Pre-K Teachers Guide Book 1 Sample by Learning Without Tears

Introduction to the Curriculum

Sample

GSS_PreK_TG_Cover_Book1_1.6.20.indd 1

1/6/2020 11:48:44 AM

How can  access the digital and online resources mentioned in this teacher’s guide? PreKTT: The Pre-K nteractive Teaching Tool™ PreKTT is our digital teaching platform for managing and presenting Get Set for School lessons with a variety of multimedia assets.

me n a c S

To activate your license or register for a trial, visit prekitt.LWTears.com/ext/TGPKGSS/2021 or scan the QR code.

For additional Learning Without Tears™ offerings, access myLWTears.com, a centralized location on our website that houses all digital products and resources for easy access, exploration, and discovery!

Sample Version of: Get Set for School Pre-K Teacher's Guide

GSS_PreK_TG_Cover_Book1_1.6.20.indd 2

1/6/2020 11:48:44 AM

Sample Version of: Get Set for School Pre-K Teacher's Guide

Introduction Welcome

Welcome to Get Set for School®! Our Pre-K curriculum was created for you and your Pre-K children. The curriculum suits a wide range of children and adapts to their changing needs as they grow. It acknowledges what all great educators know and research supports: that learning needs to be joyful, child friendly, and active. We believe in meeting children where they are and giving them the experiences that will enable them to blossom. We build skills in delightful ways, but also carefully, deliberately, and one step at a time. We analyzed the skills that children need for kindergarten, and then planned a curriculum that builds those skills developmentally—through play, music, activities, and hands-on materials. This Pre-K teacher’s guide will help you select just the right tools and teaching strategies. We created activities so that children of different ability levels may participate successfully. We know that you want children to have a positive, play-filled early school experience as they prepare for kindergarten. We support Pre-K teachers because children need teachers who model, sing, and teach the skills and habits necessary for school. We believe you’ll enjoy using our program to help children develop important foundation skills. Get Set for School is an award-winning curriculum, but it needs you to bring it to life. You choose the activities and set the pace that’s just right for your children. We hope you’ll take advantage of this guide, our professional development workshops, and our free online resources. We are delighted to share this curriculum with you.

Sample Version of:

Get Set for School Pre-K Teacher’s Guide: Introduction

Meet the Team

Authors: Jan Z. Olsen, OTR Emily F. Knapton, M.Ed., OTR/L

Get Set for School Pre-K Teacher’s Guide: Introduction Sample Version

Contributors

Curriculum Designers: Allison Anderson, M.A. Ed.

Elizabeth DeWitt, Ed.D

Christina Bretz, OTR/L

Tania Ferrandino, OTR/L

Content Advisors: Suzanne Belahmira

Carolyn Satoh

Paula Heinricher, OTR/L

Robert Walnock

Kate McGill

Cheryl Lundy Warfield

Adina Rosenthal Illustrators: Jan Z. Olsen, OTR

Julie Koborg

Program Reviewers: Abigail Baxter, Ph.D., Professor of Special Education, Department of Leadership and Teacher Education, University of South Alabama Vanessa Brown, B.A., M.Ed., Retired Assistant Principal and ELA Coordinator, Currently Supporting Student and First-Year Teachers at Texas State University and Texas Teachers of Tomorrow Shannon Cannon, Ph.D., Transitional Kindergarten Teacher, California

Sample Version of:

Gwen Lacy, Retired Pre-K Supervisor, Beaumont ISD, Texas Schronda McKnight-Burns, M.Ed., Assistant Director of Early Childhood Education for Bryan ISD, Texas Shelly Odell, M.ED, Corporate Partner, AppleTree & Gilden Woods Early Care and Preschool, Michigan Lanor Payne, Ph.D., Director of Early Childhood, Missouri Tammy Wall, Retired Manager of Elementary Teacher Development, Houston ISD, Texas

Get Set for School Pre-K Teacher’s Guide: Introduction

Volume Descriptions & Themes Volume 1: Introduction to the Curriculum

Volume 1: Introduction to the Curriculum introduces the philosophies and principals behind the Get Set for School Pre-K program, a research-based approach that addresses different learning styles in a developmental progression, building on what children already know using friendly teaching methods. Volume 1 includes: • I nstruction pacing guide for half day preschools, 3-day preschools, or preschools with less than 36 weeks in their school year • Classroom setup instructions • Classroom management tips for educators • Statements of correlation • Scope & Sequence of instruction •M ultisensory activities for whole class instruction and small group centers •E ducator resources, including school-to-home connections, book connections, Pre-K Assessments, and letter and number formation charts

Volume 2: Multisensory Lessons and Hands-On Learning

Volume 2: Multisensory Lessons with Hands-On Learning includes 36 weeks of daily multisensory lessons with hands-on learning. Each day has activities from four of the learning areas that cover a variety of skills with purposeful, hands-on learning. The lesson plans progress developmentally and were designed for easy to follow implementation. Suggestions for modifying or simplifying the activity are included in each lesson plan as well as ways to extend learning by adding complexity or variety. The content themes are: • Unit 1: Get Set for School • Unit 2: My Body • Unit 3: Community & Play • Unit 4: Earth • Unit 5: Machines • Unit 6: Animals

• Research and references

Multisensory Lessons with Hands-On Learning

Introduction to the Curriculum

Get Set for School Pre-K Teacher’s Guide: Introduction Sample Version

Table of Contents 1 - Introduction/Welcome Welcome............................................................................................................................................... 1 Getting to Know Get Set for School®.....................................................................................................6–7 Get Set for School Learning Areas.........................................................................................................8–9 Getting Acquainted with Language & Literacy....................................................................................10–13 Getting Acquainted with Readiness & Writing....................................................................................14–19 Getting Acquainted with Numbers & Math........................................................................................20–23 Getting Acquainted with Oral Language Development........................................................................24–25 Getting Acquainted with Science & Social Studies..............................................................................26–27 Development Stages........................................................................................................................28–31 Classroom Setup................................................................................................................................... 32 Classroom Management Tips................................................................................................................. 33 Digital Educator Teaching Tools.........................................................................................................34–37

39 - Multisensory Activities & Centers Multisensory Instruction: Teacher-Led Centers........................................................................................... 40 Multisensory Instruction: Child-Led Centers.............................................................................................. 41 Book Centers and Connections..........................................................................................................42–43 Language & Literacy Multisensory Activities........................................................................................44–53 Readiness & Writing Multisensory Activities.......................................................................................54–81 Numbers & Math Multisensory Activities............................................................................................82–90

93 - Resources School-to-Home Connections.................................................................................................................. 94 Pre-K Assessments................................................................................................................................. 95 Statements of Correlation...................................................................................................................... 96 Book Connections..........................................................................................................................97–101 Books All Year.............................................................................................................................102–105 Wood Piece Capital Letter Chart.......................................................................................................... 106 Capital Letter Formation Chart............................................................................................................ 107 Lowercase Letter Formation Chart.................................................................................................108–109 Number Stories.................................................................................................................................. 110 Number Formations Chart................................................................................................................... 111 Scope & Sequence, Unit 1: Get Set for School................................................................................112–115 Scope & Sequence, Unit 2: My Body.............................................................................................116–119 Scope & Sequence, Unit 3: Community & Play................................................................................120–123 Scope & Sequence, Unit 4: Earth..................................................................................................124–127 Scope & Sequence, Unit 5: Machines............................................................................................128–131 Scope & Sequence, Unit 6: Animals...............................................................................................132–135 Example Schedule and Alternate Pacing................................................................................................ 136 References..................................................................................................................................137–146 © 2021 Learning Without Tears

Sample Version of:

Get Set for School Pre-K Teacher’s Guide: Introduction

Getting to Know Get Set for School® Get Set for School Pre-K Philosophies and Principles

We took our years of experience and the most relevant research about how children learn best to develop this award-winning curriculum for school readiness. Different and Better We understand that preschoolers learn through movement and participation. They need explicit, modeled instruction. They also need playful learning opportunities to explore and internalize new ideas. Our playful approach is at the heart of our success because young children are not ready to sit still and focus for long periods of time. They learn best when they move, manipulate objects, build, sing, draw, and participate in dramatic play. Preschoolers also need instruction tailored to their different styles of learning. You need tools to meet these needs. Our unique Pre-K programs make teaching easy and rewarding for you with: •A research-based approach that addresses different learning styles

experiences. The materials throughout the learning space affect how children feel, what they do, and how they learn. Our products invite discovery and independent thinking. Able – We deliberately build familiarity and competency with the music that we play, the words that we use, and the way we use materials to teach lessons. Our materials and lessons are flexible so you can teach in a developmental sequence from simpler to more complex. Social – Pre-K is social and challenging. We use music and hands-on materials to encourage inclusive participation and the development of social, physical, language, math, and early readiness skills. We read, draw, sing, build, and dance with children, enticing them to join us on a learning adventure. Our materials also encourage family involvement to continue learning at home. Many activities have take-home components to encourage children to form connections between learning in school and home situations.

•D evelopmental progression that builds on what children already know • Friendly voice that connects with children •M ultisensory lessons that break difficult concepts into simple tasks •H ands-on materials that make children want to learn. What and How We Teach Pre-K is a time of rapid growth and development. It is a time of preparation for kindergarten and for future success in school and in life. To achieve, children need to be eager, able, and social in their own learning. Eager – Children learn naturally through everyday experiences with people, places, and things. They are born imitators and scientists who thrive on active, hands-on interaction with the physical world. They learn through play and physical and sensory

Get Set for School Pre-K Teacher’s Guide: Introduction Sample Version

A Developmental Curriculum Pre-K children will enter your classroom with different and continually evolving abilities. They will not all be developmentally ready to learn the same skills at the same time. To meet the needs of Pre-K children, a curriculum must be accessible at all points within the wide spectrum of needs and skills. It should invite participation, build a base of understanding, and challenge children’s thinking. You need support to meet all your children where they are as they develop throughout the year. Get Set for School teaches in developmental order by starting at a level that does not assume prior knowledge or competency. We enable children to excel by respecting their present level of development and building from there. There are certain skills that children need to learn explicitly. We teach them how to read, write, and count. We help them to recognize, name, and write letters and numbers. We teach them how to listen for and say sounds. We also teach them important social skills.

Sample Version of:

Supporting Families Families are a child’s first and most important teachers. Our materials encourage family involvement to continue learning activities at home. Our lessons sometimes ask families to lend items from home to personalize activities. Many of our activities have take-home components to encourage children to form connections between home and school. Some of our materials are also designed to be taken home and shared with families as children practice skills learned in school, show their families what they are learning, and ask for their help and participation. Get Set for School makes a seamless transition between home and school. We recognize that preschool is often a child’s first experience away from home. Our activities encourage children to share family experiences and see how those become part of learning in school. Our curriculum also acknowledges and celebrates cultural differences.

Get Set for School Pre-K Teacher’s Guide: Introduction

Get Set for School Learning Areas Get Set for School is a curriculum that prepares young learners for school with the following learning areas: Language & Literacy, Readiness & Writing, Numbers & Math, and Oral Language, Science, and Social Studies. Social Studies. Engage children with the following strategies: •C reative lessons that enable children of different abilities to achieve • Child friendly language and activities •D evelopmentally based teaching that works at every level •H ands-on approach that promotes active participation.

Language & Literacy

We use dramatic play, singing, finger plays, manipulatives, and movement to teach children to rhyme, clap syllables, make and break compound words, and identify sounds. We expose children to rich literature to foster a love of reading, learn how books work, and build vocabulary.

Readiness & Writing

The writing component is based on more than 25 years of success with Handwriting Without Tears®. Writing requires many skills that are essential for school: physical, language, cognitive, social, and perceptual. Within this learning area, you will discover music, movement, and multisensory manipulatives to teach all the core readiness skills including crayon grip, letter and number recognition, number, capital, and lowercase letter formation.

Get Set for School Pre-K Teacher’s Guide: Introduction Sample Version

Numbers & Math

We use manipulatives, music, and rhymes to teach counting, comparisons, spatial awareness, patterning, sequencing, matching, sorting, problem solving, and even geometry skills. Lessons give children time to play with real objects and test their ideas so that math becomes real and meaningful. Children also develop oral language skills that help them learn about and express math concepts.

Science & Social Studies

Within the teacher’s guide, you will find activities to spark the imagination of your young explores as they learn about the world around them. Science and Social Studies lessons cover community, basic geography, self-care, plants, animals, and caring for the environment.

Oral Language

Oral language is a key component of literacy. Children begin to learn language from birth and need explicit instruction to learn how to effectively listen and express themselves. Using Word Time™, children will learn to use new words and develop oral language and vocabulary skills through social interaction, listening, retelling, answering questions, and narrating stories. Children learn to understand and use language to express their feelings, thoughts, and observations.

Sample Version of:

Get Set for School Pre-K Teacher’s Guide: Introduction

Getting Acquainted with Language & Literacy The Language & Literacy Domains

Research tells us that preschoolers should develop understanding in five literacy domains or skill areas. These learning skills are also called benchmarks. These skills encompass emergent literacy. Emergent literacy as well as emergent writing are included in the We’re Learning sections within each activity. The complete list of learning skills can be found in the Resource section of this teacher’s guide. The learning skills within each domain are organized in developmental order—from the easiest to the more challenging. There are also activities to support English language learners and children who need more help with each lesson. Through play and explicit instruction, children develop early literacy skills in these five domains: 1. Phonological Awareness

Phonological Awareness Phonological awareness is the ability to hear and manipulate parts of spoken language. As children develop, they begin to make sense of the different sounds and words they hear. Research shows that phonological awareness is a critical early literacy skill and impacts later reading success. All children can benefit from phonological awareness instruction whether they are learning a skill for the first time or practicing a skill they may already understand. Alphabet Knowledge Alphabet knowledge is the ability to name the letters of the alphabet and recognize letters in print. Alphabet recognition is one of the most accurate predictors of early reading success (Johnston 2004). Our activities address the broad range of alphabet experiences and knowledge in your classroom.

2. Alphabet Knowledge 3. Concepts About Print 4. Comprehension 5. Writing.

Get Set for School Pre-K Teacher’s Guide: Introduction Sample Version

Concepts About Print Concepts About Print is learning how books work. This includes: 1) the parts of a book – front, back, spine, title, author and illustrator, 2) how to hold a book right-side up, 3) how to turn pages from front to back, and 4) how to read from top to bottom and left to right. Children’s knowledge of these concepts when they enter kindergarten is a major factor in determining their literacy level (Nichols, Rupley, Rickleman, & Algozzine 2004).

Writing When you think about writing in Pre-K, you probably don’t think of story creation and sentence writing. But young children enjoy creating stories and seeing their words become print. You are the scribe, and the children are the authors. Pre-K is a time for seeing how spoken words are written. It’s also a time for both play writing and beginning writing instruction.

Comprehension Comprehension is grasping the meaning of what is spoken or read. Pre-K children try to make meaning from what they hear, see, and experience. They make meaning from stories that are read to them, through self-directed play, and through dramatic play.

Sample Version of:

Get Set for School Pre-K Teacher’s Guide: Introduction

Getting Acquainted with Language & and Literacy Literacy Hands-On Products

These hands-on literacy products will help make your instruction lively and fun for children. This is just a preview of each product. You can find an in-depth overview of each product on LWTears.com. ™

™

1/13/11 3:15 PM

Cards

ABC

Cards

ABC

ABC_Touch-Fl

ip_Animals.indd

9/12/18

3:16 PM

ABC_To

3:16 PM

uch-Flip

_Anima

ls.indd

Includes 2 alphabet decks: 1 tactil e puzzle deck with 27 pictu re cards, 1 deck with 26 capital and lower case nimals.indd

ABC_Touch-Flip_A

ABC_Touch-Flip_Animals.indd

9/12/18 3:16 PM

9/12/18

3:16

ABC_Touch-Flip_Animals.

indd 20

sit

letter cards 9/12/18 3:16 PM

Cards

stand

Cards

BY out

® ®

stand

sit

in many

out few

empty

full

My Book.indd 1

12/27/10 3:32 PM

many

few

empty wet

wet

many

wet

few

dry

real

pretend

empty

real

full stand

sit

out

pretend many

wet

pretend

out

sit

stand

dry

full dry

few

dry

empty

real

full

pretend

Get Set for School Pre-K Teacher’s Guide: Introduction Sample Version

Cards

1/13/11 3:15 PMIsabel's Birthday Story Cards.indd 5

® 1/13/11 3:15 PM Isabel's Birthday Story Cards.indd 3

Cards

Isabel's Birthday Story Cards.indd 1

1 – Sound Around Box™ The Sound Around Box holds many surprises and gives you easy ways to teach letters, rhyming, syllables, listening, cooperation, and more. The Sound Around Box is used to build letters with Magnetic Pieces for Capital Letters or to identify the first letter in a child’s name. Filling the box with familiar items can help to teach the beginning sound of the item’s name. The Picture Tiles can be used to match words than rhyme and used to teach rhyming words, compound words, and syllables. 2 – Line It Up™ Line It Up invites children to tell stories, color pictures, and explore letters. The Story Cards use three pictures to teach the beginning, middle, and end of five different stories. The Letter and Coloring Card activities encourage children to discuss their ideas, build vocabulary, and practice important comprehension and phonological awareness skills.

