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We have breathing things we do ever day. Called the star.
(Susan Nantz)

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Asking for Help to Solve Problems

https://circleonline.uth.edu/pre-k/en/activity/social_emotional_regulatory/asking-for-help-to-solve-problems/
I.A.4. Child shows initiative in independent situations and persists in attempting to solve problems.,I.C.5. Child initiates problem-solving strategies and seeks adult help when necessary.

This is an activity that can be used at the beginning of the year and throughout as needed to address various problems & engages the children as problems are solved. I love this activity for the scope of skills it covers including language review, vocabulary enrichment, building confidence, problem solving and seeking out help when necessary.

~Kristina Ochoa

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To increase vocabulary in a 3 yr. Old classroom. This past year we used lots of vocabulary pictures to go with each letter of the alphabet. We would use these words in sentences, talk about how we could use this object, where could we find the object?  Is the object living or non living? I was amazed how much their vocabulary increased .
(Stephanie Cauthen)

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I chose III.B.1.
Child separates a
normally spoken four word sentence into
individual words.  I've done this activity with my students before.  I would differentiate by decreasing the amount of words in each sentence and speaking slower.  I would have the child say the sentence together with me slowly as we move the counters.  Also, if they understand syllables well, I can use that to explain how "he word dinosaur has 3 parts, but it is just one word.

https://circleonline.uth.edu/pre-k/en/activity/phonological_awareness/sentence-segmenting/

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I chose EKG VIII.A.1 and the activity of playing with oobleck. I have placed the mixture in a large container on a table in the past. Student enjoy seeing and feeling the effects of pressure in the oobleck. Getting messy also seems to be a bonus in this age group.

I can differentiate by having students find object within the oobleck for additional stimulation. For the children who find the substance too messy or gooey, I can put it in a zip lock bag so the they can still feel and play with oobleck.

Marie Slater

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Counting Transitions.   Dianna
Https://circleonline.uth.edu/pre-k/en/mathmatics/countingtransitions

Counting during transitions helps the children with behaviors and  Learning fun.  We could count the number iof students in line or how many are wearing blue or most anything.  In the past for our walk to the park and back we sang 1,2 Buckle My Shoe.  They seem to get into the rhyming.  It also is an easy introduction to rhyming.  In the beginning we would sing up to ten. But later we added more numbers and make up our own silly rhymes.
The activity Swat The Dot  could be done as a hands on fun game and could serve as an observation but  also as a way to help children with different learning types.  Scaffolding could be adding more numbers. Counting groups of items with more in them. Counting by 2s  counting backwards.

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IV.B.1. CLI activity is Response to End of Theme.
https://circleonline.uth.edu/pre-k/en/activity/written_expression/response-to-end-of-theme/
We differentiate by letting students write letters they know or giving students choices for print concepts.

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The CLI activity is called My Very Own Words. IV.A.2.
https://circleonline.uth.edu/pre-k/en/activity/written_expression/my-very-own-words/
We differenticate by ask the child to assist with the spelling using sounds or show the child a photograph of their word to give them an idea of what to draw.

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IV.A.1. The CLI activity is called Take-Home Writing Center.
https://circleonline.uth.edu/pre-k/en/activity/written_expression/take-home-writing-center/
I could differentiate by small groups, provide example lists, word lists, students names, and left handers materials. Spanish instructions.

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I.B.2.b. The CLI activity called Story Quilt. https://circleonline.uth.edu/pre-k/en/activity/written_expression/story-quilt/ I could differentiate by reduced choices or provide extra time during center time to complete drawing.

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Goal P-LIT 6. Child writes for a variety of purposes using increasingly sophisticated marks. Aligns with the CLI activity called Authentic Name Writing.
https://circleonline.uth.edu/pre-k/en/activity/written_expression/authentic-name-writing/
I could differentiate by providing name tags or ask higher ability students to write first and last name. Move on to phone numbers.

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I stumbled upon these awesome virtual timers the other day:
https://www.online-stopwatch.com/sensory-timers/

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III.B.7 Determine if 2 words have the same initial sound and give their answer using thumbs up or thumbs down.
You can use manipulatives or pictures.
To downward scaffold, say each word slowly emphasizing the first sound.
To upward scaffold, have students identify the first sound they hear.  They could also give another word that begins with the same sound.

