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Encourage students to label work or add language to art using vocab cards or writing model

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Retell familiar stories using felt board and felt pieces.

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Labeling in native language and English. Also using pictures

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repetitive language for students to choral read

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repetitive language for students to choral read

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Dramatizing stories and their characters.

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Have children respond to literature frequently and record their responses.

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Have children respond to literature frequently and record their responses.

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student names with their pictures around the classroom - word wall, center name cards, writing center, attendance chart

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Playing phonemic awareness "games" e.g. Heggerty 

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Playing phonemic awareness "games" e.g. Heggerty 

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STUDENTS ACT OUT STORIES

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Singing songs that embeds sounds of letters.

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Providing lots of opportunities to "write" in dramatic play area.

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Providing lots of opportunities to "write" in dramatic play area.

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HAVE WRITING IN ALL CENTERS

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Encouraging peer to peer conversations during meals.

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Encouraging peer to peer conversations during meals.

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MAKING TEXT TO SELF CONNECTIONS

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Introduce reading strategies through games.

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fingerplays and songs during morning meetings

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use picture to teach the children how to read a word.

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use picture to teach the children how to read a word.

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Combine music and movement to teach phonemic awareness.

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Combine music and movement to teach phonemic awareness.

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Retell familiar stories using hand puppets

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Retell familiar stories using hand puppets

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We spend at least a few days on each book we read to see what new noticing or connections we can make.

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During Circle time bring in phonic based instruction

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During Circle time bring in phonic based instruction

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PKRF2: Demonstrate an emerging understanding of spoken words, syllables, and sounds (phonemes).

Students practice syllables by listening for the syllables in their names as well as the names of their peers. Children clap out each syllable. They find it fun and engaging.

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Pre-teach/translate key vocab

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Making sure there is conversation at lunch. Adults should be at tables with children to be involved with conversation

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Encouraging students to use the mailbox in the dramatic play area 

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Encouraging students to use the mailbox in the dramatic play area 

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Exposing students to high level questions (making believe is a guessing game)☺️

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Sensory writing - writing in shaving cream, sand, rice, etc

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show and tell - bringing in a fav item from home to talk about it and have students ask questions or make comments

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Give students ownership by choosing their favorite books and present them to their ‘friends’

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Write the room- Place pictures of unit words around the room and have students use a clipboard to walk and write the words they find around the room

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TURN AND TALK

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Identify conflicts in stories and ask the children how they would solve the problem

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We have PK mysteries weekly. Each week we have item in our class disappear that is important to one of our centers. First we discuss the item and what it looks like. We recall memories about the item and how it is used. As a class we become detectives to try and locate the item. Once found, we discuss who found the item, where it was found. We give out Great Detective Awards to all the students for helping to solve the mystery

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Students describe structures they build in the block center

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Students describe structures they build in the block center

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Discuss our feelings each day and acknowledge our classmates feelings (in the language that they feel most comfortable using

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asking comprehension and higher order thinking questions: colored popsicle sticks with each color representing student's level - differentiating questions for the various levels

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USE EMOTION SPINNER TO HELP IDENTIFY THEIR EMOTIONS AND THEN CAN ELABORATE.

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Use ASL or other signs when teaching vocabulary

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EYE SPY

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aiming for back and forth dialogue

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Using the different learning styles that target students’ needs in the writing center through meaningful activities.

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INVITE FAMILY MEMBERS IN TO Share favorite stories