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Description: The image above shows the different physical movements of the morning greeting I would use to greet my class in the morning. I love this idea because it helps create a more positive learning atmosphere and provides students with choices. I would love to incorporate this into my daily routine just because it allows students to choose their mood for the morning and helps move their emotional flow throughout the day.

How I would use this in my classroom: I would use this in my class for the morning greeting. This gives the students a chance to make a more meaningful relationship with the teacher and their other peers.

Supporting Evidence: "The practice of an intentional morning greeting can empower young children to embrace their day and their learning." (Calzone, pg. 7)

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Description: An area that houses a full set of wooden unit blocks. The blocks should be organized by their size and shape. If some blocks are not wooden, make sure those different textures are also organized based on the material they are made from. Accessories that come with the blocks should be stored separately but not too far from the blocks that they go with. I would want to include a block area for my classroom because I love to see different types of architecture all around the world.

How I would use this in my classroom: I would use blocks in my classroom as a separate area away from the quieter areas around the room. I would also incorporate huge laminated posters of famous buildings or architecture as either decorations for the block area or kept in their own basket so that the students could use the pictures to recreate the city or give them their own ideas to create something new.

Supporting Evidence: "Basic activity center/areas of high-quality early learning environment that fosters children's abilities to construct knowledge and understanding." (Falk, pg.16)

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Description: An area either for reading or relaxing, where students can go to calm down, reevaluate, or decompose. This area can be also filled with quiet toys such as Mr. Potatoe Head, puzzles, and stuffed animals. Paper items that might interest young students such as books, magazines, fake letters, or toy ads. Now I absolutely love the idea of having a "calm corner". A space to give children a small moment of peace.

How I would use this in my classroom: Having a comfy area is definitely a necessity in the classroom. You need to have not only a learning environment but also a balanced environment. There is a place for noisier toys and there is a place for the quiet ones.

Supporting Evidence: "A library area that contains a variety of books arranged by areas of interest and difficulty level----all of which should span the full range of readers who live in the classroom." (Falk, pg.18)

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Description: An area that offers different types of paper and drawing materials(crayons, markers, etc.), as well as paste or glue, scissors, stamps, watercolors, pastels, and tempera paints and brushes, an easel or table available for large painting, collage and construction materials, and other assorted materials such as playdough and clay. This is a must-have since I think creativity is always on the mind.

How I would use this in my classroom: I would absolutely need to have an art area in my classroom. I love the way my clinical experience has theirs set up. My hope is to recreate that. They have a small table set for 5 to 6 people. They also have every type of art supply you could ever want.

Supporting Evidence: "A writing/drawing area that provides different types of paper, writing, and drawing materials can be combined into the same station along with the art station. For younger students, these areas should be separated into their own area as children become more advanced on the literacy development continuum." (Falk, pg.18)

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Description: Acknowledging a student's effort and accomplishments can be as simple as a "hi". Approaching your students with an understanding that we accept them for who they are and what they did. We accept them for their quirks and unique personalities. Teachers also acknowledge their students' moods. Teachers do their best to work with our students to become the best learners they can be.

How I would use this in my classroom: In my opinion, every teacher needs to acknowledge their student's efforts and accomplishments. You as the teacher are the motivation to help them succeed. Even the little things need to be acknowledged such as new independent work or even good communication.

Supporting Evidence: "Empathizing with children's feelings through language is an important way to support positive behavior and establish a sense of community in the classroom." (Falk, pg.140)

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Description: Empathy is understanding and sharing another person's emotions and experiences. Developing empathy involves looking at things from another person's perspective and understanding why they feel the way they do. Putting yourself in another person's shoes might lead you to act compassionately.

How I would use this in my classroom: I liked the example in our book that gives each student a teddy bear to see how the students take care of it. Some will make a home for it out of a shoe box and other students will make clothes for their bear.

Supporting Evidence: "Provides each child with opportunities to become accountable or reliable

to self and others."(MDE Early Childhood Standards of Quality for PreK #6)

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Description: In a voice that is loud enough to be heard, the teacher will ask a question out loud that they obviously know the answer to but maybe the children haven't yet thought about this question. It helps the students create more questions or maybe think about it in a different way than they were thinking before. This sparks imagination and creativity. I feel that this is a good way to open the topic for discussion and build a more meaningful relationship of community around the classroom.

How I would use this in my classroom: This is a great tool to use in your classroom because it encourages the students to think about a certain topic in a different light. I would use this when doing any activity with the students.

