Today we are going to retell and reenact the book Alm and How She Got Her Name by Juana Martinez-Neal. Use Scout puppet. This boo is a narrative. That means it is a stor that the autho r 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 Alma and where her long name came from. As we read the book one more time, I want you to thin k about this guiding question: How can learning the story of your name make you feel? Read Aloud: Retell and Reenact

A G NI

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 ca t for her daddy. What do you like t o draw? pages 18–19 Alma is wearing a red string around her wrist. Why is she wearing it? page 29 At the end f the book, Alma say s

O A

A G

O A

Big Book: I Am a Cat

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 fac e. Talk About It Invite children to Turn and T alk about the guiding question : How can learning the story of

4s DEVELOPING TYPICALLY

Reread and retell the book together. Use equity sticks children to actively particip

to pick

Interactive Writing Invite children to draw or w about the dierent people i

ate in

rite

3s SUPPORT

5s CHALLENGE

n their

the prompts below. page 2 Alma thinks her name is too long . Does she fe l happy or sad abou t

your name make you feel? Give a moment for Turn and

Talk.

families.

Child Development: Mind Builder Being able to identify emotions in others is a critical part of children’s emotional Then, pick 2–3 children with equity sticks to share.

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 Studi es People from dierent parts of the world have dierent

itions.

names, live in dierent pla ces, and have dierent trad ople from dierent parts of

the

the dierences between pe

of accepting and respecting

Emphasize the importance

world.

Large Group Card

Vocabulary Cards

ge speaking veral new 4 )

See the Large Group Card for dierentiation options.

SKILLS FOCUS

15/11/19 1:50 AM Language • Listening: Respond appropriately to spoken language. • Sentence Structure: Join related sentences. • Vocabulary: Understand and use a growing number of theme words. • Conversation: Show motivation to communicate; Share observations about events.

Mind Builder • Executive Function: Take another perspective. (MB) Social Studies • Economics: Talk about roles and jobs of the people in their community; Show understanding that people have basic needs, e.g., food, clothing, and shelter.

Fine Arts • Art: Show interest and appreciation for others’ work.

42 | Language | Our Community

Skills Focus sample

A Comprehensive Program

LITERACY 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 MyWay to build literacy skills, hope, and courage through the power of story.

2 DAY

WEEK 1: Our School

LARGE GROUP

20 mi

(20 minutes x 1 rotation)

Circle Time and Story Time

N A G

O A

ll summer Oliver and his dad played together, laughed together, sang together, an d read together. Now it’s the first day of schoo l! Oliver is ready but his dad isn’t

. . . Suddenly Oliver’s dad feels

nervous and would rather stay h

ome. But Oliver isn’t convinced. What What if it’s the start of an exciti In this charming story of first-da Mike Wohnoutka perfectly captu kids and their parents when big changes ng year?

if the first day is really fun?

Math: Counting Mind Builder: Social Development

y jitters, acclaimed creator res the mixed emotions felt by

Mike Wohnoutka

are afoot.

Language: Vocabulary

ISBN 978-1-33

8-04517-8

9 781338 0451

B L OOMS B U R Y

Book: Dad’s First Day

In this lesson, you will:

DAY 4

ALL ABOUT ME | WEEK 1: ME AND Y OU

CIRCLE

TIME

• Use Circle Time to learn about to and introduce vocabulary (

ME AND YOU

LANGUAGE

5 min

Talk About What You Like to Do Talk with children about what di erent people like to do. Discu ss how doing things they like can make them happy.

CIRCLE

TIME

Pia Likes Pie! Tell children to pretend that they only like things with names that start with the same sound as the ir own names. Model with your na me.

Focus on Vocabulary Introduce new vocabulary words. Use 1.1.4 Vocabulary Cards. catch square

5 min

STORY

TIME

15 min

STORY

TIME

lerating frustr

15 min

N A G

O A

frustrated, worried

Big Book: I Am a Cat

• Begin Story Time by connecting

Child Development: Mind Builder Being able to identify emotions

in others is a critical part of child

the Mind Buil

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 Invit children to act out the

B-I-N-G-O Sing the song B-I-N-G-O with children. Ask children if y think Bingo is a good name for 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.