5 – Mat Man Book Series The Mat Man book series is a delightful way to teach language and readiness skills. We want children to understand what they read (and what is read to them). It also introduces children to a broader world of discovery. 6 – My Book My Book is a child’s personal storybook and a special way to explore the wonders of books and words. Children draw themselves in pictures and share their own experiences about people, places, and things. As they work through My Book, children learn concepts about print, develop oral language, and build vocabulary. What better way to learn about books than by writing and reading about yourself?

3 – A-B-C Touch & Flip® Cards A-B-C Touch & Flip Cards provide a multisensory letter learning experience. Double-sided cards feature tactile letters and a puzzle to teach letter recognition, alphabet sequencing, and capital/ lowercase matching. The flip feature helps children check their work. 4 – Sing, Sound & Count With Me Music Album The Sing, Sound & Count With Me Album is filled with fun songs about math and literacy. You will soon find favorite songs and finger plays to use during circle time and throughout the day.

Sample Version of:

Get Set for School Pre-K Teacher’s Guide: Introduction

Getting Acquainted with Readiness & Writing The Readiness & Writing Domains

For Pre-K children to learn the correct habits for writing and school readiness, we have broken this section down into seven domains. These are the benchmarks you will see in the We’re Learning sections within each activity. Through play and explicit instruction, children develop early writing and readiness skills in these eight domains: 1. Readiness

Drawing Children are artists. They’re wild and joyful expressionists. They’re also deliberate realists. They can do it all. Learn how drawing skills develop. Then, learn about Mat Man, a storybook character that children build on the floor. This activity is wildly popular and proven to be effective. It enables children of all abilities to draw Mat Man and anyone else. My First School Book and My First Lowercase Book invite and encourage drawing.

2. Drawing 3. Alphabet Knowledge 4. Colors & Coloring 5. Pre-Writing 6. Writing 7. Writing Lowercase Letters.

Readiness We teach beginning social-emotional and readiness skills here such as developing fine motor skills, learning to hold a crayon, and introducing the Wood Pieces to help children learn body parts, position words, and the vocabulary to describe capital letters and numbers.

Alphabet Knowledge This is everything about letters that isn’t writing. It’s singing, speaking, matching, sorting, and naming. These activities are not dependent on the child’s ability to hold or manage a writing tool. They’re still active and hands-on with many of these activities having a social component as children notice letters in their names and in their friends’ names.

PreK_Colored_Wall_Cards_FINAL_11_2_11.indd 1

Get Set for School Pre-K Teacher’s Guide: Introduction Sample Version

11/2/11 1:08 PM

PreK_Colored_Wall_Cards_FINAL_11_2_11.indd 2

11/2/11 1:08 PM

PreK_Colored_Wall_Cards_FINAL_11_2_11.indd 3

11/2/11 1:08 PM

Colors and Coloring We have developed coloring pages and crayons that make coloring fun. Our Flip Crayons® have two colors, one at each end. Flipping or turning the crayons is fun and promotes fine motor skills. My First School Book begins with basic crayon skills, just aim and scribble, and moves to fill-in coloring. Children learn 10 colors and have opportunities to try them all with simple pictures and shapes.

Writing Capital Letters You will teach good grip and formation habits from the very beginning using My First School Book. The book is organized developmentally so that children progress successfully. You will carefully guide children in the most important habits: holding the crayon correctly, using the helping hand, and starting letters at the top. Every kindergarten teacher is pleased when children arrive with good habits, especially starting letters at the top.

BIG LINE

+ LITTLE LINE

L I Z ARD

My First School Book

Writing Lowercase Letters You will introduce writing lowercase letters at the end of Pre-K as children get ready to enter kindergarten. Using My First Lowercase Book, children will use a pencil to trace and copy lowercase letters and learn to write their name in title case.

Pre-Writing We’re known for preparing children for writing success. Hands-On Letter Play teaches letter formation with Wood Pieces, dough, magnetic stamps and the Wet-Dry-Try slate activity. These multisensory activities progress developmentally to teach and review letter formations.

agic c Letters

flip

Change c into o,

a, d,

and g.

Magic c

c and keep going to make o, a, d, or g.

o a d g

Trace

•

g ALC_A-H_9.02.2010.indd 18

9/10/10 2:23 PM

ALC_2-Sided_9.02.2010.indd 15

9/10/10 ALC_2-Sided_9.02.2010.indd 2:21 PM 16

g 9/10/10 2:21 PM

•

MFLB_9.3.19_KS.indd 19

Sample Version of:

c c c c •

•

o a d g •

•

c c c c •

•

o a d g •

•

My First Lowercase Book

9/12/19 4:36 PM

Get Set for School Pre-K Teacher’s Guide: Introduction

Getting Acquainted with Readiness & Writing Developmental Teaching

The Get Set for School Pre-K curriculum is structured around the *research-based sequence of letters that best support fine motor development in children. Following the first several weeks of developing readiness skills including grip, this teacher’s guide begins with easy vertical and horizontal letters first, then letters with curves, and finally those with diagonals. The sequence does not begin with the letter A because it is formed using the most difficult stroke, the diagonal. Research states that emergent writing development is a vital foundational skill that is often overlooked, yet can have a significant, negative impact on academic performance. Handwriting is a critical link to early literacy instruction…and…early writing supports a child’s acquisition of alphabetic knowledge and application of phonemic awareness. The letter sounds and capital and lowercase letter matching are introduced through the Language & Literacy lessons which is also integrated with Numbers & Math, Oral Language, Science & Social Studies throughout the curriculum.

up to 3 years old

Capitals are developmentally easier than lowercase letters, so most young children naturally begin writing capitals as their first recognizable letters. Stay with capitals and teach them well. A strong foundation with capitals is the key to both alphabet knowledge (rapid letter recognition and naming) and handwriting skill. This is what we teach with capitals: • Letter recognition, naming and sound • Top-to-bottom, left-to-right directionality • Top start for letters • Correct letter formation • Correct letter orientation In addition, the instruction sequence prevents the most common handwriting problems children struggle with in elementary school: letter & number memory, formation, and size as well as grip and spacing.

up to 4 years old

up to 6 years old

*Gesell, A.,H.M. Halverson, H. Thomson, F.L. Ilg, B.M. Castner, L.B. Ames, and C.S. Amatruda. (1940). The First Year of Life: A Guide to the Study of the Pre-school Child. New York: Harper and Brothers.

Get Set for School Pre-K Teacher’s Guide: Introduction Sample Version

My First School Book This activity book helps children develop grip and pre-writing skills as they progress from scribbling, coloring, and drawing shapes to tracing letters and numbers. They will learn how to write capitals correctly, starting at the top and making them in the correct direction. Locate our Capital Letter Formation A Click Away. chart on

Coloring, Drawing, Counting, Writing, and School Readiness

ISBN 978-1-950578-10-8 ISBN 978-1-950578-10-8 90000

9 781950 578108

90000

C OW

PIG

My First Lowercase Book follows the same teaching order that our kindergarten workbook uses. Our lowercase teaching order promotes good habits for letter formation and writing success. This is done by grouping letters. We begin with lowercase letters that have the same formation as capitals, only smaller: Cc, Oo, Ss, Vv, Ww, Xx, and Zz. They will then continue to learn lowercase letters based on similar formations and frequency of use. Locate our Lowercase Letter Formation chart on A Click Away.

y First School Book

9 781950 578108

My First Lowercase Book Introduce My First Lowercase Book at the end of Pre-K as children get ready to enter kindergarten. Children will use Little Pencils for Little Hands to trace and copy lowercase letters and learn to write their name in titlecase.

HORSE 4/11/2019 8:46:46 AM

Capital Developmental Order Print Child’s Name in Title Case

Vertical and Horizontal

Lowercase Book Magic C

play

hop

dig

Big and Little Curves

Diagonals

Sample Version of:

Get Set for School Pre-K Teacher’s Guide: Introduction

Getting Acquainted with Readiness Language and & Writing Literacy Hands-On Products

These hands-on writing readiness products will help make your instruction lively and fun for children. This is just a preview of each product. You can find an in-depth overview of each product on LWTears.com.

OOT

COUNT CD_Boo

Cath y Fink & Mar cy Mar xer

klet Cover.in

dd 1 3/19/12 2:28 PM

Letter Cards_COLOR_2.19.16.indd 3

3/1/2016 12:07:56 PM

Get Set for School Pre-K Teacher’s Guide: Introduction Sample Version

Without Tears ®

1–G et Set for School Sing Along and Sing, Sound & Count With Me Music Albums At first, just play the music during free play time until you and the children become familiar with the tunes and words. You’ll soon find favorite songs and finger plays to use during circle time and throughout the day.

5 – Stamp and See Screen® Now you see it, now you don’t! It’s fun to stamp letters and erase them. Children use four different magnetic stamps (they correspond to the four Wood Pieces) to stamp letters. They can also use the magnetic chalk to trace or write letters. You can guide children as they make magnetic letters.

2–W ood Pieces Set for Capital Letters, Capital Letters Cards, and the Mat for Wood Pieces This set includes four basic shapes used to build capital letters: eight Big Lines, six Little Lines, six Big Curves, and six Little Curves.

6 – Slate Chalkboard The Slate Chalkboard is used for Wet-Dry-Try. This favorite multisensory activity teaches children how to write capitals and numbers. This multisensory activity engages every child. You write a chalk letter. Then, children wet, dry, and try the letter with chalk, sponges, and paper towel pieces.

As children polish, sort, and stack, they learn the names of the Wood Pieces. When they use Wood Pieces in teacher-directed play, they learn size, shape, and position concepts. When they’re ready for letters, they use the Wood Pieces to build letters on the Mat or Letter Cards. For example: They make B with a Big Line + Little Curve + Little Curve. 3 – A-B-C Touch & Flip® Cards Children can do ABC order before they know the letters. It’s easy with these decks of cards (two included). Children simply put the fronts and backs of animal together. The cards and letters are in order: A for alligator, B for bear, C for cow, and so forth. On the reverse side of the animal cards are tactile letters with a large capital to finger trace. The other deck has double-sided cards: capitals on one side, lowercase on the other. These versatile cards are engaging for children of all abilities.

7 – FLIP Crayons® Flip Crayons are the perfect size for little hands. They will promote a good grip and finger strength naturally. The Flip Crayons delight children and encourage them to move their fingers to flip the crayon to a new color. Coloring is promoted in many of the activities throughout the program as it is an essential pre-writing skill. 8 – Magnetic Lowercase & Blackboard Set The Magnetic Lowercase & Blackboard Set engages children with fun, hands-on literacy and pre-writing activities. Use it to help children learn letter size and placement and boost alphabet knowledge and phonemic awareness.

4 – Roll–A–Dough Letters® Children like to play with dough. All that pinching, squeezing, rolling, and pressing helps develop small muscles in their hands. They feel and see size and shape differences. With Roll–A–Dough Letters, children roll balls into snakes, and use snakes to make letters. Letter and Number Cards model a dough letter. Children simply roll out the dough and place it on the card. For example, children build capital A by rolling two Big Lines and one Little Line. © 2021 Learning Without Tears

Sample Version of:

Get Set for School Pre-K Teacher’s Guide: Introduction

Getting Acquainted with Numbers & Math The Numbers & Math Domains

Numbers should be an integral and joyful part of children’s classroom experiences. As you actively engage with the children, you build on and elaborate children’s mathematical ideas. Activities cover five domains, which are the benchmarks seen in the We’re Learning part of each lesson. Through discovery play and engaging activities, children develop early math skills in these five domains: 1. Number & Operations 2. Geometry 3. Patterns & Algebra 4. Measurement & Time

Number & Operations Pre-K children develop number sense, investigate relationships among numbers, and explore the properties of numbers. Children know numbers in a practical way long before they do math activities. They know that they have one mouth and two hands before they recognize 1 and 2. They know that they want more even before they know the word “more.” What we teach children in Numbers & Operations are words and symbols for what they already know, while expanding their basic ideas about numbers to a solid understanding of quantities. Children will also learn how to form numbers through engaging activities using My First School Book and the I Know My Numbers booklets.

5. Data Representation & Probability

My First School Book

Geometry Geometry is the study of shapes and space. When children play on the playground, they begin to learn words to tell where they are (e.g., on the ladder, under the slide). We want children to build their vocabularies with position words through songs, games, and activities. They also play, build, and explore with shapes. In Pre-K, children can move

Get Set for School Pre-K Teacher’s Guide: Introduction Sample Version

beyond simple identification of shapes to understand each shape’s characteristics. Geometry and Number & Operations are foundational to future math learning, so Pre-K classrooms should spend a large amount of time on these domains. Patterns and Algebra Algebra is an area of math that uses symbols, letters, and patterns to solve problems. Children love to notice and make patterns. Seeing and extending patterns help children build observation, thinking, and problem-solving skills. Simple repetitive patterns and even simple growing patterns can be explored with young children. Pattern activities build the foundation for understanding more complex mathematical patterns in the future.

Data Representation and Probability Data representation activities help children organize information (answers to questions) in a visual way. They are a good way to connect questions in children’s real worlds with numbers. Pictographs can be created in response to almost any Pre-K question, such as favorite ice cream or number of pets. Probability helps us answer questions about our world about the likelihood of future events. It helps children make sense of their day and world.

Measurement and Time Measurement is determining the size or amount of something. Young children acquire these skills through measuring objects themselves. Children can experience measuring by making direct comparisons between objects, comparing objects using nonstandard units, such as paper clips or straws, and comparing objects using standard units. They learn to measure with nonstandard units first to prepare them to work with standard units in the future. When Pre-K children learn about time, they think about general times of day and what happens in their lives at those times.

Sample Version of:

Get Set for School Pre-K Teacher’s Guide: Introduction

Getting Acquainted with Numbers Language&and Math Literacy Hands-On Products

Cards

ABC

Cards

These hands-on math products will help make your instruction lively and fun for children. This is just a preview of each product. You can find an in-depth overview of each product on LWTears.com.

Cards

ABC ABC

Cathy Fink & Marcy Marxer COUNT CD_Booklet Cover.indd 1

3/19/12 2:28 PM

Learning

Without

Tears

Learning

Without

Tears

Cards

5 I Know y Numbers 100 activity booklets, 10 for each number

two

888.983.8409 | LWTears.com

Get Set for School Pre-K Teacher’s Guide: Introduction Sample Version

1 – Sing, Sound & Count With Me Music Album Sing, Sound & Count With Me Music Album is filled with fun songs about math and literacy. In math, children learn about numbers, counting, shapes, and patterns all while singing to these upbeat, catchy songs. Your children will sing and dance their way to better math understanding and motor skills! 2 – 1-2-3 Touch & Flip® Cards Children take on numbers with the flip of a card. 1-2-3 Touch & Flip Cards feature tactile double-sided Animal Cards that entice children to trace and name numbers, count, and sequence. The “flip” feature helps children check themselves and learn more easily. The smiley face in the top left corner helps children know that a number is right-side up. Use for the whole class or center-based activities.

5 – I Know My Numbers These activity booklets bring numbers to life in your classroom. They will have your preschoolers building, rhyming, singing, and coloring their way to number recognition, number formation, number sense, and counting up to 10. Use the 10 booklets at school and send them home to engage families in home learning. Each new booklet engages children and their families in home learning. There are numbers to trace, pictures to color, nursery rhymes, finger plays, songs, and other number activities for your Pre-K children. 6 – Mix & Make Shapes™ Geometry becomes relevant and accessible with Mix & Make Shapes. Multisensory activities help preschoolers practice problem solving and spatial reasoning with these brightly colored shapes.

3 – 4 Squares More Squares® 4 Squares More Squares makes geometry fun and easy. The colorful, chunky Big and Little Pieces appeal to children. They invite handling, arranging, and rearranging. They also stretch children’s spatial awareness. Children use the pieces to make rectangles, squares, steps, and a variety of puzzles with the double-sided boards. The product grows with the child as the skills advance from counting and matching to sorting, patterns, graphing, and beyond! 4 – Tag Bags® Tag Bags literally put math into children’s hands. Multisensory activities teach preschoolers number recognition and number sense as they count, sort, measure, order, and build with Tag Bags. A variety of fasteners also promote important fine motor skills. Tag Bags activities are ideal for discovery play and teacher-directed learning.

Sample Version of:

Get Set for School Pre-K Teacher’s Guide: Introduction

Getting Acquainted with Oral Language Language and Literacy Development Oral Language

Hands-On Products with Word Time™

They learn new vocabulary words and develop oral language skills by social interaction and listening to, retelling, and narrating stories.

Each oral language lesson follows a similar format that involves Word Cards and Squawker (your parrot puppet teaching assistant). On Mondays you will cover action verbs, on Wednesdays, adjectives, and on Fridays, you will cover nouns and question and answer conventions.

Oral language is children’s ability to listen and express themselves. Children begin to learn language from birth. As they grow and develop, so do their language skills. Pre-K children learn to understand and use language to express their feelings, thoughts, and observations. These skills are key to the development of reading and writing skills (Burns, Griffin, & Snow 1999; Strickland & Morrow 1988; Weaver 1988).

ck ui

c ,A

tiv

ca b

es eL

u la

sons

that Build Language

thin

k i ng

speaki

Ski lls

Word Time lays a foundation that encourages all Pre-K children to develop intellectually, socially, emotionally, and physically. Word Time boosts children’s vocabulary, thinking, and speaking skills in a way that elicits joyful participation. The activities make learning fun and accessible for all children.

look

Theme: Get Set for School

We look at Squawker.

1 Activity Booklet

l i ste n Theme: Get Set for School

We listen to Squawker.