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For those using Google and Chromebooks, here are a few tips that I found on accommodation central:
https://www.youtube.com/playlist?list=PLP7Bvyb3ap46yvUoQVHXDIEf3lc-P5_lV

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Don't have a G Suite for Education account? Check out the schools tab to learn how your administrator can sign up for our free suite of tools.

How do I teach remotely with video calls?

Set up your home for video calling

Find a location with a strong WiFi signal, plenty of natural light and a clear background.

How do I manage a virtual classroom?

How do I make lessons accessible to all?

How do I keep my students engaged?

How do I keep in touch with other teachers?

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Don't have a G Suite for Education account? Check out the schools tab to learn how your administrator can sign up for our free suite of tools. Set up your home for video calling Find a location with a strong WiFi signal, plenty of natural light and a clear background.

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Social, Emotional, and Regulatory Development (Mollie Morton) 

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Social, Emotional, and Regulatory Development (Mollie Morton) 

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I.B.2.a. Child begins to understand difference and connection between emotions/feelings and behaviors.

I will do this at the beginning of the year so that throughout the year I can refer back to this activity. When children are not getting along, I can ask how they made their friend feel and how it made them feel.
https://circleonline.uth.edu/pre-k/en/activity/social_emotional_regulatory/getting-along-with-friends/

I could differentiate by allowing students to use a mirror or look at their friends happy and sad faces. We could also make up a song to go along with their emotions.

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Brittany (Longoria) Hughes

III.B.8. Child blends onset (initial consonant or consonants) and rime (vowel to end) to form a familiar one syllable word with and without pictorial support.
https://circleonline.uth.edu/pre-k/en/activity/phonological_awareness/a-searching-we-will-go/

I'd differentiate by taking away the song to concentrate on the word.

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V.A.1. Child knows that objects, or parts of an object, can be counted.,V.A.3. Child counts 1– 10 items, with one count per item.,V.B.1. Child uses concrete objects, creates pictorial models and shares a verbal word problem for adding up to 5 objects.
https://circleonline.uth.edu/pre-k/en/activity/mathematics/addition-stories/

I could differentiate by printing out real images of foxes and act out the story using real images. I can even ask each student to hold each picture of the fox as we act it out . Therefore, they can create real images in their brain aside from representing it using counters.

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I.B.3.a. Child sustains attention to personally chosen or routine (teacher directed) tasks until completed.,III.A.1. Child engages in pre-reading and reading-related activities.,III.A.2. Child self-selects books and other written materials to engage in prereading behaviors.

This activity aligns from CLI, Reading to Stuffed Animals, https://circleonline.uth.edu/pre-/en/activity/print_knowledge/reading-to-stuffed-animals/

Differentiation: Use AT such as buttons, or big mac switches for students with communication issues, variety of book type material (such as big board, regular, non-tear pages) to help with fine motor issues, task analysis visuals for a child who may need help with remembering multiple steps.

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Relationship with others
We have a song that we sing every morning called This Is Our School Family.  It really helps them learn to interact the right way with each other.  As well as with we have some kiddos that don't like to be touched and they learn how to air high five or air hug.  It also is just a happy way to start off every morning.

I could differentiate by changing up the song to maybe 2 songs for the week that we use.

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I chose V.E.1. and VI.A.1. sorting objects by color and size. I like to do this with different manipulatives as well as with bear day and apple picking day.
https://circleonline.uth.edu/pre-k/en/activity/mathematics/color-and-size/
I could differentiate by giving more or less objects to sort.

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Calming the body https://circleonline.uth.edu/pre-k/en/activity/social_emotional_regulatory/calming-our-brains-and-bodies/
I would use visuals showing them  calming tech. And let them choose how to calm

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I chose PKG I.B.2.a Control Emotions
I will do the activity Big and Small Feelings with my kids.
https://circleonline.uth.edu/pre-k/en/activity/social_emotional_regulatory/big-and-small-feelings/
For the children who are already accomplished at handling emotions, I might have them explain what could have caused that emotion.  I also might have them thing of a different emotion that is not listed and what that looks like.
For the children who struggle with emotions or talking in the group I might either have them do it in a smaller group. I also my have them copy of friend's face. I could have a mirror so that they could see their own face and body as they act out the emotion. They could also mirror my face and body.

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I chose PKG I.B.1.c.. An activity that aligns is from CLI called Calming Our Brains and Bodies. https://circleonline.uth.edu/pre-k/en/activity/social_emotional_regulatory/calming-our-brains-and-bodies/
I could differentiate by providing extra time, provide two choices instead of 5, and use visuals.