Grable Language and Literacy Toolkit Template Rev 5

Megan Grable
ECED 303
October 22, 2019
ECED 303 Week 8 Language and Literacy Toolkit Template
Section 1 - Planning for Language Development
Age Range: Three to five-year-olds

Setting Type: Center-based -Head Start Program
Theme: Weather
Use the grid below to brainstorm the words that you will intentionally incorporate throughout the day. You may use words
that are also used in your Think, Show, Tell, Talk; Embedded Vocabulary Instruction; and Dialogic Reading Plans.
Day One Day Two Day Three Day Four Day Five
Important Sunny, blazing, Rainy, drizzling, Windy, blustery, Tepid, warm, Icy, frigid, frozen,
Words bright soggy, misty gusty temperate frosty
Opportunities Circle, outside playOutside play, Outside, circle time Outside play, Sensory table,
centers/free choice centers/free choice outside play
time time
Word Games If it’s sunny, have Fill water bottles Take pinwheels out Matching game Place ice in the
the children go with multiple on the playground where the kids will sensory table and
outside and trace nozzles with and blow on them, identify pictures of talk to the
around their colored water. As or weather different weather children about
shadows created the children spray permitting, let the conditions such as what the ice feels
from the sunshine. paper you can talk windy make them windy, rainy, like, using words
Talk about how the about what kind of move. Talk to the sunny, and like Icy, frigid,
sun is brilliant, spray is marking kids about the way snowing. frozen, frosty to
bright, shining. the paper, a drizzle wind makes them describe the ice.
or mist? Is it a move and the Talk about how
stream and make different words to snow and ice is
the paper soggy? describe wind. frozen water.
Adapted from Florida Department of Education, Office of Early Learning (n.d.) VPK Toolkit—Language and Vocabulary Folder. Retrieved on March 11,
2013, from http://www.flvpkonline.org/teachertoolkit/PDFFiles/s2/6LSHalfPage.pdf .
Section 2 - Using the Language Scaffolding Strategies
Use form below to provide an example of how you will integrate each strategy. Samples can be viewed at
http://www.flvpkonline.org/teachertoolkit/PDFFiles/s2/6LSHalfPage.pdf. Be sure to use appropriate vocabulary for the
setting.
Daily Activity refers to the schedule or structure of the day. When would be a great time or context to use this strategy?
Examples include meal times, transitions, interest area (self-selected activities), group time, etc.
Description/Example means to describe an example of how this strategy would be used. You can describe a specific
possibility that could occur.
Encourage Peer –to-Peer Support

Daily Activity outside time
Selected Vocabulary Umbrella, rain boots, rain jacket
Description/Example Have the children pair up and share an umbrella. They will need to talk with each other as they
take a nature walk, sharing the umbrella.
Promote Choice Making

Daily Activity Transition to outside
Selected Vocabulary Cold, hot, windy,
Description/Example By looking at the weather outside, the child will decide what is appropriate clothing to wear
depending on the type o weather, whether it is a rain jacket or a mittens. The teacher can help the
child put these items on or the child can choose to do it themselves.
Narrate Events
Daily Activity Transition and Outside walk
Selected Vocabulary Sunny, bright, rainy drizzly, cold, wet, rainy,
Description/Example While getting ready to go outside the teacher will narrate what the children are doing to get ready,
and talk about what kind of clothes they will need to wear for each weather condition.
Present Vocabulary with Pictures or Objects
Daily Activity Have weather chart up in the classroom with pictures of different weather conditions.
Selected Vocabulary Sunny, Windy, Rainy, Snowy
Description/Example Have the children identify what the weather conditions are outside and match them with the right
picture.
Use Specific Language

Daily Activity Nature walk
Selected Vocabulary Bright, drizzling, frozen
Description/Example While walking out to the playground and while out there the teacher will talk about the weather
for the children, telling them what the weather is and using other words to describe the weather
(ie, drizzling for raining, bright for sunny)
Create Silly Situations

Daily Activity Talk to the kids about going outside in different conditions wearing the wrong clothes for the
weather.
Selected Vocabulary Snowy, rainy, sunny, windy
Description/Example “Looks like snow outside, who brought their swimsuit to go swimming?”
Provide Opportunities Where Help is Needed