Get Set for School Pre-K Teacher’s Guide: Introduction Sample Version

1 – Word Cards The Word Cards boost vocabulary, conceptual understanding, and oral language skills. Children learn the words and their meanings, practice using them in sentences, and use them in conversation. The Word Cards were designed to be easy to read and support comprehension with colored illustrations. An important skill for reading success is the ability to identify letters in words. The Word Cards use letters that are easy to see from a distance and can be used to promote left-to-right visual tracking. They are easy to display on your classroom wall or table. The Word Cards help you stay organized. They are numbered by lesson and labeled by theme. Word Cards for each lesson always use the same part of speech: Monday (verbs), Wednesday (adjectives), Friday (nouns). The word pairs also have a relationship (e.g., scrub and rinse, listen and look, frog and pond). Sentences to use in the activity are located on the back of each word card. Also, keep in mind that when you introduce the words, you can continue to use the Word Cards to label items in your classroom.

Sample Version of:

2–M eet Squawker, Your Parrot Puppet Teaching Assistant Squawker the talker, is a macaw. The smartest bird you ever saw. What can Squawker do? Squawker can teach with you! At the beginning of every lesson, children look for Squawker. Squawker is an integral player in each oral language lesson, calling the children to participate, teaching prepositions, helping with additional word learning, and encouraging conversation on the lesson topic. He flies around, landing on a chair or behind a bookcase or under a table. Squawker asks questions to encourage children to talk about their personal experiences with the words.

Get Set for School Pre-K Teacher’s Guide: Introduction

Getting Acquainted with Science & Social Studies Science should be an essential and enjoyable discovery part of children’s experiences in the Pre-K classroom. As the Pre-K teacher, you foster and build children’s scientific thinking skills as you engage them in these activities. Activities cover four domains which are included, but not limited to the benchmarks seen in the We’re Learning part of each lesson. Through discovery experiments and investigating activities, children develop early skills in science for these four domains: 1. Scientific Inquiry 2. Physical Science 3. Life Science 4. Earth Science

Scientific Inquiry The Scientific Inquiry domain consists of observation, investigation, documentation, and communication. For example, children will explore multiple topics using their senses like sound, light, water, nature, etc.

Physical Science The Physical Science domain pertains to properties and characteristics of nonliving objects and materials and the changes in nonliving objects and materials. For example, children will explore simple and complex machines.

ste e r

Life Science The Life Science domain encompasses the properties and characteristics of living things and changes in living things. For instance, children will learn about the life cycles of plants and compare and contrast living things.

Earth Science The Earth Science domain includes properties and characteristics of earth materials, objects, and changes in the earth. Children will explore Earth from the ground to the sky and learn about caring for the environment.

str ea

row

Get Set for School Pre-K Teacher’s Guide: Introduction Sample Version

riv e r

Social Studies should be a fun and integral part of learning in Pre-K. As you actively engage with the children, you build on and elaborate children’s awareness of these skills. Activities cover four domains, which are included, but not limited to the benchmarks seen in the We’re Learning part of each lesson.

Community The Community domain relates to skills for participation by vote, good conduct, being fair, and respect for others. For instance, children will share and document opinions through class votes on various topics.

Through discovery play and exploratory activities, children develop early Social Studies skills in these four domains: 1. Self & Family 2. Community 3. History History The History domain includes understanding past events, planning future events, and personal history. For example, children will plan celebrations to thank the school support staff.

4. Geography

i nv ite Self and Family The Self and Family domain is about culture, diversity, relationships, social roles, and occupations. For example, children will share and learn about each other’s families and cultural celebrations.

g ra nd ma

r e l ati v e

Sample Version of:

v i sit

Geography The Geography domain includes finding their way in familiar locations and understanding the physical world through drawings and maps. For instance, children will make and use maps to familiar school locations with the teacher.

Get Set for School Pre-K Teacher’s Guide: Introduction

Development Stages Children learn easily when instruction follows a developmental sequence. See the age-appropriate skills for ages 2–5.

2-Year-Old Language & Literacy 10–40 Words; 2-Word Phrases Books, Rhymes, Finger Plays, Songs • Enjoys books, points to pictures • Begins to join in familiar songs/rhymes Talking • Asks for food by name (e.g., milk, juice) Thinking and Behavior • Gives an object—“Hand me the spoon.” • Follows a simple direction—“Shut the door.”

Numbers & Math Counting and Numbers • Counts aloud to 3, gives 1 object • How old? Shows fingers, says “two” Sorting and Comparing • Knows familiar/new (food/clothes/toys, etc.) • Recognizes own things by attributes Blocks and Building • Builds tower of 6 cubes with precise release • Builds 3-cube “train” Toys and Puzzles • With a few tries, places 4 shapes in a puzzle • Stacks rings, nests 3+ cups by size

Readiness & Writing Scribble • Next skill, vertical line and horizontal line Grip • Crayon in palm, with all fingers Helper Hand • Arm in air, no purposeful use • Hand makes random contact with paper

Get Set for School Pre-K Teacher’s Guide: Introduction Sample Version

3-Year-Old Language & Literacy 40–200 Words; 3-Word Phrases Books, Rhymes, Finger Plays, Songs • Holds books right-side up, turns pages one by one • Knows familiar songs/nursery rhymes Talking • Asks many “Why?” questions • Answers simple “Where?” “What?” questions Word Use • Describes with words (big/little, hot/cold, happy/sad) Readiness & Writing Vertical, horizontal line • Next skill, circle, cross

Numbers & Math Counting and Numbers • Counts aloud to 10; counts 3–5 objects • Recognizes 1, 2, 3 in any order Sorting and Comparing • Sorts by size and attributes • Compares big, bigger, tall, taller Blocks and Building • Builds tower of 10+ cubes Toys and Puzzles • Easily places 4+ shapes in a puzzle • Strings 3 or more beads, connects train

Grip • Crayon in palm, with all fingers • 50 percent of children have fine motor ability to hold crayon correctly Helper Hand • Starting to use helping hand • Begin to cross mid-line

Sample Version of:

Get Set for School Pre-K Teacher’s Guide: Introduction

Development Stages 4-Year-Old Language & Literacy 200–400+ Words, Sentences Books, Rhymes, Finger Plays, Songs • Points to parts of a book, cover, pages, words • Objects if parents skips words/pages in a familiar book Talking and Writing • Recites nursery rhymes, finger plays • “Play” writes, imitates, and traces letters Word Use • Begins to use irregular past tense (e.g., fell not falled) • Compares and uses position and time words

Math Counting and Numbers • Counts aloud to 20+; counts 6–10 objects • Recognizes 1, 2, 3, 4, 5 in any order Sorting and Comparing • Knows clothing/shoes/possessions by person • Sorts by attribute (color, shape) or use (to eat) Blocks and Building • Builds simple log/block house • Copies 3-cube pyramid with cups or cubes Toys and Puzzles • Places and names many shapes in puzzle • Follows an AB pattern for beads/cubes

Writing Line down, line across, circle and cross • Next skill, square, triangle, trace letters and numbers Grip • Mature grasp begins to emerge (thumb with one or two fingers) Helper Hand • Starts to hold the paper deliberately • Use stencil to develop the helping hand

Get Set for School Pre-K Teacher’s Guide: Introduction Sample Version

5-Year-Old Language & Literacy 1,500+ Words, Long Sentences Books, Rhymes, Finger Plays, Songs • Has favorite books, authors, and subjects • Recognizes most letters, a few words, and names Talking and Writing • Speaks clearly, fluently, with very few errors • Knows many songs, rhymes, and a few poems Word Use • Uses correct past tense for many verbs (e.g., ate, hid, ran) Writing Cross, circle, square and triangle • Next skill, diamond, draw shapes independently, write letters and numbers

Math Counting and Numbers • Counts aloud to 50+; counts 10–20 objects • Recognizes numbers up to 20 in any order Sorting and Comparing • Sorts objects/animals with numbers • Matches domino patterns Blocks and Building • Builds complex structures • Copies 6-cube pyramid with cups or cubes Toys and Puzzles • Assembles 12+ piece interlocking puzzles • Uses color, shape, design to connect puzzles

Grip • Uses mature grasp as hand rests on the paper Helper Hand • Purposely uses the hand to hold and place the paper

Sample Version of:

Get Set for School Pre-K Teacher’s Guide: Introduction

Classroom Setup Your classroom environment reflects many things about your teaching. An environment where children can easily locate items, know what comes next in the day, and understand why they are participating in various activities provides structure and builds security. A cheerful, well-organized classroom helps you to teach effectively and allows the children in your classroom to easily access toys and materials that will help them grow and learn. Shelves can be a great way to organize your classroom. Dedicate a shelf for each of the learning areas you cover in during the day. Label them Language & Literacy, Readiness & Writing, Numbers & Math, Oral Language, and Science/Social Studies. Follow the tips below for each shelf. Language & Literacy (pp. 12–13) • Stack the children’s copies of My Book on the shelf •A ssemble the Sound Around Book and keep the Magnetic Wood Pieces inside the box, placing the box of Magnetic Picture Tiles and Color Tiles beside it

•P lace the Line It Up Bar on a magnetic surface in the classroom. Stack the Line It Up Story Cards and Coloring and Letter Cards on the shelf • Place the A-B-C Touch & Flip Cards on the shelf •P ut the Mat Man Book Set and other favorite classroom books on the shelf for children to access Readiness & Writing (pp. 18–19) •S tack the children’s copies of My First School Book and My First Lowercase Book on the shelf •K eep Flip Crayons in the plastic tub and Pencils for Little Hands in their box and place next to the activity books •P ut the Wood Pieces Set for Capital Letters in a large plastic bin that can be moved and opened easily, stacking the Mats for Wood Pieces next to this bin on the shelf •S tack Roll–A–Dough Letters and Stamp and See Screens on the shelf •P lace Slate Chalkboards in a plastic bin; put the little sponges, chalk bits, and paper towel pieces in separate small containers or plastic bags, placing these in the plastic bin with the Slates for easy access for Wet-Dry-Try Activities •P lace the Magnetic Lowercase & Blackboard Sets on a shelf, using the chalk/sponges and paper towels from the Slate plastic container as needed Numbers & Math (pp. 22–23) •S tack children’s copies of I Know My Numbers on the shelf •K eep 4 Squares More Squares in its original box, or you can place pieces in a large plastic container •K eep Tag Bags in its original box or you can place pieces in a large plastic container • Put bag of Mix & Make Shapes on shelf Oral Language: • T ake Squawker out of the box and place next to the Word Time Word Cards on a shelf

Get Set for School Pre-K Teacher’s Guide: Introduction Sample Version

Classroom Management Tips Science & Social Studies • L abel a large plastic or two medium size containers for Science & Social Studies materials and place on the shelf General Allow 10–15 minutes for each learning area, equaling a total of one hour for all areas. Determine which learning area to begin with and when to teach each one during your day. Create a routine to make it predictable for you and your children. Divide & Conquer Several activities may begin at the carpet as whole group, especially when the multisensory introduction is music, but most learning will occur in small group, teacher-led centers. Establish free-play centers for children to play with puzzles, color, or build with blocks while you teach small groups at the teacherled center. Teaching Tables Choose a specific table where you provide the teacher-led center and remain consistent, so children become familiar with it. There may be another table like this if you have a teacher’s aide in the classroom. Keep the other tables as the child-led centers.

Sample Version of:

Plan Ahead Look at each of the lesson plans for the day. Gather materials from your learning area shelves. The more organized you keep those areas, the more efficient you will be at finding the correct materials. Make sure you have any additional supports (visual/ physical) for your lessons. Daily Schedule Your classroom schedule should be consistent and provide time for activities in various groupings. Lessons should alternate the level of physical activity involved as much as possible. If one lesson requires sitting, the next should include movement. See p. 136 for an example schedule and alternative pacing. Transition Tips Classroom environments with positive transition activities assist children with learning daily routines and rules while lessening potential behavior-related issues. Transition activities are easy to incorporate by using fun, interactive songs and chants between activities throughout the school day. Songs and chants from Get Set for School provide a perfect transition for preschool classrooms.

Get Set for School Pre-K Teacher’s Guide: Introduction

Digital Educator Teaching Tools PreKTT: The Pre-K nteractive Teaching Tool PreKTT is a digital teaching platform for managing and teaching Get Set for School curriculum lessons with a variety of multimedia assets including digital letter and number formations, instructional videos, music, and more. Compatible with any whiteboard or projector, PreKTT helps you manage and preview lessons and plans while reducing prep time. Get your children ready for kindergarten with multiple readiness lessons that prepare them for the demands of school in a fun way!

•G et your children ready for kindergarten with multiple readiness lessons that prepare them for the demands of school in a fun way •E nrich and support instruction with dynamic, crosscurricular videos to build connections with material from different subjects •E xplore extra activities for further learning and seek inspiration in the A Click Away library

How to Access Access PreKTT at prekitt.LWTears.com/ext/ TGPKGSS/2021 or through the myLWT portal on the Learning Without Tears website. A free trial version of PreKITT is available for a limited time so you can explore how it makes teaching easy, engaging, and fun. Teach with PreKITT PreKTT is designed to help you easily teach with just a few clicks! To get started, access your free trial or log into PreKTT at prekitt.LWTears.com/ext/ TGPKGSS/2021. Once you’re logged in, you’ll find engaging, handson, multisensory lessons that bring learning to life for the children in your class. •S imply demonstrate letter and number formation with touch sensitive digital letter and number formations (perfect for digital panels and interactive whiteboards) •H ave letter formation instruction leap off the page with engaging animation videos, bringing letter formation to life •A ddress different learning styles with fun music to enhance learning (excellent for auditory learners)

Get Set for School Pre-K Teacher’s Guide: Introduction Sample Version

My LWT Additional Resources: myLWTears.com myLWTears.com is a centralized location and platform on our website that houses all digital products and resources such as articles and how-tos, assessments, classroom resources, and more. It’s easily accessible from LWTears.com and is a great place to explore and discover more helpful tools for your classroom to empower your teaching.

Sample Version of:

•D iscover free classroom activities, assessments, webinars, and more •B rowse additional tools to supplement and boost your teaching •A ccess and manage all of your digital products and resources •P in your most-loved products and resources for easy access and continued use

Get Set for School Pre-K Teacher’s Guide: Introduction

Digital Teaching Tips Digital Teaching Tips In Pre-K, technology standards and requirements continue to increase, along with the presence of digital resources and tools in classrooms. From interactive whiteboards to laptops and tablets, digital devices are becoming more prevalent. These changes can be an asset to the children in your classroom, and prominent early childhood organizations support it. For example, a joint position statement of the National Association for the Education of Young Children (NAEYC) and the Fred Rogers Center for Early Learning and Children’s Media at Saint Vincent College (2012) addresses the evolution of technology and interactive media in early childhood education. The position statement supports the integration of digital programs and tools in Pre-K classrooms and the need for it to continue to grow as technology evolves. As a Pre-K teacher, you can use technology to enhance what children are learning and bring lessons to life in a new way. The Get Set for School Student Apps reinforce pre-academic readiness in the classroom and strengthens learning experiences at home. While at school, it is important to teach digital safety while accessing digital resources and tools and provide children with a variety of developmentally appropriate digital experiences. Screen time should be limited and not replace hands on activities.

Digital Creative Expression There are developmentally appropriate digital programs available for children to express and produce their ideas through creative expression. To find the one that best meets the needs of the children in your class, look for digital art programs that: •O ffer developmentally appropriate digital drawing activities for preschoolers •A re supported by educational foundations or aligned to developmental standards for preschoolers •P rovide digital activities that are free of advertisements • I nclude verbal prompts to assist children with how to use the program •O ffer visual prompts or tutorials to assist children with what to do next •A llow saving or printing digital creations so they can be displayed and shared with families

Get Set for School Pre-K Teacher’s Guide: Introduction Sample Version

Digital Information Access and Safety With the expansion of technology and interactive media in Pre-K comes the need for children to locate appropriate information online while practicing safe behavior at the same time. Using PreKITT, there are multiple developmentally appropriate resources available to assist you and your children. For children to learn and practice digital safety while accessing digital information, try the following:

The US Department of Health and Human Services and the US Department of Education have additional information and resources in the Early Learning and Educational Technology Policy Brief (2016) available online through their website.

•W hen using laptops or tablets in the classroom, ensure content restrictions are turned on for apps and websites •C hildren should only access resources from the internet with your guidance and monitoring •C onsider the needs of individual children, including their strengths and interests when selecting digital programs for their use

Sample Version of:

Get Set for School Pre-K Teacher’s Guide: Introduction

Sample Version of: Get Set for School Pre-K Teacher's Guide

Multisensory Activities & Centers

Sample Version of: Get Set for School Pre-K Teacher's Guide

Multisensory Instruction Multisensory Activities & Centers

Pre-K teachers are generally teaching four-yearolds, but that’s a wide range. There are the almost fours and nearly fives, girls and boys, early and late bloomers, and English speakers and those just learning. As a Pre-K teacher, you know the importance of self-directed play and multisensory, active learning. You teach with finger paint, sand tables, dough, and dress up. Research is on your side, supporting multisensory teaching to address children’s diverse learning styles: visual, tactile, auditory, and kinesthetic. The Get Set for School Pre-K Teacher’s Guide includes multisensory activities and manipulatives that are designed to help you teach and for children to excel. The activities on the following pages are divided into the learning areas you will be teaching: • Language & Literacy (pp. 44–53)

These multisensory activities are embedded throughout the curriculum. They may be the complete lesson, or they may be used as the multisensory lesson introduction. On the following pages we provide additional information about each activity, which include suggestions for teacher-led and childled centers.