STORY

TIME

STORY

TIME

15 min

Retell the Big Book Show the book cover.

Possible responses: • Knowing the st ry of my name c n 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 g ing to retell and reenact the book Alm and How She Got Her Name by Juana Martinez-Neal. Use Scout puppet. This book is a narrative. That means i 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

Support 1 Can learning about your name make you feel happy?

O A

2 Learning about my

Alma is wearing a red string around her wrist. Why is she wearing it? page 29

name c n make m feel h_____ (happy) .

Big Book: I Am a Cat

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.

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 pl Emphasize the importance of accepting and respecting the dierences between

aces, and have dierent traditions. people from dierent parts of the

world.

Vocabulary Cards

SKILLS FOCUS

Math • Counting: Use verbal ordinal terms. ( TX.V.A.7 )

Language • Vocabulary: Use a larg vocabulary, adding sev words daily. ( TX.II.D.4

16 | Math | Our Community

EC3-5_TG_Eng_Math_T2W01_014-023

Pablo the Parrot Your literacy guide,

Circle Time and Story Time

A G

Large Group

O A

Circle Time and Story Time Through 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

20 min

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. Large Group Independent

Small Group

Big Book: Ming Goes to School

tration d ). lder to

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

ND YOU

ALL ABOUT ME | WEEK 1: ME A

DAY 5

CIRCLE

TIME

CIRCLE

TIME

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 Invit children to act out the movements of painting pict on the wall like Alma and h er grandfather. Have them rea

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

TIME

CIRCLE

y think

ures

dog. en to

Why or why not? Ask childr

ch up

etter.

share the names they like b

to paint.

high and then go down low

STORY

TIME

15 min

STORY

TIME

15 min

TIME

STORY

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. Possible responses: • Knowing the st ry of my na me c n make me feel happy. • Knowing the story of my na me can make me feel proud. • Knowing the story of my na me can make me feel special. Support 1 Can learning about your name make you feel happy? Challenge How could learning the story of your name make you feel special? 3 Learning about my name can make me feel happy. 2 Learning about my name c n mak m feel h_____ (happy) . OR

her name? Show the look she ha s

15 min

TIME

STORY

Retell the Big Book Show the book cover. Today we are going to retell and reenact the book Alm and How She Got Her Name by Juana Martinez-Neal. Use Scout puppet. This book is a narrative. That means it is a stor that the autho r 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 Alma and where her long name came from. As we read the book one more time, I want you to thin k about this guiding question: How can learning the story of your name make you feel? Read Aloud: Retell and Reenact

A G NI

O A

A G

O A

Big Book: I Am a Cat

4s DEVELOPING TYPICALLY

3s SUPPORT

5s CHALLENGE

Reread and retell the book together. Use equity sticks children to actively particip

to pick

Interactive Writing Invite children to draw or w about the dierent people i

ate in

rite

n their

the prompts below. page 2 Alma thinks her name is too long . Does she fe l happy or sad abou t

your name make you feel? Give a moment for Turn and

Talk.

families.

Child Development: Mind Builder Being able to identify emotions in others is a critical part of children’s emotional Then, pick 2–3 children with equity sticks to share.

Child Development: Social Studi es People from dierent parts of the world have dierent

itions.

names, live in dierent pla ces, and have dierent trad ople from dierent parts of

the

the dierences between pe

of accepting and respecting

Emphasize the importance

world.

Large Group Card

Vocabulary Card

ge speaking veral new 4 )

Small Group

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

Recognize and understand how events, time, and routines relate to their lives. Language • Sentence Structure: Use single words or phrases as appropriate. La ge Group

Comprehension and Content Focus Children engage in activities that include drawing, dramatic play, singing, doing projects, and sorting picture cards.

Small Group

Writing, Drawing, and Storytelling Children write, draw, or tell a story related to the week’s literacy lesson.

Skills Focus sample

14 | Literacy | Our Community

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