Daily Activity Transition to outside
Selected Vocabulary Jacket, rain boots, mittens, sunglasses
Description/Example Ask the children to put their own clothing items on. Be close by if they need assistance, but have
them ask for help and use the words for items they are putting on,
Model Desired Responses
Daily Activity Circle time
Selected Vocabulary Sunny, windy, rainy, snowy
Description/Example Ask the children what the weather looks like outside. Correct their responses if they do not use full
sentences.
Alter Routines
Daily Activity Circle time
Selected Vocabulary Sunny, rainy, windy, snowy
Description/Example Ask the children, what do we need to wear if it’s sunny? What do we need to wear if it’s cold?
Expand Child’s Response

Daily Activity Free choice/sensory play
Selected Vocabulary Sunny-bright, rainy-drizzling, windy-blustery, snowy, frozen
Description/Example Have ice in the sensory table, talk to the children about how when water is cold it is frozen. When it
is warm it melts. Talk about the different words to describe the weather conditions.
Section 3 - Think, Show, Tell, Talk
This strategy is designed to introduce new vocabulary to the children with whom you work. The words selected should be
related to your theme and fall into Tier 2 or 3 (as described in Schickedanz & Collins, 2013). Given that two other strategies
focus on using books for vocabulary development, for the purposes of this assignment, please select words that are not
addressed in your Book Embedded Vocabulary or Dialogic Reading Planning.
You will select one noun, one adjective and one verb related to your theme. Then complete the appropriate plan for each.
Think: What NOUN would be Meteorologist
important for children to know
and not likely part of their
current vocabulary.
Show A picture of the meteorologists on our local news, in front of their screens.
Tell This is a meteorologist. Say, meteorologists.
Talk Right, it’s a meteorologist. A meteorologist tells us about the weather in our area.
Talk more I was watching the news this morning, and the meteorologist says that it will be windy and
rainy today, so let’s make sure we wear our rain jackets when we go outside.
Think: What ADJECTIVE would Chilly

be important for children to
know and not likely part of
their current vocabulary.
Show Show pictures of snow and ice, as well as items that a person would wear if it was cold
Tell This is the playground that is chilly. Say chilly.
Talk Right, it’s a chilly day. Chilly is the name for when it feels cold.
Talk more The playground was chilly with the wind. I’m going to put my coat on because I’m chilly. The
slide is chilly on my legs.
Think: What VERB would be melt

important for children to know
and not likely part of their
current vocabulary.
Show Place ice cubes in the sensory table and show how they melt throughout the day.
Tell Watch while the ice is melting. Say melting is the name for when ice becomes liquid and turns
into water.
Talk Right, I’m melting the ice. Melt is another word for when the ice turns.
Talk more Use this space to describe how you will use the verb throughout the day encouraging the
children to act out the verb.
Section 4 - Using Book Embedded Vocabulary Instruction
To demonstrate your understanding of this instructional strategy, you will complete the planning for three (3) books
appropriate for your selected theme and age range. At least one of the books must be an informational text. Follow the
guidelines for selecting literature and target words in Schickedanz & Collins (2013) and the Write Definitions document from
the module you completed. It is located at http://www.flvpkonline.org/teachertoolkit/PDFFiles/s4/5DRWriteDefinitions.pdf .
Book Selected Miller, G. R. (2002). Pacific Northwest Weather. Portland, OR: Frank Amato Publications.
Selected Word Page in book Child-friendly definitions using synonyms and words that the children
with realistic understand
picture
1. Condensation 52 The process where the air turns from a gas to a liquid; like rain or snow
2. Cumulus cloud 58 A cumulus cloud is a puffy cloud found in the sky
3. Thunder 89 The sound the air makes when lightening is being created in the air.
4. Airstreams 69 An air stream is a direction that air travels
5. Hailstones 97 Water droplets that freeze in the cloud and come down as ice balls
6. Dust devil 98 A small whirlwind made up of dirt and wind.
7. Fahrenheit 14 The way we measure the temperature of how hot or cold something is in the USA
8. Flooding 117 The rise of water above where it should be in a river or lake
9. Stratus cloud 128 A low grey cloud that covers the sky
10. volcano 140 a mountain that has a crack in it, that lava and hot air comes out of it.
Book Selected Petelinsek, K. (2007). Talking Hands Weather; Il Tiempo. Chanhassen, MN: The Children's World.
with realistic understand
picture
1. weather 3 How the air feels around us outside
2. temperature 4 The way we measure how hot or cold something is.
3. hurricane 13 A big storm with strong wind and rain, typically in southeast states in the USA
4. lightning 6 An electric discharge in the air during a storm between a cloud and the ground.
5. tornado 12 A spinning column of air and debris between the ground and a cloud.
6. hot 16 Having a high temperature. When something burns
7. wind 9 The movement of air
8. sunny 19 Bright with sunshine
9. ice 11 Frozen water
10 sky 14 The area above us outside that we can see.
Book Selected Lock, D. (Ed.). (2015). DK Readers; Weather. New York, NY: Penguin Random House.
(Please use APA
format for the
information)
with a understand
realistic
picture
1. sun 6 The large star in our solar system that keeps the earth warm. We go around this star
2. clouds 10 Water droplets in the air that form in the sky.
3. fog 12 Water droplets in the air that form a cloud close to the ground
4. rain 14 Water droplets that fall to earth.
5. storm 18 When there is a lot of rain, wind, thunder, and lightning.
6. gale 22 A strong wind storm with a very powerful wind that can knock things over.
7. snow 24 When the air freezes water droplets that fall from clouds
8. rainbow 28 When water droplets in the air shine through a sunbeam.
Section 5 - Dialogic Reading
Use the guidelines in the VPK Toolkit to select a book with which to use dialogic reading. Use the template below to illustrate
your plan. At the conclusion of the five-day plan, complete the chart illustrating the connections between dialogic reading
strategy elements and specific CA Preschool Learning Foundations or Common Core State Standards.
Book Selected (Use APA Format):