Teacher-Led Centers

These centers require a teacher or other teachingadult to be present to facilitate instruction. We suggest you set up your classroom to include one or more specific areas where children will know that a teacher or other adult should be present and directing the instruction. Make sure your children are situated so they can easily see and hear you. It’s also important that children can easily participate in the activities during group exercises.

• Readiness & Writing (pp. 54–81) • Numbers & Math (pp. 82–90) •O ral Language, and Science and Social Studies (pp. 46–47)

Get Set for School Pre-K Teacher’s Guide: Multisensory Activities and Centers

Sample Version

Child-Led Centers

These centers could also be called free-play centers or discovery play. They are designed for children to explore and interact with their peers as they discover and learn new concepts through play. These could be at a table, but they could also be on the carpet or another designated section of the classroom. Some child-led centers and discovery centers include: •D ramatic play centers: kitchen, garage, store, etc. with related play materials • L arge spaces for independent, self-directed play and learning •S ensory and art centers, such as easels, sand, and/or water tables

Book Centers & Connections Books are an important part of a child’s life and should be introduced as early as possible. Books open the door to a world full of adventure for children. Nursery rhymes and fairy tales present excellent opportunities for children to begin their own journey. As they read stories, children get to explore new places, discover new ideas, and learn about new and exciting characters. Early exposure to these stories sparks their imaginations, increases their vocabulary, and ignites a lifelong joy of reading and learning. Books encourage children to be inquisitive, forward thinkers and provide an amazing gift of knowledge. By reading to young children, we inspire them to learn to read and continue reading as they get older. Books should be read with enthusiasm and plenty of expression. Children love to be read to and enjoy interactive reading. You can easily incorporate fun read-aloud activities with the children in your class through the following tips for read-aloud activities, your classroom book center, and help for parents and guardians at home. Read Aloud: Fun, Interactive Tips • Be excited about every book you read to the children in your class. •B egin a lesson that includes a book with a fun chant, cheer, or statement to get children excited and ready to transition to story time with books. • I ntroduce/Review: Book Parts – Begin by going over parts of a book with each read aloud until children have mastered them (front, back, spine, title, author, etc.). Following mastery, review book parts periodically during read-aloud activities. •P review Story: Picture Walk – This teaches children how to use pictures as clues to understand the story and make predictions about what might happen at the end. • T alk about the book before you read it. Show the cover and ask children to make predictions.

• T alk about the author. What does the author do? The author writes the words. • T alk about the illustrator. What does the illustrator do? The illustrator draws the pictures. •G o through the book and look at each picture together, and discuss them. •A sk 2–3 “wh” questions about each picture. “What is happening here?” “Why does this character look silly?” •H ave children describe the pictures and prompt them for more detail with new descriptive words to use. “Does the slug look fuzzy or slimy?” •H ave children make predictions and talk about what they think will happen based on the picture walk before you begin reading. Let’s Read: Read Aloud Time • Before you begin reading, start with statements and questions that show you are excited, and you believe they are too. “This book looks fascinating! I cannot wait for us to find out if our predictions are going to come true. Are you excited too? Great, let’s begin the story!” •R emember to keep the book facing the children where they can see the pictures as you are reading. •K eep from reading too fast so that children have a chance to understand every word. Keep a pace that allows each child to thoroughly look at the illustrations. •P oint to the title as you say, “The title of this book is _____.” “The author is _____.” The illustrator is _____.” • T urn to the title page and point to each. “This is the title page. It tells us the title, author and illustrator, again.”

Get Set for School Pre-K Teacher’s Guide: Multisensory Activities and Centers

Sample Version

•H elp the story come to life for children by adding variations to your voice for each character. •H elp the children connect to the emotions in the story. As you read, change the expression on your face to match what is happening in the story. Comprehension: Review • Check the children’s predictions and ask questions about why their predictions did or did not happen. • Discuss any problems and solutions.

Reread Books & Make Books Accessible Review, revisit and discuss books previously read many times throughout the school year. You can easily incorporate books already read by connecting them to lessons coming up in the classroom. For example, the story links to the number in math, the letter sounds in literacy and writing, or to the topic for the Oral Language, Science, or Social Studies specific lessons. Put new and previously read books in your book center for children to explore further.

•D iscuss how the story made each child feel. “How did the story make you feel?” “What surprised about the story?” •H ave children retell the story. Assist with verbal prompts when children have difficulty finding the words or have children point to part of the picture where they need help with descriptive words. Retell the Story through Creative Arts and the Senses • Art – Have children create drawings or art with art supplies to retell a story. Have them dictate the story as you record it on the front or back of their creations. Be sure to ask children where they would like for you to write on the artwork. •M usic – Have children use classroom instruments and create music that retells how the story made them feel or to recreate parts of a story. •D ramatic Play – Have children use the dramatic play center and materials to retell the story, the feelings of the characters in the story, or the sequence of events in the story. •F ood – Have a snack that relates to a story whenever possible; however, always adhere to any food restrictions at your school or issues with food allergies or sensitivities.

Language & Literacy Multisensory Activities A-B-C Touch & Flip Cards®

Cards

Reinforce good capital letter formation, enable capital and lowercase letter recognition, and promote letter memory. Children can learn letter names, match capital and lowercase letters and complete an animal alphabet puzzle. You can use them for whole class or center-based activities. Children can self-check their work as they put the animals together or pair capital to lowercase letters. Use activities in this teacher’s guide, the activity booklet, or create your own exercises to make the most of the A-B-C Touch & Flip Cards.

Cards

ABC

ABC ®

Cards

ABC

ABC_Touch-Flip_Animals.indd

6 9/12/18 3:16 PM

ABC_Tou

ch-Flip_A

nimals.ind

d 19

9/12/18

3:16

9/12/18 3:16 PM dd 8

ABC_Touch-Flip_Animals.in

9/12/18

3:16 PM

dd 3

Includes 2 alphabet decks: 1 tactile puzzle deck with 27 picture cards, 1 deck with 26 capital and lowercase letter cards nimals.in

ch-Flip_A

ABC_Tou

ABC_Touch-Flip_Animals.indd 20

9/12/18 3:16 PM

ALC_2-Sided_9.02.2010.indd 1

9/10/10 2:21 PM ALC_2-Sided_9.02.2010.indd 2

9/10/10 2:21 PM

ALC_2-Sided_9.02.2010.indd 51

Cards

Letter Cards

9/10/10 2:21 PM ALC_2-Sided_9.02.2010.indd 52

9/10/10 2:21 PM

ALC_A-H_9.02.2010.indd 4 ALC_A-H_9.02.2010.indd 3

9/10/10 2:22 PM

Picture Cards

Set Includes: • 27 Picture Cards § Alphabetical animal puzzle for easy ABC order § Three different background colors for sorting alphabet—beginning, middle, and end § Capitals with textured surface to trace on one side

• •

26 Letter Cards § Capitals to match on one side § Lowercase letters to match on the other side A smiley face in the top left corner helps children know that a card is right-side up. • Activity booklet

Get Set for School Pre-K Teacher’s Guide: Multisensory Activities and Centers

Sample Version

Teacher-Led Activities (more can be found in activity booklet) 1. Point and Sing – This is an old-time favorite. Simply place a letter poster at eye level, and together point and sing the ABCs. 2. I Spy – Instead of searching for capitals, challenge children to search for letters they see in lowercase. 3. It’s in the Book – Give each child an A-B-C Touch & Flip Letter Card and short picture book. Have children explore their books and find matches for their letters in the text. They can match lowercase, capitals, or both. For added fun, give each child a cup. Put in a penny or counter for each match found. 4. Letters in Names – Have children hold name cards (in title case). When you introduce a lowercase letter have children whose names begin with that letter show the capital at the beginning of their names. Then have children with the letter within their names show the lowercase letter. Write both on the board.

Tips for Capital and Lowercase Letters • Letter Hunt: Give each child an A-B-C Touch & Flip Letter Card. Have children explore the room and find matches for their letters on classroom objects. They can match capitals, lowercase letters, or both. For more excitement, give each child a cup. Add a penny or counter to the cup for every match found. •C apital Partners: The easiest lowercase letters to recognize look just like their capital partners. When it’s time for children to recognize lowercase letters, teach c, o, s, v, and w first as they are the same as their capital partners but only half the size. •M agnetic Lowercase & Blackboard Set: The Magnetic Lowercase & Blackboard Set engages children with fun, hands on literacy and pre-writing activities. Use it to help children learn letter size and placement, while boosting alphabet knowledge and phonemic awareness and writing skills.

5. Pictures and Letters – Children flip cards to show a picture or letter. Then, they build a puzzle. 6. Match the Caps – Children match capital picture cards to capital cards. 7. Name, Touch, and Trace – Children name and trace capitals correctly using the tactile side of the capital letter cards.

Language & Literacy Multisensory Activities Oral Language with Word Time

•M onday is the day for action sentences. All the verbs are action verbs. Action verbs are those that children can experience physically. Children learn action verbs by acting them out.

Oral language lessons use Word Time, which is a fun and easy way to build strong vocabulary, promote print awareness, and develop grammar skills. Children learn words and their meanings, practice using them in sentences, and apply them in conversation.

•W ednesday is the day for describing sentences. Adjectives describe how something looks, feels, smells, sounds, or tastes. Sensory experiences bring adjectives to life. Children experience adjectives with their senses and learn to describe people, places, and things.

The lessons follow six thematic units: Get Set for School, My Body, Community & Play, Earth, Machines, and Animals. Within the units, the Oral Language lessons are organized by days of the week and taught on Mondays, Wednesdays, and Fridays. Tuesdays and Thursdays do not use Word Time, but are for Science and Social Studies lessons that expand vocabulary through exploration while building background knowledge. Each weekly set of Oral Language lessons are designed to be given over three days.

, ck ui

tiv

u ab oc

es eL

y la r

sons

that Build Language

thin

k i ng

speaki

Ski lls

•F riday is the day for asking and answering questions. Friday questions use question words, what, where, or who to ask about subjects. Children learn to answer the questions with complete sentences.

think Theme: My Body

We think.

Activity Booklet Theme: My Body

We remember.

Set Includes: • Activity Booklet § Curriculum overview and sample lesson • Squawker, the parrot puppet §H elps you teach daily vocabulary including verbs, adjectives, and nouns

•2 16 easy-to-read laminated Word Cards with illustrations on the front and the sentence from the lesson on the back § Promote left-to-right visual tracking §N umbered by lesson and labeled by unit so they are easy to find and file

Get Set for School Pre-K Teacher’s Guide: Multisensory Activities and Centers

Sample Version

Teacher Led Activities (more information can be found in activity booklet) 1. Word Helper – Use a word helper to assist you with finding Squawker’s location at the beginning of the lesson, displaying the word cards and demonstrating the word meanings. Children love to rotate through this special job. 2. O pening – At the beginning of the lessons have children look for Squawker. Place him in different positions. Ask children, “Where is Squawker?” Have them answer in complete sentences, “Squawker is on the chair.” Start by having Squawker land on, behind, beside, under, or in front of a chair. 3. Lesson Plan – Look Look at the Word Cards and make a connection for children between the words and the illustrations. Say each word, the letters in the word, and then repeat the word. Children repeat letters and words. Both words are always the same part of speech. Use the Word Cards to build additional skills like identifying the initial sound of the word, the final sound, count the syllables, add a syllable, delete a syllable, separate a compound word into two words, etc.

4. C losing – Sing “Letters, Words, and Sentences” together (to the tune of “Hickory, Dickory, Dock”). Letters together make words. We learn new words each day. We put the words together and have a new sentence to say. Tips • Read About It: Incorporate books from Books All Year and Book Connections to extend the understanding and vocabulary of subjects from the Oral Language, Science, and Social Studies lessons. •A ct It Out: When you teach action verbs (e.g., walk, skip), have children act out the word to expand gross motor skills. •C lass Word Book: Keep a list of words for review. Make a page for each word. Children can add illustrations. •S tretch It: When deeply exploring a subject (e.g., animals) you will find that children are able to learn more challenging vocabulary. •G o to A Click Away to download the Word Time Letter Home and Cutouts for Squawker.

Do Doing an action or activity brings meaning to words. Everyone can understand and participate. In addition, include props to create concrete, multisensory experiences with the words. Say Help children say the two sentences for the lesson. Each sentence is complete and grammatically correct. Saying complete sentences aloud develops children’s speaking skills. Talk Squawker encourages children to talk more about the words introduced. Classroom talk time helps children make personal connections with the words. © 2021 Learning Without Tears Sample Version of: Get Set for School Pre-K Teacher’s Guide: Multisensory Activities and Centers

Language & Literacy Multisensory Activities Sound Around Box™

The Sound Around Box holds many surprises! It gives you easy ways to teach letters, rhymes, syllables, alphabet knowledge, oral language, and more. Use this multipurpose box to build letters with the Magnetic Pieces for Capital Letters or to identify the first letter in a child’s name. Fill the box with familiar items that begin with the beginning sound you are teaching. It’s a bear. Bear begins with /b/. Use the picture tiles to match words that rhyme. Use both the color and picture tiles to break compound words into parts or identify the number of syllables. The Sound Around Box is versatile. This teacher’s guide, the activity booklet, and your own great ideas will enable you and the children in your class to get the most out of this learning tool.

Set Includes: • Sound Around Box § Features magnetic and dry erase side panels • Picture Tiles (42) § Promote memory, phonological awareness, and oral language • Color Tiles (8) § Work with simple sound and syllable activities • Activity Plates (6) § Identify the activity being presented

Tag Bags_packaging_tag sheets_4.18.19.indd 1

4/18/19 3:00 PM

Tag Bags_packaging_tag sheets_4.18.19.indd 3

4/18/19 3:00 PM

• • •

Tag Bags_packaging_tag sheets_4.18.19.indd 2

Names

Sounds

Rhymes

Sylla bles

Memory

Words

4/18/19 3:00 PM

ord Plate W § Displays a word written by the teacher Magnetic Pieces for Capitals (13) § Promote alphabet knowledge Activity booklet § Gets you started using its 10 activities

Get Set for School Pre-K Teacher’s Guide: Multisensory Activities and Centers

Sample Version

Teacher-Led Activities: Use the Sound Around Box to introduce and display the letter of focus on one magnetic blue mat and the number of focus on the other. 1. What’s in the Box – Place a familiar object in the box, such as a teddy bear. Have one child speak in sentences to describe the object without showing it to the other children. Children guess what the object is. 2. What’s Missing? – Place the Memory Plate on the box. Draw grass, clouds, and a tree using a dry-erase marker. Select three Picture Tiles showing objects that could be found in the scene, e.g., log, rainbow, and frog. Have children close their eyes. Remove a picture and ask what is missing. 3. Picture Hunt – Place picture tiles in the box. Have children reach in for a tile and place on box. Ask children to name the picture and say something about it. 4. Beginning Sounds – Place the Sounds Activity Plate on the side of the box. Prepare a row of three tiles beneath it: two words with the same beginning sound and one that begins with a different sound. Have children choose the tiles with the same beginning sound. Help as needed.

Tips for the Sounds Around Box and PreKITT • “ Tickledee-dee:” When working on rhyming using the Sound Around Box, play this song from the Sing, Sound & Count With Me album. Substitute names of different children each time you sing and have them sing the silly rhymes with their names. Continue with shapes, colors, objects, etc. • “ I Am a Fine Musician:” When working on syllables using the Sound Around Box, play this song from the Sing, Sound & Count With Me album. Sing the song several times with the instruments on the album. When children know the song, substitute other instruments and clap syllables in those words. • “ Sing Your Name:” When working on names using the Sound Around Box, play this song from the Sing, Sound & Count With Me album. Substitute names of different children each time you sing. Clap the syllables in each name. • “ Apples and Bananas:” When working on sounds using the Sound Around Box, play this song from the Sing, Sound & Count With Me album. After singing the song several times, ask children what sound they hear over and over in each verse.

Language & Literacy Multisensory Activities Line It Up™

Line It Up Coloring and Letter Cards engage children in fun, hands-on activities that develop early literacy and motor skills. The familiar black and white pictures invite personalization and creativity while the gray traceable letters support proper letter formation. With the activities in this booklet, children will discuss their ideas, build vocabulary, and practice phonological awareness skills. The cards slide into the bar to create a vertical drawing surface. This promotes good wrist positioning when writing and helps children build strength in their shoulders and arms. Line It Up Story Cards engage children in fun, hands-on activities that develop critical early literacy skills. After hearing colorful fiction and nonfiction stories, children will participate in rich conversation to build skills in phonological awareness, comprehension, oral language, concepts about print, and writing.

™

Letter Card

Coloring Card ™

™

Story Cards

Get Set for School Pre-K Teacher’s Guide: Multisensory Activities and Centers

Sample Version

Set Includes: Line It Up Bar • Unique display bar that holds cards in place Letter Cards and Activity Booklet • 26 Letter Cards § Crayon stroke to trace letters § Colorful pictures to name on picture side Coloring Cards and Activity Booklet • 26 Coloring Cards § Black and white illustrations to color on wipe-off surface that works with dry erase crayons Story Cards and Activity Booklet • 5 Stories (15 cards with 3 cards per story) § Story illustrations (front) § Ideas for exploring literacy, math, and science (back) Teacher-Led Activities 1. Alphabet Read and Sing – Along with the Letter Cards, use alphabet books to introduce new letters. Put a special bookmark or paperclip on the page with the letter you want to introduce. Turn the pages of the book to show letters as the children sing the alphabet. Stop at the special marker and introduce the target letter. (See Book Connection on p. 181 for book suggestions.) 2. C ereal – Show children a large capital letter using the Letter Cards. Give each child a cup of alphabet cereal. Have them dump the cereal on the table and search for the target letter. 3. Sensory Letters – After using the front of the Letter Card to trace a letter, practice writing letters with different kinds of materials. Fill a shallow pan with shaving cream or just spread it on a table. Then, model writing letters with your child. Take turns to write letters or write letters in a name.