Supporting Evidence: "Makes additions to learning environments throughout time in order to

enhance and expand concept development."(MDE Early Childhood Standards of Quality for PreK #4)

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Description: Tables that are separated into groups based of color, size, or shape. At the clinical site that I had this semester the lead teacher had her groups separated into colors. These colors were all over their personal items around the classroom. For example, their work cubbies had the color dot that they were assigned to. I think this is a good strategy for organization.

How I would use this in my classroom: If I am in a classroom that provides me with the option for table groups, then I would hope to organize the tables by shapes. I would want to have all sorts of shapes and textures around my classroom.

Supporting Evidence: "Takes children’s interests, friendships, and common needs into account

when groups are formed."(MDE Early Childhood Standards of Quality for PreK #6)

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Description: A reading strategy that encourages students to actively read is seeking predictions in the classroom. To anticipate what will happen in a story, students use information from the text, such as titles, headings, pictures, and diagrams, as well as their own experiences. I like this strategy because it motivated the students to listen, follow along, and stay active with the story.

How I would use this in my classroom: I love to read stories to the children in my classroom that I work in already. The children start to get interested in reading to the point where they beg you to read them another book.

Supporting Evidence: "Provides opportunities for children to engage in exploration of materials or

concepts with which they have had little prior experience." (MDE Early Childhood Standards of Quality for PreK #3)

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Description: When giving students a choice, you create assignments where they all have the same learning outcomes but appeal to each student in your class. This could be like when working on the topic of patterns, have a few different options of toys that could your students could make a pattern out of. For example, Legos, blocks, and Magnetiles.

How I would use this in my classroom: I would use this as an opportunity to get to know each individual students learning style. That way I could try to accommodate everyone in my classroom.

Supporting Evidence: "Presents concepts multiple times using various materials and methods of

instruction." MDE Early Childhood Standards of Quality for PreK #4)

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Description: In echo reading, a teacher reads aloud a text line by line or sentence by sentence as a model of appropriate fluency. With this activity, students can read one line at a time and echo it back with the same rate and prosody. This activity can be conducted with individuals, small groups, or large groups. I think this is a good strategy to bring back the basics of learning fluency.

How I would use this in my classroom: I would use this in my classroom during rug reading time when all of the students are sitting in the circle. I believe that this a great opportunity to practice small rhymes that could get stuck into the student's heads to help them remember certain information.

Supporting Evidence: "This experience builds print awareness; models reading behaviors; develops phonological and phonemic awareness; models fluent and expressive reading...." Falk pg.118)

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Description: Visual representations can be shown as images, graphs, tables, designs, and other symbolic or direct information about something. They can help students understand abstract ideas or solve problems. Sometimes when explaining steps to young students it helps to have a picture or some sort of visual to go along with it.

How I would use this in my classroom: Since I am a visual learner I would want to have posters and signs all over my classroom for those students who are also visual learners. I like the idea of having pictures to match the words.

Supporting Evidence: "Uses signs and translations, as needed, to clearly welcome parents and

communicate." MDE Early Childhood Standards of Quality for PreK #2; Letter l )

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Description: Show and tell is a classroom activity where children bring an object to class and talk about it. It's also known as show and share or sharing time. I love the idea of show and tell because it allows the students to bring something from home to share with their classmates and bring their diversity and culture into the classroom.

How I would use this in my classroom: To me show and tell builds a deeper sense of community within the classroom. I remember participating in show and tell when I was a young student.

Supporting Evidence: "Regularly initiates positive communications and interactions with peers,

parents, and children." (MDE Early Childhood Standards of Quality for PreK #11; Letter f)

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Description: Expanding a child's language involves encouraging them to use more words, create longer sentences, and express themselves more clearly. It can help children communicate more effectively and form stronger connections with their caregivers and educators. It can also mean expanding a child's knowledge non different kinds of language.

How I would use this in my classroom: I would try to do many activities to help expand my student's language and communication. This could be learning sign language or learning the numbers in Spanish.

Supporting Evidence: "Establishes a community of learners where all children, regardless of gender, ability, ethnicity, language, or background, have rights and responsibilities." (MDE Early Childhood Standards of Quality for PreK #11)

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Description: The purpose of vocabulary instruction is to teach children about the structure, function, meanings, and connections between words in a classroom. Increasing a child's vocabulary about what they are reading can help them better comprehend, or understand, the text they are reading. Vocabulary is a key focus in literacy teaching.

How I would use this in my classroom: Expanding young student's vocabulary is a key essential in the teaching process of literacy. Spelling tests are a good way to go over more difficult words throughout the week and review them at the end of the week.

Supporting Evidence: "Incorporates language experiences which include repetition into children’s

daily activities." (MDE Early Childhood Standards of Quality for PreK # 4)