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The domain here is emergent reading through dramatic play. We are trying to show them that the print on products that they may see in the grocery store are conveying what the item is for. Each item, such as the cat food,  has a picture of a cat on it to help identify the animal. This shows that the words on the products they see in the real world have meaning. 

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Similar to the pet food, this dramatic play emphasizes other products they find at the pet store, or grocery store that are used specifically for cleaning their animal. 

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Here we are trying to show the habitats for 2 different animals. We are using question and answers to each item that may go into a bird habitat vs. a fish habitat, with the focus on them remembering how each item correlates with the words bird or fish. 

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The domain here is conversational. There are 2 children involved in this role playing exercise. One is the vet and asks/diagnose the patient, and the other is the patient with the sick animal. The patient must be descriptive in describing their pet's ailment. They use their markers or pens to circle the answers to each others' questions. This replicates them taking their sick pet to the vet, and the dynamics of how to come to a be able to converse with another person to achieve the same goal, which is to assist the pet back to health.

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This is the book we used for them to retell the story. 

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Our sensory bin for "Harry the Dirty Dog"

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Our sensory bin for "Harry the Dirty Dog"

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This is what we used to help the students recreate the story. We used plastic toy dogs in some hypoallergenic dirt to help recreate part of the story that talks about the dirty dog. We also have a tub where the students can recreate the cleaning of the dogs. We have some grooming products they can use to help recreate the part of the story where they are using these tools, such as the brush.

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We reread the story page by page, and have the students pretend they are part of the story with the plastic dogs, and cleaning products and grooming tools. This is where we play pretend, and also helping with their fine motor skills when using the grooming products.

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These are ways that we can show labeling of toys they play with for them to recognize what bin they should go in. We include pictures of examples of each type of toy, such as animals to help them connect the words to what it means. 

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An example of that words convey a message of meaning. These are examples of colors with the written out letters with pictures symbolizes things that are typically this color. 

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We are showing that recognizes that print of words conveys meaning. For example, the top chart shows the rules of the class along with a picture symbolizing the rules, and then the printed words showing them the rules. We hope to connect the written word to the image of the meaning of the words to them hearing the words.

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This is a reading center with some print enrichment sign. 

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Building and maintaining relationships with adults and peers/sense of belonging.

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Building and maintaining relationships with adults and peers/sense of belonging.

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Here we are trying to show them appropriate ways to interact with each other or with adults. We show an illustration of the interaction, show the words of the interaction below the drawing, and then will also role play with them to show how to build a connection through morning greetings.

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This is a reading center part of the classroom. This is where we read a story to all of the students. The book "Dot the Fire Dog" is shown and after we read the book, we give the students the ability to pretend that they are playing with fire trucks from the book. We also have a cut out of a dog where they can pretend they are retelling the story with the use of visual aids. They are encouraged to reexamine the book to try to replicate the words with the toys that are set up. We are trying to have use the benchmark of having them retell the story through play and pretend.

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This is where the children can find their names on the check-in board to help associate the letters of their names to the words of their name. 