Bauer, M. D., & Donohue, D. (2005). If Frogs made Weather. New York: Holiday House.
DAY ONE
Day One Reminders
● Introduce title, author and illustrator
● Read the book verbatim
Target Words Page Numbers
pelt 20
robins 8
fog 5
tight 9
lightning 13
swirling 17
EXAMPLE QUESTIONS
Do you like to be tucked in tight or loose?
Have you ever seen lightning?
Who lives in trees?
What is the weasel doing?
Can you touch the fog?
Have you ever seen snow?
DAY TWO
Day Two Reminders
● Ask “wh” questions.
● Follow answers with questions about shape, color, and function
Drip 4
mist 5
melting 8
warm 9
buzz 11
pile 20
EXAMPLE QUESTIONS
What happens to snow when it gets warm?
How does the sun feel?
What sound does a fly make?
What color is the snow?
What sound does rain make?
What color is the mist?
DAY THREE
Day 3 Reminders
● Ask “wh” questions
● Follow answers with questions about shape, color, and function
pond 4
pounce 6
wiggling 8
stretch 9
blow 17
damp 23
EXAMPLE QUESTIONS
What other animals wiggle?
What body parts can you stretch?
Where does wind come from?
What do leaves feel like?
What is the weasel doing?
What lives in a pond?
DAY FOUR
Day 4 Reminders
● Ask “open-ended questions
● Add expansions of 1-2 words to child’s answer and have him repeat
budding 8
spy 9
sizzle 13
sink 15
sting 20
footprints 23
EXAMPLE QUESTIONS
What grows on trees?
What do you see when you look outside?
How does lightning make you feel?
Where does the sun go at the end of the day?
What does snow feel like?
Where have you left footprints?
DAY FIVE
Day 5 Reminders
● Use only after Day 2 and 3
● Ask recall questions that focus on story events, characters, plot or sequence
drift 17
snap 13
hum 15
frost 19
Polar Bear 20
snuggle 25
EXAMPLE QUESTIONS
Where do owls live?
What did the turtle do when there was lightning?
What sound does the mosquito make?
What kind of sky do the geese fly in?
Who lives in the snow?
Who does the child sit with?
Dialogic Reading Connections:

Dialogic Reading CA Preschool Learning Foundations or Standards supported
Reminder (List the foundations or standards specific to the age range you selected)
Introduce title, author Reading
& illustrator 1.0 Concepts about Print
1.1 Begins to display appropriate book handling behaviors
and beginning to recognize print conventions
1.2. Recognize print as something that can be read
Read the book Reading
verbatim 5.0 Literacy Interest and Response
5.1 Demonstrate enjoyment of literacy and literacy-related
activities
Ask “wh” questions Listening and Speaking
1.0 Language Use and Conventions
1.4 Use language to construct short narratives that are real or fictional
Ask questions about 2.0 Vocabulary
shape, color, and Understand and use both simple and complex words
function that describe the relations between objects.
Ask open-ended 3.0 Grammar
questions Children develop age-appropriate grammar.
3.1 Understand and use increasingly complex and longer sentences,
including sentences that combine two to three phrases
or three to four concepts to communicate ideas.
Expand the child’s 2.0 Vocabulary
responses by 1-2 words Children develop age-appropriate vocabulary.
2.1 Understand and use an increasing variety and specificity of accepted words
for objects, actions, and attributes encountered in
both real and symbolic contexts.
Ask recall questions
focused on story 3.0 Grammar:
events, characters, plot 3.2 Understand and typically use age-appropriate grammar, including accepted word forms, such as subject-verb
or sequence agreement, progressive tense, regular plurals, pronouns, and possessives
4.1 Child demonstrates knowledge of main characters or events in a
a familiar story, through answering questions retelling,
reenacting, or creating artwork.
Section 6 - Innovative Planning
Overview of the Theme and Strategy It Looked Like Spilt Milk: Read the book It Looked like Spilt Milk to the kids,
Name of theme and strategy, why it was chosen, how it take them for a walk on a partially cloudy day and ask them to notice the shapes of
is relevant to children and a description of the activities the clouds. Later the children will make their own cloud pictures in class,
or projects for the week. recreating what they saw.
Target Age Range and Group Size 3-5-year-olds, 10 children
the age range of the children
Learning Foundations – 1.
● List one or two (not more) Foundations or Domain: Language and Literacy
Standards you are planning to address during the Strand: Reading
lesson. (One Language and Literacy, and one Substrand: 4.0 Comprehension and Analysis of age Appropriate Text
Foundation: 4.1 (48 months) Children demonstrate understanding of an age-
from another domain.)
appropriate text read aloud. (CDE, 2008, p. 68)
● List the domain, strand, sub-strand and
foundation from the California Preschool Learning
Foundations, Vol 1, Vol 2, or Vol 3, (CDE, 2008, 2.
2010, 2012) or from the California Infant/Toddler Domain: English Language Development
Learning and Development Foundations (CDE, 2009) Strand: Speaking
Substrand: 3.0 Children use language to create oral narratives about their
● For K and above, use the Common Core
personal experiences.* Focus: Narrative development
Standards Foundation: 3.1 Begin to use English to talk about personal experiences; may
complete narrative in the home language while using some English (i.e. Code-
switching) (CDE, 2008, p. 122)
Objectives– Objective 1. Children will understand the story about a cloud and make
State two objectives in terms of what the children will connections to the story while looking at real clouds outside as well as creating
learn in measurable terms. Objectives should be aligned their own clouds similar to the ones in the story.
and connected to chosen foundations or standards
For example:
The children will identify the characters in the story.
The child will retell the story in sequence. Objective 2. Communicate what they are seeing in a narrative form using as
complete sentences as possible, using both English and their home language
Assessment – How will you know whether the children Assessment of Objective 1: The children will be able to describe what they see in
have learned the objectives you set out to achieve and the clouds, and to create their own cloud using dark paper and white paint. Using
whether they are moving toward the foundations or Teaching Strategies Gold, you can look where the child is scoring on the following
standards? dimensions.
Describe in specific detail, how you will assess the  17a Uses and appreciates books and other text
children’s progression towards your stated objectives for  18a Interacts during reading experiences, book conversations, and text
the week. For example, while retelling the story with reflection
puppets, the child will use the character names and retell  18c Retells stories and recounts details from informational texts
the story in sequence.
 9a Uses an expanding expressive vocabulary
Also, describe how you will make further plans based on  9d Tells about another time or place
the outcomes of these assessments.  8b Follows directions
 9b Speaks clearly
 7a Uses fingers and hands
 7b Uses writing and drawing tools
 33 Explores the visual arts
Assessment of Objective 2: They will use as many words in a sentence as they

are able, communicating what they see in the sky.
 9a Uses an expanding expressive vocabulary

 9d Tells about another time or place
 8b Follows directions
 9b Speaks clearly
 38 Demonstrates progress in speaking English
 37 Demonstrates progress in listening to and understanding English
Strategies and Interactions – The California Preschool Domain: Language and Literacy Development
Curriculum Frameworks Vol. 1, Vol. 2, Vol. 3 (CDE, 2010, Strand: Reading
2011, 2013) and the California Infant/Toddler Curriculum Substrand: 4.0 Comprehension and Analysis of Age Appropriate Text
Frameworks (CDE, 2012) list teaching strategies and Strategy: Discuss a story after reading it
interactions within each Sub Strand section. Include at
least two strategies from the appropriate age range and Implementation: After sharing the story during circle time, the teacher will
appropriate domains. (They should align with your continue to discuss it with the class as they move on to the next part of the
chosen foundations, above.) activity, keeping the focus on clouds.
Domain: Language and Literacy Development