4. Sun Letters – Have children identify the first letter in their names using the Letter Cards. Then, cut out the first letter in a child’s name and place it on a piece of construction paper. Set the letters in the sun. Remove letters and laminate all pieces. Have children match the letter from their name to the sun-bleached letters on the construction paper. 5. Letter Path – Show a Letter Card and then write capital letters on construction paper. Create a letter path to something fun (e.g., centers, playground, snack time). Children must name each letter to move along the path. This can be done individually or in small groups. 6. I Spy – Search for capital letters around the classroom or school to match the Line It Up Letter Card(s). 7. It’s in the Book – Give each child a Letter Card or an A-B-C Touch & Flip Letter Card and short picture book. Have children explore their books and find matches for their letters in the text. They can match lowercase, capitals, or both. For added fun, give each child a cup. Put in a penny or counter for each match found. 8. Science Labels – To enrich the lessons from the Story Cards, the class can participate and share in science observations (e.g., birds building a nest or a classroom butterfly nursery), have children draw the changes each day or every few days. 9. From Color to Conversation – Use Line It Up Coloring Cards to prompt conversations about topics that lead to stories. Children can draw their ideas on the cards and share them as a class.

Language & Literacy Multisensory Activities Syllables

A small word part with one vowel sound is called a syllable. Children move their bodies using different motions for each syllable. Breaking (segmenting) words into syllables helps with reading and spelling. Teacher-Led Activities Syllables –

Tips • Play "Syllable Sound-Off" from the Sing, Sound & Count With Me Album. Children march and clap to syllables. •H ave children take turns counting and moving to the syllables in their name.

• Say the word for the children (e.g., hippopotamus). •H ave children stand up and complete the syllable activity together while saying the word. For each syllable, move hands to a different part of the body starting at head and moving to shoulders, waist, knees, and feet. • Repeat for other words.

hip - po - pot - a - mus

Get Set for School Pre-K Teacher’s Guide: Multisensory Activities and Centers

Sample Version

Sound Around Letters Student App

The Sound Around Letters Student App is designed to help early learners develop fundamental alphabet knowledge. Children identify, match and say capital and lowercase letters, their sounds, and words beginning with the target letter. Interactive games and familiar activities from the Get Set for School Pre-K curriculum delight children as they complete three levels of activities for each letter of the alphabet.

ÂŠ 2021 Learning Without Tears Sample Version of: Get Set for School Pre-K Teacherâ&#x20AC;&#x2122;s Guide: Multisensory Activities and Centers

Readiness & Writing Multisensory Activities Sing, Sound & Count With Me Album

Sing, Sound & Count With Me Album entices children to sing and move to the music, teaching important math and literacy skills. Music suggestions are included in the lesson plans. The songs mention the topic being taught and help children practice the skill. For example, the “Shape Song” teaches children about the characteristics of basic shapes. “Rhyming Riddles” is a fun, catchy song to help children hear rhyming words. Other songs help Pre-K children learn counting skills, syllables, and beginning sounds—all while enhancing social-emotional development. Here are some ideas for how to use the songs: Tips • Play the music in the background, so children become familiar with the tunes and the words. • The lyrics are located on A Click Away, but in most songs, you can easily hear and learn the words—just by playing and singing!

Song “It’s Pre-K!” “The Ants Go Marching” “I’m Happy to See You” “I’m Happy to See You (Spanish)” “Shape Song” “Counting, Counting” “Apples and Bananas” “Smile!” “Counting Candles” “Hurry Burry” “Sing Your Name” “Pattern Dance” “I Am a Fine Musician” “Counting at the Table” “Dolphins Swim” “Syllable Sound-Off” “Inside, Outside” “Tickledee-dee “Leaves and Branches, Trunk and Roots” “Big Numbers” “Animals in the House” “That Would Be Me!” “Letters Together Make Words” “Rhyming Riddles” “It’s Line Up Time” “Starting Sound Shuffle” “Dumplin’ Song” “Rowboat, Rowboat”

Suggested Activities Swing bent arms in time to music. Jump two times, wave hands for chorus. March around in groups. Hold up fingers to show numbers. Sit in a circle. Tap knees and clap with the beat. Trace or hold shapes in the air. Show sides and corners. Follow lyrics for movements while counting to 5. Exaggerate mouth positions for sounds. Make facial expressions for each verse. Clap to the rhythm. Show fingers while counting. Make motions for each mishap. Clap to the rhythm. Clap out the syllables in names. Dance and wave. Then, follow lyrics for patterns. Motion playing instruments. Clap syllables. Follow lyrics for motions, one person at a time. Swim and dive following lyrics for positions. March around. Clap out syllables. Hold index finger in front of mouth for quiet; Cup hands around mouth for loud. Sway to music. Point to child when name is sung. Wave hands, sweep down arms and body, and pat floor. Point to head for know. Shake head never. Act out last line. Look around for animals. Motion animals’ actions. Make motions for fly, grow, swim, and swing. Grasp hands together. Say with cupped hands. Walk in a circle for chorus. Stand still and nod to beat for riddles. Do the rhumba while forming a line. Point to self or children for call and response. Act out question/answer with two groups. Count down with fingers. Have children play the animals and climb into the imaginary boat.

Get Set for School Pre-K Teacher’s Guide: Multisensory Activities and Centers

Sample Version

Get Set For School Sing Along Album

The Get Set For School Sing Along Album entices children to sing and move, while teaching important readiness skills. The songs tie into activities in My First School Book and will be included in the lesson plans for writing readiness, literacy and math skills. The songs mention the topic being taught and help children practice the skill. For example, the “Crayon Song” teaches children how to position their fingers on a crayon. The “Mat Man” song teaches children how to sequence and build Mat Man. Other songs help Pre-K children develop social-emotional skills, such as smoothly transitioning from one activity to another, recognizing emotions, having positive self-esteem, or cooperating. Here are some ideas for how to use the songs: Tips • Play the music in the background, so children become familiar with the tunes and the words. • The lyrics are located on A Click Away, but in most songs, you can easily hear and learn the words, just by playing and singing!

Song “Where Do You Start Your Letters?” “Alphabet Song” “Alphabet Song (Instrumental)” “There’s a Dog in the School” “Crayon Song” “Magic C” “Hello Song” “Mat Man” “Count on Me” “Five Fingers Play” “Toe Song” “Bird Legs” “Animal Legs” “The Ant, the Bug & the Bee” “Spiders Love to Party” “Ten Little Fingers” “My Teacher Draws” “Puffy Fluffy” “Tap, Tap, Tap” “Golden Slippers (Instrumental)” “Skip to My Lou” “Down on Grandpa’s Farm” “Peanut Butter and Jelly” “Rain Song” “Wood Piece Pokey”

Suggested Activities Play a question and answer game with children. Sing while pointing to Pre-K Color Wall Cards or pages in their workbook. Sing it on your own. Here’s a chance to say the alphabet from a dog’s point of view. Children enjoy learning that their fingers have important jobs. Write Cs and circles in the air. Children learn to look, smile, and to shake hands. This song helps children build Mat Man as a group. It’s easy to help children count body parts. Children count to 5 with this fun finger play. Children know and love the classic toe play, “This little piggy…” No matter what they look like or what they do, birds have two. There are lots of four-legged animals! Learn 4 by counting legs. Learn 6 with insect legs. Don’t forget to let children fly like bees. Party with spiders while learning about 8. Finger plays develop fine motor and imitation skills. Watching the teacher draw prepares children for drawing. Move to music. Make clouds and rain in the air. Use two Big Lines to tap. Tap slow or fast, tapping fun lasts! This upbeat instrumental was added for extra practice tapping Big Lines. Use this song as a gross motor activity. Sing before taking a field trip to a farm. Encourage a variety of movements, listening, and following directions. Imitate falling rain motions. Move Wood Pieces up, down, and all around.

Readiness & Writing Multisensory Activities Shake Hands with Me

Shaking hands is an important social skill. Little children can easily wave good-bye, but they need to learn how to meet and greet people appropriately. This activity teaches that important social skill, while at the same time, encourages socialization, eye contact, and acceptance in the classroom. It also teaches the important concept of right/left discrimination. Teacher-Led Activity 1. Greeting – Choose to shake hands with each child. Smile and make eye contact, or sing the “Hello Song” from the Get Set for School Sing Along Album. Have children stand in pairs. Begin by just singing. Then, encourage children to engage with one another by shaking hands, saying “Hi,” and making eye contact. 2. S ay, Hello – This is your right hand. I’m going to do something to your right hand. Each day, choose a different sensory stimulus (e.g., touch, scent, visual, auditory).

Tips • This is a perfect way to meet and greet children as they come into the classroom or circle time. • T he secret to this activity is that it teaches right/left discrimination in a hands-on, functional way. •D o not teach the left during this activity. If they know the right hand, it’s easy. Simply say: This is my right hand, what’s left is LEFT (and just show the left hand). •R emember, the main purpose of this activity is to teach social skills and right/left discrimination, not right/left dominance. • I n the USA, children can practice putting right hands over their hearts for the Pledge of Allegiance. • T alk about greetings in other cultures. Be cognizant of children in your room and observe their traditions for greeting.

• L otion – Put a dab on the right thumb. Rub your fingers together. •R ubber Stamp – Stamp the right hand. Look at your right hand now. • Flavor – Dab a flavor on the right hand to smell. •W ater – Dip child’s right fingertips in a cup. Have them shake fingers. irect children to raise their right hands and say 3. D with you: This is my right hand. I shake hands with my right hand.

Get Set for School Pre-K Teacher’s Guide: Multisensory Activities and Centers

Sample Version

Teaching Crayon Grip Teaching Grip

Close to 50 percent of three-year-olds have the fine motor ability to hold a small crayon correctly (Schneck & Henderson 1990). But, the correct grip has to be taught. You can end awkward or even fisted pencil grips with direct teaching of specific strategies. Here are strategies to teach correct crayon grip. Demonstrate Grip: Standard or Alternate The standard grip, also called the “tripod grip,” uses three fingers to hold the crayon or pencil. The thumb is bent, the index finger points to the tip of the crayon, and the crayon rests on the side of the middle finger. The last two fingers are curled in the palm and give the hand stability.

Little Crayons/Little Pencils The best tool for Pre-K children is the crayon. Crayons create a natural resistance and build strength in the hand. They prepare the hand for using a good pencil grip. Our Flip Crayons® are ideal for little hands. They are designed with dual colors and dual tips to encourage fine motor development: when children flip the crayons, they use in-hand manipulation skills, which lead to improved coordination. If you do move a child to pencils, use a golf-size pencil. Avoid fat primary pencils because those are too heavy and long for little hands. Children will do better with a short pencil that’s in proportion to their hands. You can use markers in moderation.

An alternative grip called the “quadropod grip” (four fingers) is another way children may hold the crayon. The thumb is bent, the index and middle finger point to the tip of the crayon, and the crayon rests on the ring finger. This grip is efficient and does not need to be corrected. (actual size)

Left Tripod

Right Tripod Standard Grip

Left Quadropod

Right Quadropod Alternative Grip

Readiness & Writing Multisensory Activities Teach Grip with the “Crayon Song” • Introduce and name the fingers that hold the crayon: Thumb, Pointer, and Tall Man. • Explicitly instruct children how to place their finger on the crayon to grip correctly: Thumb is bent, Pointer points to the tip, and Tall Man uses his side. • Sing the “Crayon Song” and help children place their fingers correctly on their crayon. If the song pace is too fast, do not use the music. Instead, sing/say the words at an appropriate pace. • At the end of the song, children gently drop the crayon, pick it up, and do it again! • Repeat daily until children can automatically pick up and hold crayons correctly.

Tips • During the activity observe children and check for correct grip. You may need to physically position fingers on the crayon. • Observe children as they drop and pick up the crayon. Check to see they can reposition their fingers to hold it correctly. • Cue children to drop and pick up their crayon a few times a day to give them additional practice positioning their fingers. • Once a dominant hand is determined, encourage the child to use that hand for coloring. Keep coloring activities short, as many children switch hands due to the dominant hand getting tired. • If children hold the crayon with all their fingers, give them a cotton ball or a small object to hold with their ring and pinky finger to prevent those fingers from gripping the crayon. • Provide parents with tips for helping with crayon grip. Use the supporting handouts available on A Click Away.

“Crayon Song” Pick up a crayon, Pick up a crayon, This is easy to do Pick up a crayon, Pick up a crayon, I just tell my fingers what to do My thumb is bent, Pointer points to the tip, Tall Man uses his side I tuck my last two fingers in and take them for a ride Now I’m holding it just right, But not too tight, Every finger knows what to do And now I have a big surprise, A big surprise for you Let’s drop it and do it again! NOTE: Use the music album just to learn the tune. Then, as you teach, use the song without the music album. As you sing the song, walk around the room and position children’s fingers for them correctly on the crayon. It will take several repetitions before children will pick up the habit naturally.

Get Set for School Pre-K Teacher’s Guide: Multisensory Activities and Centers

Sample Version

The activities in My First School Book are uniquely designed to teach crayon skills: pick up, hold, aim/ place, and move the crayon. Pages slowly scaffold the instruction to support the skills.

• Some children may only be attentive to or have enough endurance to color a few pictures at one sitting. Adjust for success!

Teacher-Led Activities Pick Up 1. • Explicitly instruct children how to pick up and grip the crayon correctly. • Use the “Crayon Song” from the Get Set for School Sing Along Album. Refer to teaching grip on pp. pp. 57–59 for more details.

4. Aim and Trace • Have children AIM at the arrows or smiley faces and TRACE letters and numbers.

Aim and Scribble 2. • AIM: Tell children to pick up their crayon, hold it properly, and then AIM their crayon at the star/object. • SCRIBBLE: Cue them to begin. Allow coloring for 10–15 seconds. • Then say, “FREEZE!” Have them stop coloring and drop their crayon (or flip their crayon if using Flip Crayons). Then, cue them to pick their crayon back up and reposition the crayon with a proper grip before coloring again.

• Encourage creativity as children complete these pages. Children may add details to the pictures they color, even draw their own pictures. • Continue using previous steps as needed to reinforce the correct habits.

BIG LINE

+ LITTLE LINE

My First School Book

+ LITTLE LINE

Tips • As children aim and scribble/color/trace, check their grip often and remind them to hold their crayon correctly



E L E P HA NT

+ LITTLE LINE

L I Z ARD



BIG LINE

My First School Book

3. Aim and Color • Have children AIM and COLOR pictures on the fill-in coloring pages to promote coloring skills while practicing their correct grip.

• Check that their little finger side of the crayon hand is resting on the paper, and the helper hand is flat and holding the paper • Practice more Aim and Scribble by “scribbling” on dots, stamps, or stickers on a paper. Make sure children start with the proper grip and drop/pick up/reposition crayon after each scribble.

Readiness & Writing Multisensory Activities Coloring Skills

This cow shows that the child has learned to move the crayon and color with different strokes and control:

On pp. 10–14 of My First School Book, children use just two colors. They learn those colors and how to move the crayon for fill-in coloring. The pictures and shapes encourage children to stay within a certain area and use back and forth, up and down, side to side, or circular strokes.

• Up and down, vertical • Side to side, horizontal • Diagonal

The pictures and shapes are easy to color. They have bold outlines and plenty of uncluttered space. With these pages, you teach the names of all the pictures, colors, and shapes.

• In the lines or along the direction of the lines

PURPle

e G GP l A NT

OVA l

GR A P eS

CIRCl eS

Q U eeN’S RO B e

TR I A N Gl e My First School Book

Coloring can give you clues about a child’s readiness for formal handwriting instruction. When children color, observe their grip, focus, control, and use of their helper hand.

Generally, the shape of the illustration will determine the stroke a child uses. See the crayon stroke pattern on the cow below. If a child is unable to organize his/her stroke to accommodate the shape of the illustration, encourage up and down strokes, which are easiest.

Get Set for School Pre-K Teacher’s Guide: Multisensory Activities and Centers

Sample Version

Wood Piece Play

Wood Piece Play is used with children regardless of readiness level. Wood Piece Play activities support young learners from the start by teaching the foundational skills they need for readiness and pre-writing. To children, it’s just play, but this is play that leads directly to school readiness. The Wood Pieces Set For Capital Letters come in a set, with one box being appropriate for up to four children. The Wood Pieces have a multitude of uses in our curriculum, not just Wood Piece Play. You will see Wood Pieces used in many songs from our music albums, as well as for these activities: Letter Cards for Wood Pieces, Mat for Wood Pieces, and Mat Man.

Set Includes: • Eight Big Lines • Six Little Lines • Six Big Curves • Six Little Curves Big Line

Little Line

Teacher-Led Activities 1. Polish, Sort, and Trade Wood Pieces – Call Wood Pieces by their names as children polish them with an old sock or cloth. They pick up the pieces and pick up the words! They also pick up manners, “Please, may I have that Little Line?” Collect and put away pieces by type and size. Finding the right pieces among others is a figureground activity. Stacking requires turning and positioning.

