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Vermilion Parish Schools

Unit 1:   ELA Reading Essentials

Prekindergarten Unit 1

 

Oral Language Development Activities

Goal: Answers questions posed by an adult

 

Question answering is a basic oral language skill.  Children answer questions in many ways, including nonverbal indications, and teachers can use their responses to model standard simple sentence formation.  This is accomplished by extending their responses.

 

Sample Activities

 

1. The teacher models the difference between a question and a statement, inviting the children to participate.  For example, the teacher says, “When do we go to the playground?  That’s a question.  Who has an answer?”  (Children are likely to produce one-word responses, like soon or now.) The teacher extends the children’s responses to model simple statement formation. For example, if the children respond “now” the teacher can extend their response to “Yes. We go to the playground now.  That is an answer to my question.”

 

2. The teacher poses questions about the children’s daily life experiences.  For example, the teacher asks, “Where do you sleep?” or “What do you eat for breakfast?” or “Do you have a pet?”  In addition to supporting the children’s responses through extensions, teachers will be able to develop word meanings. 

 

3. During and after storybook reading, the teacher poses specific questions related to the illustrations.  For example, the teacher might say,

  • Where is the _____?

  • Which one is _____?

If children produce nonverbal or one-word responses, the teacher extends them to complete sentences.

 

4. During and after storybook reading, the teacher poses specific questions related to the content of the story.  For example, the teacher might say,

  • What happened after ______?

  • Why did ______?

  • Who was _____?

If children produce nonverbal or one-word responses, the teacher extends them to complete sentences.

 

Storybook Reading Activities

Goal: Attend to storybooks read aloud

 

Sample Activities

 

1. The teacher chooses stories read aloud on tape or CD and listens to the stories with the children while displaying the illustrations.  The teacher guides response to the story after reading.  The same story should be used several times during the week.

 

2. The teacher chooses brief stories with clear illustrations, and reads them aloud repeatedly throughout the week, first in uninterrupted format, next with discussion after reading, next with discussion before and after reading, and finally with discussion before, during, and after reading.

 

3. The teacher chooses brief stories with clear illustrations, reads them aloud repeatedly, and introduces the children to the concepts of beginning, middle, and end.  The teacher first models a retelling using those terms, and then, after a subsequent reading, invites children to participate in a retelling organized in this fashion.

 

Phonological Awareness Instruction

Goal: Identify rhyming words

 

The activities below are oral; no print is used.  The teacher is saying or reading words to the children.  Pictures or manipulatives are important supports for oral rhyming activities.  Rhyming words are words that sound the same at the end; they are not necessarily spelled the same.  For example, bear and chair rhyme.

 

Sample Activities

 

1. The teacher says two words and asks children to produce a response (e.g., clap, stand up, touch their noses) if the words are the same. For example, the teacher might present these word pairs:  horse-cow; horse-horse; horse-pig; pig-horse; horse-horse.

 

2. The teacher tells the children that some words are not the same, but they sound the same at the end. These words rhyme.  The teacher shows children pictures in sets of three, with two words that rhyme and one that does not.  The children choose the pictures that rhyme.  For example, the teacher might present these sets of pictures: dog-frog-cat; house-mouse-pig; chair-bear-shoe.

 

3. The teacher reads aloud repeatedly a brief rhyming book or poem and then invites children to repeat the text.  After the children can repeat the text, the teacher invites them to identify the rhyming words.  If they cannot produce the rhyming words, the teacher selects pairs of words from the text and asks whether they rhyme or not.

 

Work With Letters

Goal:  Recognize first name

 

The children’s first name, printed by the teacher, is an important opportunity to develop meaningful introduction to the alphabet.  Preschool classrooms provide multiple opportunities to display children’s names.

 

Sample Activities

 

1. The teacher prepares a chart with each child’s picture and name.  The children show which names are theirs by identifying their picture.

 

2. The teacher labels a classroom area (e.g., coat hooks, cubby holes) with each child’s name.  The teacher shows each child where his or her name is displayed and then provides multiple opportunities for the children to identify their own name.

 

3. The teacher produces a list of the children’s names.  First, the teacher reads the list of names repeatedly to the children.  Then the teacher asks the children to respond when she points to their names.

 

Prekindergarten Unit 1 Assessment

 

The purpose of assessment in this unit is to plan further instruction.  This assessment can be completed during the course of regular instruction, with the teacher focusing on the responses of individual children, or it can be completed in an individual format, with the teacher interacting with each child individually.

 

Unit 1 Assessment

Oral Language Development:  Answers questions posed by an adult

Given a question about daily life,

  • The child answers with a nonverbal response.

  • The child answers with a one or two-word response.

  • The child answers with a simple sentence.

Given a question about illustrations in a book,

  • The child answers with a nonverbal response.

  • The child answers with a one or two-word response.

  • The child answers with a simple sentence.

Given a question about the content of a book,

  • The child answers with a nonverbal response.

  • The child answers with a one or two-word response.

  • The child answers with a simple sentence.

 

Storybook Reading Activities: Attends to storybooks read aloud

Given a story presented on tape or CD,

  • The child is inattentive.

  • The child is attentive.

  • The child is attentive and able to respond.

  • The child is attentive and able to respond to questions about the beginning, middle, and end.

Given a story read aloud by the teacher,

  • The child is inattentive.

  • The child is attentive.

  • The child is attentive and able to respond.

  • The child is attentive and able to respond to questions about the beginning, middle, and end.

 

Phonological Awareness Instruction:  Identify rhyming words

Given two words presented orally,

  • The child cannot tell whether the words are the same or different.

  • The child can tell whether the words are the same or different.

Given three pictures of common objects, two of which rhyme,

  • The child cannot tell which words rhyme.

  • The child can tell which words rhyme.

Given a short poem which has been memorized,

  • The child cannot identify rhyming words.

  • The child can identify rhyming words.

Work With Letters:  Recognize first name

Given a list of names and pictures,

  • The child cannot recognize his/her name.

  • The child can recognize his/her name.

In the classroom environment,

  • The child cannot recognize his/her name.

  • The child can recognize his/her name.

Given a list of names of children in the class,

  • The child cannot recognize his/her name.

  • The child can recognize his/her name.

Looking for a specific topic? Search our Vermilion sites below!

 

 

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