Strand: Listening and Speaking
VPK Section: Encourage Peer-to-Peer Conversations
Substrand: Language Use and Conventions
Strategy: Build on Preschool children’s own experiences.
Implementation: Using what the children already know of common items,
they can look at clouds and try and find additional representation in their
shapes.
Materials Needed – a list of all materials needed to do Materials List
the activity, (and where to obtain them if they are 1. It Looked Like Spilt Milk by
unusual.) Write this in a numbered list format. 2. Dark color paper
3. White paint
4. Paintbrushes
Strategies for working with Dual Language Learners

Refer to the Preschool English Learners (CDE, 2009)
Choose 2 different stages (e.g., home language, and
telegraphic/formulaic) and one strategy for each.
Preparation/Set-up: Briefly describe what materials will Preparation/Set-Up paint will already be filled in containers, with paintbrushes.
need to be ready, where and how they will be set up. A clean area for the art to dry. A clean table for art to be conducted.
Lesson Procedures Anticipatory Set

1. Anticipatory Set – how you will introduce and During scheduled circle time, introduce the book. After reading the book, explain
engage the children in the activity. that the class will go on a walk looking for different shapes in the clouds outside
and when they return to the class they will have the chance to create their own
2. A step-by-step description of how to execute all
cloud painting.
the procedures that are part of your activity, how to
interact with the children during the activity, and any
instructions for ending the activity. Be sure to include
what the teacher does and what the teacher does. Write
this in a numbered format.
Assessment – How will you know whether the children Step by Step Description
have learned the objectives you set out (#4 and #5) and
whether they are moving toward the foundations? 1. Have the children sit down at circle and read the book It Looked Like Spilt Milk
to them.
Describe in specific detail, how you will assess the
children’s progression towards your stated objectives for 2. Take the children on a walk and ask them what they see in the clouds, allow for
the week. For example, while retelling the story with the children to make their own observations of what they see
puppets, the child will use the character names and retell
the story in sequence. 3. In small group time, provide the dark paper and white paint and ask the
children to paint the clouds that they saw on their walk.
Literature – 1. In library-Carle, E. (2001). Little Cloud by Eric Carle. London: Puffin Books.
In order to practice integrating literature into all areas of
the room, choose at least two children’s books to include 2. In the dramatic play/kitchen area- Barrett, J., & Barrett, R. (2018). Cloudy
in one interest area. Explain where the books will be. with a chance of meatballs. Fairfax, VA: Library Ideas, LLC.
Write the book references in APA format.
Strategies for working with Dual Language 1. Have a list of words from the story that you can say in both English and
Learners Spanish. Cloud-La Nube, ice cream-el helado, etc.
Refer to the Preschool English Learners (CDE, 2009)
Choose 2 different stages (e.g., home language, and 2.
telegraphic/formulaic) and one strategy for each.
Accommodations For the child with cerebral palsy who needs support using fine motor materials,
Include at least one accommodation for a child with using a chunky handled paintbrush that is easier for her grip as she paints her
exceptional needs. Include the child’s identified needs cloud. Taping down the edges of the paper so it does not move around.
and accommodation. Remember that the
accommodation should make a given lesson or activity
accessible to the child.
Family Engagement/Cultural Integration – 1. Ask parents to take their children on a nature walk, and have a
Give two suggestions on how you would extend your conversation about cloud and shapes at home.
theme to the home and integrate the families’
backgrounds and cultures. (Tip: Family engagement
2. Send home copies of the book in the family’s home language to extend the
strategies are listed in each subsection of the sub-strand
section of California Preschool Curriculum Frameworks, learning.
Volumes 1, 2, and 3)
Be very specific, thoughtful and detailed. Try to truly

engage the families in your work for the week.

Grable Language and Literacy Toolkit Template Rev 5

Transféré par

Informations du document

Titre original

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Grable Language and Literacy Toolkit Template Rev 5

Transféré par

Droits d'auteur :

Formats disponibles

Megan Grable

Section 1 - Planning for Language Development

Age Range: Three to five-year-olds

Encourage Peer –to-Peer Support

Promote Choice Making

Use Specific Language

Create Silly Situations

Provide Opportunities Where Help is Needed

Expand Child’s Response

Section 3 - Think, Show, Tell, Talk

Think: What ADJECTIVE would Chilly

Think: What VERB would be melt

Book Selected (Use APA Format):

Dialogic Reading Connections:

Assessment of Objective 2: They will use as many words in a sentence as they

 9a Uses an expanding expressive vocabulary

Domain: Language and Literacy Development

Strategies for working with Dual Language Learners

Lesson Procedures Anticipatory Set

Be very specific, thoughtful and detailed. Try to truly

Vous aimerez peut-être aussi