Big Curve

Little Curve

3. W ood Pieces in a Bag – When fingers can identify a Wood Piece by feel alone, that’s tactile discrimination. Children develop manipulative skills when they use their fingers to explore size and shape. However, they need to know the names of the Wood Pieces before you introduce this activity. Have them reach into a bag and say what they feel. Just for fun, you may put something else (e.g., a spoon) in the bag.

2. M usic with Wood Pieces – Children take very naturally to music. They learn the words of the songs and important skills, too. Children will be eager to participate as they move the Wood Pieces to music from the Get Set for School Sing Along Album (“Wood Piece Pokey,” “Tap, Tap, Tap,” and “Golden Slippers”).

Readiness & Writing Multisensory Activities 4. W ood Pieces in a Box – This is a different tactile activity. Children feel for a certain piece. The piece to find is displayed on the Sound Around Box™. Children’s fingers search for a matching Magnetic Piece.

5. P ositions and Body Parts with Wood Pieces – It’s so much fun to follow you, “Big Line UP in the air, UNDER your chair, OVER your head, UNDER your arm.” All can play, and as they do, they learn position words and body parts. Children need words like TOP, MIDDLE, and BOTTOM to build letters. They need other position words to follow directions. And as they follow you, they learn to imitate, focus, and respond quickly. 6. C urves and Circles – By imitating you, children prepare for capitals made with curves: , C, D, , O, P, Q, R, S, and U. Children learn that O can be letter O, number 0, or an O shape. When children rotate their arms to make circles, they prepare to write O and draw anything with a circular shape: snowmen, wheels, faces.

Big Line. . . UP in the air. UP and DOWN.

APART Hold the Big Curves apart.

Big Line. . . OUT to my side. AROUND in circle.

TOGETHER Bring them together.

Climb UP and DOWN. Hold it at the TOP, MIDDLE, and BOTTOM.

O or ZERO Say “O” or “Zeeeero.” Children hold two Big Curves up to their faces. Look at a friend’s O. Make circles in the air now.

Get Set for School Pre-K Teacher’s Guide: Multisensory Activities and Centers

Sample Version

Big Line is HORIZONTAL. Move it SIDE to SIDE.

RAINBOW Hold UP a Big Curve. Hold the Big Curve and then trace OVER the rainbow with the other hand.

7. V ertical, Horizontal, and Diagonal Positions – By imitating you, children learn the concepts of vertical, horizontal, and diagonal. They need to know how to place lines horizontally and vertically for letters E, F, H, , L, and T. Diagonals prepare children for capitals A, K, , N, R, V, W, X, , and Z. 8. B uild Shapes with Wood Pieces – Two Big or Little Curves (circle), two Big or Little Lines (cross), four Big or Little Lines (square), three Big or Little Lines (triangle), two Big and two Little Lines, (rectangle).

Tips • Encourage children to say the names with you: Big Line, Little Line, Big Curve, Little Curve. This is the language they will be using to build their capital letters. •C heck children when they tap the Wood Pieces together. Did you know that most children tap with the dominant hand?

Make a Big Line stand up. It’s VERTICAL. Make it walk on your arm.

Now it’s tired. Make it lie down. It’s HORIZONTAL.

Hold two Big Lines END to END diagonally. Move and say, DIAGONAL, DIAGONAL.

Put them TOGETHER at the TOP. Looks like a teepee or the start of A.

One Big Line is standing UP. One Little Line ACROSS the TOP. It’s capital T.

Hold two Big Lines TOGETHER in one hand.

Open them! Hold them out. Say, Voilà! It’s a V. Help children finger trace V.

Together at the MIDDLE— it’s X! X marks the spot!

Readiness & Writing Multisensory Activities Build, Sing & Draw Mat Man

Young children are often asked to draw pictures of themselves or of other people. Mat Man teaches drawing with building and singing. Mat Man is built using our Wood Pieces and Mat for Wood Pieces and other accessories. First, build Mat Man on the floor, and then give him away, piece by piece. Children sing about each part, stopping to put it in place. They learn about body parts, where they go, and what they do. When children know how to build Mat Man, they can easily approach drawing the same way. Look at the drawing below of how Mat Man is personalized by a child.

Build

Teacher-Led Activities 1. Build and Sing Mat Man • Build Mat Man on the floor (top to bottom). • Give Mat Man parts to children. Add parts as needed for each child in the group to have a piece of Mat Man (hair, heart, etc.) • Children build Mat Man as they sing the “Mat Man” song from the Get Set for School Sing Along Album. • Wait for children to respond. Children may call out other responses (i.e. mouth = smile). • Mat Man song continues with all body parts (head to toe). • Personalize the song as you add other body parts or accessories.

Draw

Get Set for School Pre-K Teacher’s Guide: Multisensory Activities and Centers

Personalize

Sample Version

2. Draw Mat Man • Draw Mat Man in the same order as he is built (top to bottom). •U se My Turn/Your Turn. Sing/say: My Turn. Mat Man has one head. Your Turn. Children draw Mat Man’s head. • Repeat with each body part. •E ncourage children to add other details to their drawings. 3. Build and Draw Mat Animals – Turn the Mat horizontal to represent an animal’s body. Add four legs to build a Mat horse, dog, or cat! Create an animal part accessory bag with different shaped ears, tails, etc. Build, then draw! Adapt the Mat Man song to fit the animal. 4. M at Man Portfolio – Compile Mat Man drawings in each child's portfolio. Have the very first drawing be one that the child completes before you introduce Mat Man. Add one Mat Man drawing per month. This is a great way to track and show each child's progress and makes a great parent gift at the end of the year. 5. B uild and Draw Mat ME – Children personalize Mat Man to be Mat ME! Have different color yarn to personalize hair. Children bring in Mat Me accessories from home (favorite ball cap, shirt, necklace, etc.). Build Mat Me with these special accessories, then draw! Encourage children to personalize the Mat Man song to fit their special accessories and characteristics.

Tips • When building Mat Man in a group, always make sure there are enough pieces for each child to have at least one. •A ccessorize Mat Man to support classroom themes, holiday celebrations, or the weather. •B uild and draw Mat Man top to bottom to support the directionality of letter writing. • T each shapes by using a different shape for Mat Man’s body (oval, square, etc.) See Mat Man Shapes book. •A djust Mat Man to children’s skill level. If they need more support, build and draw less (i.e. just the head with eyes, nose, mouth). If they are ready for a challenge, talk about adding elbows, knees, a neck!

Mat Man Before and After

Before

After

4-Year-Old: Same Day

Before

After

4-Year-Old: Same Day

Readiness & Writing Multisensory Activities Capital Letter Cards for Wood Pieces

Letter Cards show a capital made with Wood Pieces. Children learn names of the Wood Pieces and how to place them in the correct sequence. This Letter Play activity teaches children how to build letters correctly, piece by piece, before they write. The Smiley Face will guide children to start at the top. Children will associate the picture with the letter (A for apple). The back of the card is designed for children to build alphabet knowledge, phonemic awareness, and concepts about print.

Set Includes: • 26 double sided 8.5" x 11" cards • Capital letter on one side, Language & Literacy activities with letters, pictures, and words on the other side

Help your children look at the first example. Then find the one that matches in each row. l

APPLE l

2. Teacher Demo – Use the letter card as your model to demonstrate the capital letter as children build the corresponding capital on the Mat for Wood Pieces. 3. My Own Card – Each child has a different letter card. Supervise as the children find the correct Wood Pieces and follow the sequence of the numbered steps on the card. 4. Trace and More – Variations of the activity include, finger tracing the letter, placing dough in the letter, putting small counters inside the letters, etc.

3/1/2016 12:07:18 PM

APPLE

A P PLE

1. Build Letters – My Turn/Your Turn: Help children locate the Smiley Face to place the card right-side up and name the letter. Gather the correct Wood Pieces and build the letter. Follow the numbered steps. Children imitate building the letter on their card.

APPLE

A Letter Cards_COLOR_2.19.16.indd 2

OOT

CAT

Letter Cards_COLOR_2.19.16.indd 1

Teacher-Led Activities Front of Card

A LLI GATOR

A NT

A PP L E

3/1/2016 12:07:51 PM

Back of Card 5. Name and Say Letter – Show children how to “read” the back of the card from left-to-right, top-to-bottom. Match the capitals, pictures, and words. Identify whether the lowercase letter looks like the capitals. 6. Talk, Talk, Talk – Talk about the letters, pictures, and words. Say beginning sounds. Listen for the sound of the letter at the beginning of the picture words. 7. S yllables – Say the syllables and do the motions for the picture words on the card (one to five syllables). Tips • Show children that all capitals start at the TOP, either in the starting corner, or the center. •C reate a “Wood Piece Store” to gather Wood Pieces. This will help with social skills, sharing, and names of the wood pieces. •P lace Wood Pieces in a pile in the floor and have children pick out a particular piece.

Get Set for School Pre-K Teacher’s Guide: Multisensory Activities and Centers

Sample Version

The Mat for Wood Pieces

We organize children by recruiting the help of a smiley face! Reversals of letters can sometimes occur because children do not learn how to orient their letters top-to-bottom, left-to-right. The blue, fabric covered mat has a yellow smiley face in the top left corner. By placing the Smiley Face in the top left corner of our Mat, we immediately help children look at the top. This is where we start our letters! Most capitals start at the Smiley Face. Demonstrate

Teacher-Led Activities 1. My Turn,Your Turn – Always begin with demonstrating each step first. My Turn, I put the big line here, under the Smiley Face. Your Turn. My Turn, I put a Little Line at the top. Your Turn. My Turn, I put a Little Line in the middle. Your Turn. It’s letter (F). Your Turn. 2. B ig Line under the Smiley Face – Tell children to find a Big Line and place it under the smiley face. Then ask them to find the correct pieces to finish the letter. Use for , D, E, F, H, K, L, , N, P, and R.

Tips • Teach all capital letters except  and U with Wood Pieces on the Mat. Letters A, C, , , O, Q, S, and T start at the top center of the Mat. • T he Mat is for building capitals and numbers 1–5 only. •D o not have children build lowercase letters with Wood Pieces. •Y our Mat should always be in the correct orientation for children to see the letter. Therefore if facing children, it should be upside down to you, but the right way for them.

3. B oss of the Mat – Children take turns building capital letters on their Mat and guessing one another’s letters. The child who is boss gets to tell each child which Wood Piece to pick up next. The boss places the Wood Pieces one piece at a time (the other children follow) until the leader is called out. 4. W hat Letter Is It? – Each child has a Mat and Wood Pieces. Show children a capital A-B-C Touch & Flip Card. Children build the letter on their Mat. © 2021 Learning Without Tears Sample Version of: Get Set for School Pre-K Teacher’s Guide: Multisensory Activities and Centers

Readiness & Writing Multisensory Activities Roll–A–Dough Letters

Children build strength in their hands and fingers while learning to recognize and build capital letters and numbers. The blue tray is uniquely designed with the familiar Smiley Face to guide children to start at the top. Removing the card and having children build the letter in the tray, takes Roll–A–Dough to the next level, where children build the letter from memory. Set Includes: • 13 double-sided laminated Letter Cards (26 capitals) and 5 double-sided Number Cards (1–10) • Recessed tray • Dough © 2013 Handwriting Without Tears®

Teacher-Led Activities 1. My Turn, Your Turn – •G ive each child a letter card and have dough for all to use. •S how children how to roll big and little dough snakes. • Show them, step by step, how to place the dough pieces on the card. My Turn, I put the Big Line here, starting in the center. Your Turn. My Turn, I put a second Big Line here. Your Turn. My Turn, I put a Little Line across. It’s letter (A). Your Turn. •S how children how to make a letter in empty trays. Place the letter card to copy above the empty tray. 2. Messy Play in the Tray – Variations of the activity include using just the Tray to trace capital letters or numbers in sand, shaving cream, pudding, or finger paint.

3. Dough Doodle – Give children a large enough ball of dough to press in to and fill the entire tray. Place the letter card above the Tray. Children use a golf tee as a “pencil” and draw the letter in the dough. 4. Mystery Letter – Roll various sized dough lines and curves (children can help). Begin laying the first dough piece in an empty tray. Ask if anyone can guess what letter it could be. Lay the second piece. Encourage children to try to guess the letter you are building before you complete it! Child-Led Activities 1. Look and Find – Place small beads inside the dough. Children use their fine motor skills to find them. 2. Play and Create – Give children some dough, the Tray, and random objects. Let them create a masterpiece inside their tray! Tips • When beginning the activity, be sure all children place their cards and trays right-side up. • If the dough becomes hard, add a little olive oil.

Get Set for School Pre-K Teacher’s Guide: Multisensory Activities and Centers

Sample Version

Stamp and See Screen®

The Stamp and See Screen teaches children to build their capitals, step by step. Children enjoy stamping and learning letters with magnetic pieces: Big Line, Little Line, Big Curve, and Little Curve. Tracing the letter with the magnetic chalk is a first taste of writing the letter with strokes. Children will progress to tracing the letter on a blank screen.

Set Includes: • 4" x 6" screen with string attached magnetic chalk •4 magnetic stamps (Big Line, Little Line, Big Curve, Little Curve)

Teacher-Led Activities 1. My Turn, Your Turn – •S how children how to stamp the first piece on the screen. Erase and let children try. •S how children how to stamp the complete letter, step by step. Erase and let children try. • Show children how to use the magnetic chalk to trace the strokes. Erase the letter. •C hildren stamp with magnetic pieces or write with magnetic chalk to make letter from memory.

Tips • Don’t erase the screen too quickly. Give ample time for the child to study the screen. •A lways use the Wood Piece words (big/little, line/ curve) when using the magnetic Wood Pieces and stamping and tracing letters on the Screen. •N ot all capital letters (O, Q, , and U) or numbers (6, 7, 8, 9, and 0) can be stamped with the included magnetic Wood Pieces. Instead use the Roll–A–Dough cards to trace.

2. Letter Reveal – Use the Letter and Number Cards from Roll–A–Dough. Choose a card, place it on the screen, and have children trace over the letter with the magnetic chalk. Remove the card to “reveal” the letter on the screen. Retrace! 3. Boss of the Board – First person stamps a Big Line on the left edge of the screen. The other person makes a “mystery letter” by stamping pieces on the right side. The first person tries to guess what the letter will be before the letter is completely stamped.

Readiness & Writing Multisensory Activities A-B-C Touch & Flip Cards

A-B-C Touch & Flip Cards are easy to use. They reinforce good capital letter formation, enable capital and lowercase letter recognition, and promote letter memory. Children can self-check their work as they put the animals together or pair capital to lowercase letters. Use activities in this teacher’s guide, the activity booklet, or create your own activities.

Set Includes: • 27 Picture Cards – Capital + Animal Puzzle (this set has the tactile capitals) • 26 Letter Cards – Capital + Lowercase Letter • Activity Booklet ALC_2-Sided_9.02.2010.indd 15

Teacher-led Activities 1. Finger Trace – Choose a capital that’s familiar from Letter Play or from a child’s name. Finger trace H as you say the Wood Piece words: Big Line down, Big Line down, Little Line across. That’s … H. Your turn! Children take turns finger tracing the letter. Say the words with them as they trace. Waiting children watch others trace. 2. Point and Sing – Children point to the capital or lowercase alphabet as they sing the alphabet song. 3. Match and Reveal – Use A-B-C Touch & Flip Cards to match capitals side by side. Then, flip each Letter Card to show the lowercase letter, leaving the Animal Card capital next to it. 4. N ame, Touch, and Trace – Guide children to say the letter, name the sound of the letter and finger trace the letter correctly.

9/10/10 2:21 ALC_2-Sided_9.02.2010.indd PM 16

9/10/10 2:21 PM

ALC_A-H_9.02.2010.indd 17

9/10/10 2:23 ALC_A-H_9.02.2010.indd PM 18

9/10/10 2:23 PM

Child-Led Activities 1. Build the Puzzle – Children can build the animal puzzle, even if they don’t recognize letters yet. Have them match the back end of the animal to the front. 2. I t’s in the Book – Give each child an A-B-C Touch & Flip Letter Card and short picture book. Have children explore their books and find matches for their letters in the text. 3. L etter Hunt – Give each child an A-B-C Touch & Flip Letter Card. Have children explore the room and find matches for their letters on classroom objects. 4. M atch – Have children begin by matching capitals-capitals, but progress to having them match the capitals to their lowercase partners. Tips • The animal puzzle is in three sections: beginning, middle, and end. Divide children into the three groups, based on the first letter of their name to build the puzzle. •H ave children complete “crayon rubbings” by placing paper over the tactile letter card and have children color.

Get Set for School Pre-K Teacher’s Guide: Multisensory Activities and Centers

Sample Version

Air Writing

Capitals on the Door

Teacher-Led Activities Choose a letter. Use a brightly colored ball to write the letter in the air in front of your class as you say the words for each step. Have children hold a crayon or pencil in the air. Children trace the letter in the air following your lead. Encourage children to say the words of how to form the letter as they air trace. Repeat one to two times.

Teacher-Led Activities Use a laser pointer to trace a letter on the door for all to see. Choose a familiar Starting Corner letter, perhaps , D, E, F, H, K, L, P, R, V, X, or Z (hide laser beam when jumping to start another stroke). Have children hold their crayons or pencils in the air. Children pretend to write on the door by following the laser beam as you say the words slowly to make the letter. Children name the letter after you finish writing.

Air Writing is a kinesthetic strategy with visual and auditory components. Facing the children when you air write allows you to watch them and ensures children form their letters correctly. Make the letter backwards in relation to you so it will be correct from the perspective of the children.

Tips • If you are facing your children, make the letter backwards in relation to you so that the letter will be correct from your children’s perspective. • Use for capitals, lowercase letters, and numbers.

“Tracing” on a door can help your children practice correct capital letter formations. Think of the door as a large “Mat.” Place a yellow smiley face cutout in the top left corner of the door. This will help bring the child’s eye to the top left (the Starting Corner).

Tips • When air writing, have children pick up and hold their crayons/pencils correctly. This adds a tactile component and offers practice for correct grip! •U se a large, bright smiley face. You can access from A Click Away. Print it on yellow paper! •U se this activity for all capital letters and numbers too!

Readiness & Writing Multisensory Activities Wet-Dry-Try on the Slate Chalkboard

Children light up when they see little sponge cubes in a cup of water. What’s this? It’s Wet-Dry-Try. This multisensory activity is specifically designed to teach correct habits for forming letters. It’s visual, auditory, kinesthetic, and tactile. You write a chalk capital letter. Children then wet, dry, and try the capital with chalk on the slate. • T he Smiley Face at the top left corner orientates children and reinforces top-to-bottom, left-to-right directionality. • T he Slate provides a frame of reference and helps children control starting and stopping to make letters a consistent size. •W et-Dry-Try activities improve children’s finger dexterity and fine motor skills, helping them develop a good pencil grip and prepare them for pencil and paper. Materials • 1 Slate per child • Little Chalk Bits • Little Sponge Cubes • Little pieces of paper towel • Small condiment cups

Teacher’s Part

Start in the starting corner Big Line down, Jump to  Little Line across the top Little Line across the middle

Teacher-Led Activities 1. Wet-Dry-Try – As shown below in the illustration and each of the Wet-Dry-Try lessons in the teacher's guide, the most important step is to prepare the Slate with the correct model, so children trace over the letter, not a blank slate. 2. M ystery Letters – Tell children to make a Big Line down and jump up to the Smiley Face. Now change to: F, E, D, P, , R, N, and . Tips • Use consistent words to describe the strokes (Big Line, Little Line, Big Curve, Little Curve). •A dd additional tracing by allowing child to trace each letter again with a wet index finger. • Print a Capital Letter Formation Chart from A Click Away and send home to parents. •O rganize your Wet-Dry-Try materials. Store chalk and sponges in separate bags. Have pre-cut paper towels in another bag. Store slates and other materials in a plastic container. •W et-Dry-Try on the Slate Chalkboard is for capital letters and numbers only. Do not use the Slate Chalkboard for lowercase letters.

Child’s Part

WET: Wet F with sponge, Wet F with wet finger, Say the words

DRY: Dry F with towel, Dry F with gentle blow, Say the words

Get Set for School Pre-K Teacher’s Guide: Multisensory Activities and Centers

Sample Version

TRY: Try F with chalk, Say the words

Wet-Dry-Try App

Bring the multisensory genius of our Slate Chalkboard and Blackboard with Double Lines to your iPad. The App provides supplemental practice with three levels of engaging, multisensory learning. It includes customized audio instructions and a coach to motivate your children. It is designed to help children learn proper formation habits for capitals, numbers, and lowercase letters. Each child needs to use an iPad installed with the Wet-Dry-Try App. Child-Led Activities The child will choose a capital, number, or lowercase letter. The child will listen to the personal handwriting coach to practice forming letters accurately in a fun way. There are three-star levels with level one having full letter formation guidance with audio and permanent visual cues. Level two has only flashed visual cues. Level three has no visual cues.

Tips • Children will need to enter a passcode. These can be found in the teacher’s account on Wet-Dry-Try in +Live Insights®. • T he classroom edition of the Wet-Dry-Try App offers comprehensive real-time links between the tablets and web analytics. It provides “live insights” into the progress of the class and each individual child without accessing their tablets. This will help you determine which children are succeeding or struggling. • T he Wet-Dry-Try App is not designed to replace the physical Slate and the Wet-Dry-Try activity. Use this as an additional tool to reinforce letter instruction. •C hildren can complete this activity independently as the App will provide the instruction and guidance needed. • T he App is designed to facilitate correct letter and number formation, but may appear too sensitive for some children. You can change the sensitivity of the App in settings. • T he App is designed for children to finger trace using their finger. However, some children may want to use a stylus. Ensure it is not longer than a golf-size pencil.

Wet

Dry

Try

Readiness & Writing Multisensory Activities The Hand Activity

Children move their hands to show capitals and small, tall, and descending lowercase letters. The multisensory activity is designed to help children understand letter size and placement prior to transitioning to writing lowercase letters on lined paper.

Small Lowercase Letters 14 lowercase letters are small: c, o, s, v, w, a, u, i, e, r, n, m, x, and z.

tall

Some Are Small

small

Tall Lowercase Letters 7 lowercase letters are just as tall as a capital. Lowercase t is as tall as Capital T, but it’s a lowercase letter.

tall Some Are Tall

tall

Small Lowercase Letters 5 lowercase letters are descending letters. They go below the line.

tall Some Are Descending

descending

Get Set for School Pre-K Teacher’s Guide: Multisensory Activities and Centers

p Sample Version

Teacher-Led Activities 1. Show Me – Demonstrate with your hand flat and extended how capitals are all the same size. Then, demonstrate how lowercase letters have three different sizes: use your hand in a fisted position for small, use a fisted position with finger extended for tall, and use a fisted position with thumb pointing downwards for descending. Have children imitate you. 2. N ame – Demonstrate a name using the hand positions. Then, ask children to demonstrate their own name using the hand positions. Make sure they start with the extended capital hand and then use either the small, tall, or descending hand position to represent each letter. Provide the visual model for them on the Magnetic Lowercase & Blackboard Set as they engage in this activity.

3. A lphabet Fun – Sing the “Alphabet Song” slowly as you point to the lowercase letters. Children hold up their hand to represent whether it’s a small, tall, or descending lowercase letter. You can use a wall chart or the A-B-C Touch & Flip Cards! 4. H and Activity Before Writing – Have children represent a letter using the Hand Activity. Then, have them complete the letter on the Magnetic Lowercase & Blackboard Set using Wet-Dry-Try. Tips • Encourage children to say the words, small, tall, or descending as they represent each lowercase letter using their hands. •E ncourage this activity at home by providing directions to parents to participate in the Hand Activity.

Readiness & Writing Multisensory Activities Magnetic Lowercase & Blackboard Set

The Magnetic Lowercase & Blackboard Set engages children with fun, hands-on literacy and pre-writing activities. Use it to help children learn letter size and placement, while boosting alphabet knowledge, phonemic awareness, and writing skills.

Set Includes: • The 11" x 15" double-sided blackboard with double lines is magnetic on both sides. • 44 Magnetic Lowercase Letters: These are designed to promote alphabet knowledge and develop letter-sound association. § 14 vowels – 3a, 3e, 3o, 3i, 2u § 15 consonants – 1c, 2m, 2n, 2r, 2s, 1v, 1w, 1x, 1z § 9 ascending letters – 1b, 1d, 1f, 1h, 1k, 2l, 2t § 6 descending letters – 1g, 1j, 2p, 1q, 1y • 22 Magnetic Hands – These are used to help children understand the positions of lowercase letters (tall, small, and descending) in relation to how they are placed on lines. § 6 Tall § 8 Small § 6 Descending § 2 Capital

Get Set for School Pre-K Teacher’s Guide: Multisensory Activities and Centers

Sample Version

Teacher-Led Activities 1. Name and Say – Show children a magnetic lowercase letter and place it on the board along with a magnetic hand. Children identify and say the sound of the letter and complete the Hand Activity to represent the correct hand position.

2. N ame, Say and Trace Letters – Show children a magnetic lowercase letter and place it on the board along with a magnetic hand. Children identify and say the sound of the letter and complete the Hand Activity to represent the correct hand position. Children finger trace the magnetic letter.

3. P lace and Write Using Wet-Dry-Try – Place a hand on the double lines, leaving a space for the magnetic letter. Write the lowercase letter with chalk as a model to trace. Ask children to name the letter and place the magnetic letter on the double lines. Children complete Wet-Dry-Try of the letter.

Tips • Use it alongside the Hand Activity. •H ave children say whether the letter is small, tall, or descending each time they place it. •S tart with letters that fit inside the double lines: a, c, e, i, m, n, o, r, s, u, v, w, x, and z. • L ook for other activities in the Magnetic Lowercase & Blackboard Set Activity Booklet.

Readiness & Writing Multisensory Activities Name Writing: Capitals

Children won’t always write their name in all capitals, but it’s the best way for them to start. Why? Because capitals are EASY! They all start at the top, they are all the same size, and they use the same concrete language of the familiar Wood Pieces: “Big Line, Little Line, Big Curve, Little Curve.” Toward the end of the school year, as children prepare for kindergarten, they may be ready to learn to write their name in title case. Teaching CAPITALS first will provide a great foundation for this next step. Children will follow your lead. Use crayons and the Capital Practice Strip from A Click Away. Reinforce proper grip and use of the helper hand to prepare them for pencil and paper. Teacher-Led Activities 1. Place your Capital Practice Strip above the child’s strip. Demonstrate each letter on your strip and wait for the child to imitate you. Do this letter by letter (see below).

Tips • If children need additional help, demonstrate the letter, and then write it on their strip with a highlighter. They trace over the highlighted model. Don’t ever use dots for children to trace. They make it difficult for children to see the letter as a whole symbol. •R emember, all capitals start at the top. Remind children about the smiley face. •B e a good model for your children. Use a correct grip and remind children to use a correct grip too. • I f children need help with grip, sing the “Crayon Song” and gently bend little thumbs and move fingers into an appropriate grip. •S end home some Capital Practice Strips and the Capital Letter Formation charts for parents from A Click Away. •D isplay child’s name both ways in the room: all capitals and title case. Help children see the difference between the two ways.

2. Practice name writing 1:1 or in a small group, rotating to each child, as the other children color or complete an activity independently as they wait for their turn. Adult demonstrates.

Child imitates.

Get Set for School Pre-K Teacher’s Guide: Multisensory Activities and Centers

Sample Version

Name Writing: Magnetic Lowercase & Blackboard Set

This engaging activity makes learning name writing fun! If you have some children who are doing well with their writing and want to write their names in title case, teach them. Take some extra time to help them understand the size and formation habits for writing the lowercase letters in their name. Use WetDry-Try on the Magnetic Lowercase & Blackboard Set to teach these habits effectively. Use for one child. You will also need Little Chalk Bits, Little Sponge Cubes, little cups of water, and paper towels. Teacher-Led Activities 1. My Name with Wet-Dry-Try

Tips • Have children say the words as they complete Wet-Dry-Try with each letter. • I ncorporate the Hand Activity to reinforce letter size and position prior to children completing Wet-Dry-Try. •A dd additional tracing opportunities by allowing children to trace each letter again with a wet index finger. • Print a Lowercase Letter Formation from A Click Away and send home to parents. •O rganize your Wet-Dry-Try materials. Store chalk and sponges in separate bags. Have pre-cut paper towels in another bag. Store Slates along with these materials in a plastic container.

•W rite child’s name, one letter at a time, with chalk on the Blackboard. •P ause after each letter is written and have the child trace the letter with a wet sponge and then dry it with a small crumpled up paper towel. • Continue until all letters are modeled and traced. • Allow child to write name with chalk. NOTE: This activity helps children learn to write their names on double lines before they transition to paper. 2. W ords – Children will be excited to do this activity with familiar words. Write a word, letter by letter, as children complete Wet-Dry-Try, naming each letter and then reading the word when complete.

Readiness & Writing Multisensory Activities Name Writing: Title Case

Children have developed good habits by learning to write their capital letters and writing name in capitals. As they get ready for kindergarten, they may be ready to transition to write their name in title case. The good news is the capital that starts their name is exactly the same! Use a pencil with My First Lowercase Book. Teacher-Led Activities 1. In the gray block, write the first letter (capital) of their name as they watch. Child imitates. ontinue to write the lowercase letters of the 2. C child’s name, saying the step-by-step formations for each letter. Model one letter at a time, saying “My turn, Your turn.” hild imitates writing each letter on the double 3. C lines below the model. ractice name writing 1:1 or in a small group, 4. P rotating to each child, as the other children color or complete an activity independently as they wait for their turn.

Tips • Incorporate the Hand Activity to reinforce letter size and position prior to children writing on double lines. • I f children need additional help, demonstrate the letter and then write it in their double line with a highlighter. They trace over the highlighted model. Don’t ever use dots for children to trace. They make it difficult for children to see the letter as a whole symbol. •H ave children say the words for forming each letter to reinforce correct start and sequence. •B e a good model for your children. Use a correct grip and remind children to use a correct grip too! •S end home a Lowercase Letter Formation chart from A Click Away and double lines for parents to practice at home. Remind parents to demonstrate each letter, one at a time. • F or additional practice, use the Name Worksheet from the A+ Worksheet Maker located on PreKTT: The Pre-K nteractive Teaching Tool.

Get Set for School Pre-K Teacher’s Guide: Multisensory Activities and Centers

Sample Version

We all want children to learn to write their letters, especially their names as soon as possible, but we don’t always follow the best methods to get there. Below are some answers to questions you may have and some strategies to ensure that children will learn use writing their letters with good habits. Why do children have difficulty forming their names with capital and lowercase letters? Children have to learn 26 capitals, 26 lowercase letters, and 9 numbers. If they are bombarded with all, that’s when they have difficulty and learn to ‘draw’ their letters. You are more likely to see reversals, bottom-up formation, and mixing of capitals and lowercase letters. If you begin teaching Pre-K children capital letters, they will learn good habits. When lowercase letters are introduced, they will learn how to compare them to the capital letter as well as learn how to form them appropriately on the double lined paper with the correct starting place, sequence, size, and placement.

and more. Sometimes use for names, especially in Pre-K when children are first learning how to form capital Letters. Once they transition to title case, show names in title case. EXIT, STOP, WALK, BOYS, GIRLS, CALENDAR, WEATHER, DAILY PLAN, etc. • Title Case – Use for proper nouns (e.g., names, days, months, book titles, etc.). • Lowercase – Use for labels and word lists (e.g., dog, cat, car, paint, soap, paste, paper, etc.).

How do I help children transition from writing their names in capital letters to lowercase letters? Once children can form all their capital letters starting from the top and with correct formation, they are ready to learn lowercase letters. These are harder as they have different starting places, different sizes, and are placed either above the line, within the lines, or below the lines. Demonstrate one letter at a time, saying: “My turn, your turn.” Children who have learned capitals first will have good habits and master lowercase letters easily…they are ready! What about environmental words in the Pre-K classroom? Should I label objects in the classroom using only capital letters or mixed case? Use a variety of environmental words in your Pre-K or kindergarten class. Children need to be familiar with the ways English is used in the world (e.g., on signs, labels, book, etc.). Use them all! • CAPITALS – Use for safety signs, chart headings,

Numbers & Math Multisensory Activities 1-2-3 Touch & Flip® Cards

1-2-3 Touch & Flip Cards encourage children to name numbers, count with one-to-one correspondence, and form numbers. Tactile numerals on the Animal Cards promote tracing to support number formation. The familiar smiley face on the top left corner indicates when the card is right-side up. The Counter Cards feature squares in neat columns for organized counting. The shape and colors of the counters suggest a connection to Tag Bags® and 4 Squares More Squares®. You can use the cards in conjunction with these other products to reinforce counting with physical objects. Use the activities in this teacher’s guide, the activity booklet, or create your own activities to make the most of the 1-2-3 Touch & Flip Cards.

Set Includes: • 20 Animal Cards § Tactile numerals to touch and trace on one side § Animals to count on the other • 20 Counter Cards § Squares to count on one side § Numerals to identify on the other • Activity booklet with additional activities

Get Set for School Pre-K Teacher’s Guide: Multisensory Activities and Centers

Sample Version

Teacher-Led Activities 1. Set up the boxes for discovery play. Let two to three children select each box. •S tep back – What can you do with these? Do not show children how to play. •S ift through ideas – Resist taking over and teaching but do make comments. •D escribe what you see with key vocabulary words: How interesting! You arranged the counters to look like the ones on the cards. Ask guiding questions: What did you do with your Touch & Flip Cards? Why did you do it that way? Let them tell you what they did. If they make errors, just say, I see, and then say it correctly. 2. P icture or Number? – Children flip cards to show a picture or number. Children put pictures and numbers right side up. 3. N ame, Touch, and Trace – Children name and trace numerals correctly. 4. S quares and Numbers – Children count the counter side of cards and then flip to check their answer.

-2-3 Touch & Flip Cards encourage independent 1. 1 exploration of counting, matching, and sequencing. Discovery play provides children opportunities to creatively play with the math concepts you’ve taught them while trying out their own ideas. 2. T he animal pictures, counters, and numerals on the 1-2-3 Touch & Flip Cards allow children to play at their own level, whether that’s building a puzzle, counting with one-to-one correspondence, naming numbers, or even adding up big and small quails. hen children play, they may use any of these 3. W words: color names, prepositions, numbers, quantities, sizes, comparison words, pattern, flamingo, rhinoceros(es), turtle(s), quail, snail(s), snake(s), fish(es), spider(s), bird(s), or ant(s).

5. M atching Game: – Children match animals to number cards.

Child-Led Activities Children should have time to explore every day. It helps them generalize what they learned. Prepare Discovery Play boxes for children to borrow, use, put back together, and return. Children spread out and explore the contents of the boxes on a table or floor. Below are some ideas for using the 1-2-3 Touch & Flip Cards in a Discovery Play box:

Numbers & Math Multisensory Activities Mix & Make Shapes™

Geometry is fun and accessible with Mix & Make Shapes. With multisensory activities, Pre-K children practice problem solving and spatial reasoning as they explore these multicolored shapes. Children discover new ideas with Mix & Make Shapes. The large sizes and thick foam pieces are perfect for little hands to place. The colors help children find matching pieces and create their own designs. Children can combine smaller pieces to make large pieces. Each shape is a puzzle waiting to be solved. The versatile shapes are ideal for sorting activities, pattern building, and counting.

Set Includes: • Triangles: four large, two medium, eight small right triangles, and eight small isosceles triangles • Rectangles: four large, four small • Squares: four large, four medium, eight small • Circles: four large, four small • Four Semicircles and eight quarter circles • Two Ovals and two amoeba shapes • Activity booklet with additional activities

Get Set for School Pre-K Teacher’s Guide: Multisensory Activities and Centers

Sample Version

Teacher-Led Activities As children interact with each other and the shapes during teacher-directed activities, have them watch others to assist when they are unsure. Ideally, they’ll play with even more variety and creativity by seeing what others do. 1. M ake a Puzzle – Put out the shapes and have children try to match the shapes. You can put out only matching sets or increase the number of shapes for a challenge. 2. S ize Sort – Use large and small circles, rectangles, squares, and triangles, and give each child one shape and have children sort them by size then shape and color. 3. S hape Song – Set aside a large triangle, rectangle, square, and circle for yourself. Give each child one of each: a triangle, rectangle, square, or circle. Sing and play the “Shape Song” from Sing, Sound & Count With Me Album, and have children hold up the shape said in the song. 4. P izza Time! – Assemble a pizza using different shapes. Use a large circle as the crust and add smaller shapes to represent pizza toppings (small squares/triangles, quarter circles, ovals, and amoebas). For more fun, build Mat Man in advance. Make the pizza for Mat Man!

Child-Led Activities Children need time to practice skills that they have learned to generalize them into their world. Set out specific shapes or specific combination of shapes to encourage curiosity. Children will wonder, “What can I do with the shapes today?” Exploration and discovery play with Mix and Make Shapes is different because it doesn’t have set objectives or planned steps. The children are in charge of what they do and what they learn. The learning possibilities are endless, personal, and powerful. ave shapes available on a table or specific 1. H play/work area. Children can work individually or in pairs to create pictures or designs with the shapes. Children will explore in many different ways: making pictures such as a house, face, or flower or making patterns or fitting shapes together. ncourage children to talk about their creations 2. E throughout the day. Having them ask questions about their designs when participating in teacherled lessons will help them know what to ask themselves during independent play. What colors did you use? What shape did you put on top? What did you make? How many circles did you use? s children interact with the shapes and with 3. A each other, they will use words to describe spatial relationships, position, location, colors, numbers, and shape names.

Numbers & Math Multisensory Activities 4 Squares More Squares®

4 Squares More Squares brings geometry to life in the Pre-K classroom. The chunky rubber pieces are fun for children to handle. Children are engaged to slide, turn, flip, arrange, and rearrange. 4 Squares More Squares captivates Pre-K children with its intriguing shapes and vibrant colors and stretches children’s spatial awareness. The product grows with the child as skills advance from counting and matching to pattern making, graphing, and beyond. 4 Squares More Squares invites children to design and build, so they can explore on their own, with friends, or with teacher direction. When children match shapes—move, slide, and flip—and duplicate, create, and grow patterns, they build geometry and algebra foundations.

Set Includes: • 24 Big Pieces – Shapes made up of four squares; each shape has its own color • 60 Little Pieces – Single squares; 10 of each color provide variety • 12 Boards – Laminated Pattern Boards: rectangles, squares, and steps • 6 Colors – Red, yellow, blue, orange, green, and purple make for easy sorting • Scoring – Scoring lines on each Big Piece show the four single squares; a scored “X” on one side of each Little Piece distinguishes front and back for easy counting and placement on boards • Activity booklet

Get Set for School Pre-K Teacher’s Guide: Multisensory Activities and Centers

Sample Version

Teacher-Led Activities • 4 Squares More Squares pieces are versatile and work in all math domains. Use them as counters, measuring units, pattern elements, sorting objects, and more.

Child-Led Activities • You can incorporate these manipulatives into daily playtime. Set up an exploration table or area set up with 4 Squares More Squares materials specific to the activity or current theme.

•E ncourage children to tell you what they are doing with the pieces. Children build oral language skills as they talk about what they are doing with the shapes.

• T he activity booklet has a specific section in each activity focused on child’s play and exploration. The activities allow children to manipulate the shapes freely as you ask guiding questions.

•C hildren develop stronger spatial awareness (geometry) and social-emotional skills as they experience concepts through cooperative play.

•P ut out the pieces so children can make their own designs or pictures.

§H ave one partner fill a board and have the other copy their design.

•C hildren can make color patterns using the Little Pieces.

§U se the 3" x 3" Boards or the Steps for children to explore. Add more pieces or include Mix & Make Shapes.

Fun, Engaging, Hands-On ath!

dd 1

oard1.in

PatternB

quares_ sMoreS

d2.ind d 1

nBoar

4Square

Patter

reSqu ares_

resMo

4Squa

Suares ore Suares

PM 9/13/10

0 1:21

for Schoo

9/13/1

4SMS_Activities Booklet_10.18.16.indd 1

10/18/16 10:24 AM

1:19 PM

Numbers & Math Multisensory Activities Tag Bags®

Tag Bags encourage children to open, close, count, sort, measure, and build. Tag Bags are versatile and easy to use, ideal for both child- and teacherdirected activities. Their applications can be simple or advanced. Use the activities in this teacher’s guide, the activity booklet, or create your own great ideas to make the most of Tag Bags.

Set Includes: • 30 Tag Bags § Vibrant colors: red, yellow, blue, orange, green, purple § Fasteners to build fine motor skills: Velcro®, snap, buckle, button, zipper § Dots to promote one-to-one correspondence: 1 to 10 § Large, easy-to-read numerals: 1 to 10 § Pockets to hold Color Tags, name tags, counters, or other small objects • 30 Color Tags • Activity booklet (additional activities with songs set to familiar tunes)

Get Set for School Pre-K Teacher’s Guide: Multisensory Activities and Centers

Sample Version

Teacher-Led Activities 1. Letters – Place small letters into the Tag Bag Pockets. Have children find and name the letter and say the sound. 2. N ames – Write children's names on small strips of paper and place into the pockets. Have children open a bag and see if they can recognize the name. It may be theirs or it may be their friend's name. ounting Fun – Give children small counters to 3. C count. Lay the Tag Bags open one through twenty. Children find the corresponding Tag Bag to their total number of counters. 4. T ag Bag Toss – Children have to either throw and catch, toss from hand to hand or jump with a Tag Bag to the corresponding number on the Tag Bag they are given. For example, move five times when given the number 5 Tag Bag.

Child-Led Activities 1. Prepare Discovery Play boxes for children to borrow, use, put back together, and return. Children spread out and explore the contents of the boxes on a table or floor. 2. T ag Bags are versatile, so children can arrange, sort, and manipulate them. Children may do any of the following with the bags: toss, pile; line up, count, open, close; place open bags right-side up or upside down, sort by fastener or color, match counters to dots or bags to cards, and arrange randomly in a design. hen children play, children may use any of these 3. W words: color names, shape names, numerals, ordinal numbers, open, close, corner, side, edge, fastener, pocket, row (horizontal), column (vertical), prepositions, same, different, more, fewer, and/or pattern.

Numbers & Math Multisensory Activities Touch & Flip Numbers Student App

The Touch & Flip Numbers Student App is designed to promote number recognition and develop basic math skills in early learners. Children identify, match, count, say, trace and write numbers 1–20 with interactive games and familiar activities from the Get Set for School Pre-K curriculum. Each number has three levels of engaging activities like counting mooing cows and slimy snails to fostering number sense and fun!

out Tears

ing With

Learn

Learni

ng Witho

ut Tears

Get Set for School Pre-K Teacher’s Guide: Multisensory Activities and Centers

Sample Version

Sample Version of: Get Set for School Pre-K Teacher's Guide

Resources

Sample Version of: Get Set for School Pre-K Teacher's Guide

School-to-Home Connections Research consistently shows that a strong school-tohome connection helps children build self-esteem, curiosity, and motivation to learn new things. Home and school are the two most important places for young children. A successful teacher/ family partnership assures children that there are people who care about them and provides a unique perspective about the child. When teachers and families work together, everyone wins.

For families whose children’s first language is not English, encourage them to sing songs and rhymes in their home language. language and thinking skills out loud. 6. Model Children benefit from hearing adults talk and solve problems. They learn vocabulary and critical thinking skills. Families can share thoughts throughout the day. For example, It looks like it’s going to rain outside. I’d better take an umbrella.

Ways to Make Strong School-to-Home Connections: opportunities to communicate during 1. Find planned Pre-K events like teacher/family meetings, conferences, and school visits. Take a few extra steps to communicate through letters, email, and even podcasts.

to children as much as possible. Reading 7. Read is fun and helps build comprehension and language skills.

important assessment information about 2. Share a child. Most schools have regular family reports to share key progress details. Use our Get Set for School Pre-K Assessments to help you identify what your children know and can do, and easily share information with families and other educators. You can find them at LWTears.com. your curriculum with families. Let them 3. Share play with some of the products. Tell them about our website, LWTears.com, so that they can explore the many resources there.

learning at home. Encourage families 5. Reinforce to do finger plays and read books and nursery rhymes at home. Let them know just how important it is to their child’s growth and development. Consider a teacher/family sharing day where family members can learn some of the finger plays and reading strategies for children.

Get Set for School Pre-K Teacher’s Guide: Resources

families prepare their children to write. 9. Help Encourage them to learn proper grip and support their child in holding a crayon correctly. Children love to see their names in print. Help them write their names in block capitals. These are the first and easiest letters to write. children recognize letters and notice that 10. Help print is all around them. Point out signs, logos, and letters wherever you go.

music with families. Send children home 4. Share singing songs from our albums, Sing Along, Rock, Rap, Tap & Learn, and Sing, Sound & Count With Me. You can access the music in the PreKTT. If there is a fun song that families sing at home, ask them to share it with you.

8. Share My First School Book and My First Lowercase Book with families. Send it home when children have completed it. Encourage caregivers to review it with their child and share it with other family members.

families with building the joy of books. 11. Involve Assign children specific weeks and have them bring a book(s) from home or the local library to share with the class. Send a note home with directions about this special assignment with details about what the subject of the book should be. The book(s) could be about a letter, a number, or the topic from the Science or Social Studies lessons.

Sample Version

Pre-K Assessments Assessing young children should be observational and holistic, impacting your hands-on instructional time as little as possible. We recommend using the assessments with each child three times a year: at the beginning, middle, and end of their Pre-K year. Different and Better We understand that preschoolers learn through movement and participation. They need explicit, modeled instruction. They also need playful learning opportunities to explore and internalize new ideas. Our playful approach is at the heart of our success. Young children are not ready to sit still and focus for long periods of time. They learn best when they move, manipulate objects, build, sing, draw, and participate in dramatic play. Preschoolers need instruction tailored to their different styles of learning. You need tools to meet these needs. Our unique Pre-K program makes teaching easy and rewarding for you by: the different learning experiences of 1. Identifying all children in your class 2. Planning meaningful learning experiences 3. Measuring children’s academic progress 4. Gathering information to share with families, specialists, educators, and administrators children who might benefit from 5. Identifying special services. Look at each assessment as a snapshot in time. Looking at those snapshots over weeks and months shows the path of a child’s development and learning. Use these assessment tools along with your daily experiences and professional judgment. Do not make decisions about a child’s long-term grouping or placement based on a single assessment. Traditional paper and pencil forms of assessment are not appropriate for Pre-K children. Our developmentally appropriate assessments address young children’s growth in Language & Literacy, Numbers & Math, and Readiness & Writing skills.

Sample Version of:

Our Pre-K Assessments are free, universal, and easy-to-administer screeners that identify what children know and can do. Access our free Pre-K Assessments at www.LWTears.com/resources/ pre-k-assessments. In just 10–15 minutes, these developmentally appropriate assessments for children aged 4–5 check each child’s progress as they build important foundation skills. You can share information with fellow Pre-K teachers, parents, therapists, administrators, and kindergarten teachers. This will provide all of those involved with a clearer understanding of the child’s progress. Check Readiness The Readiness & Writing 1:1 Assessment can be used to assess Pre-K children as they develop their skills. You will assess naming colors, shapes, crayon grip, letter naming, and writing. Keep track of a child’s response on the Assessment. As you watch children play and participate in activities, use our Observation Checklist to note additional skills. Check Literacy The Language & Literacy 1:1 Assessment can be used to assess Pre-K children as their skills develop. You will assess letter naming, describing and comparing, rhyming, and words/word parts. As you watch children play and participate in activities use our Observation Checklist to note other skills. Keeping track of a child’s response is made easy with our new 1:1 Assessment Record. Check Math Use the Numbers & Math 1:1 Assessment to assess skills as they develop. You will assess naming numbers, counting and comparing, positions, ordinal numbers, and AB patterns. As children play and participate in math activities use the Observation Checklist to note their development with other skills. Keep track of a child’s response with our new 1:1 Assessment Record.

Get Set for School Pre-K Teacher’s Guide: Resources

Statements of Correlation The Get Set for School Pre-K curriculum was developed based on research from esteemed institutions and child development experts:

The Get Set for School Pre-K curriculum is aligned to standards for 4-year-olds including but not limited to:

•N ational Association for the Education of Young Children (NAEYC)

• International Reading Association (IRA)

•H ead Start Early Learning Outcomes Framework (ELOF)

•N ational Council of Teachers of Mathematics (NCTM) •N ational Institute for Early Education Research (NIEER) • National Research Council (NRC) • Experts in the field of Early Childhood Education • Company research and assessment

•S tate Standards for 4-year-olds (see Get Set for School Pre-K Curriculum: Correlations to State Standards at LWTears.com/gss ) •A ssessments for 4-year-olds (see Get Set for School Pre-K Curriculum: Correlations to Pre-K Assessments at LWTears.com/gss )

Multisensory Lessons with Hands-On Learning

Introduction to the Curriculum

Get Set for School Pre-K Teacher’s Guide: Resources

Sample Version

Book Connections We recommend reading related books to further expand the concepts in this teacher’s guide. Each book on the list engages children with simple, inviting text and clear, attractive illustrations. The books are an appropriate length for Pre-K readalouds. We hope you enjoy reading them as much as we did.

Art I’m NOT Just a Scribble by Diane Alber Snippets: A Story about Paper Shapes by Diane Alber Splatter by Diane Alber Spots by Diane Alber Sticks by Diane Alber

Animals Actual Size by Steve Jenkins Aesop’s Fable: The Fox and the Goat Are You My Mother? by P.D. Eastman Big Bear, Small Mouse by Karma Wilson Countdown to Kindergarten by Alison McGhee Frog and Toad are Friends by Arnold Lobel How Do Dinosaurs Count to Ten? (2004) by Jane Yolen

Chef/Cook/Healthy Food ABC What Can She Be? by Sugar Snap Studio and Jessie Ford

How Do Dinosaurs Eat Their Food? by Jane Yolen How Do Dinosaurs Love Their Cats? by Jane Yolen How the Zebra Got Its Stripes by Justine Fontes If I Ran the Rain Forest: All About Tropical Rain Forests by Bonnie Worth If I Were a Lion by Sarah Weeks In the Small, Small Pond by Denise Fleming Make Way for Ducklings by Robert McCloskey One Fish, Two Fish, Red Fish, Blue Fish by Dr. Seuss Peanut Butter and Jellyfish by Jarrett J. Krosoczka Put Me in the Zoo by Robert Lopshire Rainbow Fish by Marcus Pfister Speediest!: 19 Very Fast Animals by Steve Jenkins Swimmy by Leo Lionni Ten Little Fish by Audrey Wood The Fat Cat Sat on the Mat by Nurit Karlin The Jungle Book by RH/Disney The Lion & the Mouse by Jerry Pinkey The Lion Who Couldn’t Roar by John Powers The Parrot Tico Tango by Anna Witte The Pigeon Wants a Puppy! by Mo Willems The Three Little Pigs by Mei Matsuoka We’re Getting a Pet! by Sue Fliess What Pet Should I Get? by Dr. Seuss What’s It Like to Be a Fish? by Wendy Pfeffer Wish for a Fish by Bonnie Worth © 2021 Learning Without Tears

Sample Version of:

Chefs and What They Do by Liesbet Slegers How Did That Get in My Lunchbox?: The Story of Food by Chris Butterworth The Story of Food by Christine Butterworth Little Chef by Elisabeth Weinberg and Matt Stine Look I’m a Cook (Look! I’m Learning) by DK Oh, The Things You Can Do That Are Good for You: All About Staying Healthy by Tish Rabe Dramatic Play (Dress-Up, Community Helpers, Imaginary Play) Clifford’s Sport Day by Norman Bridwell Dance Is for Everyone by Andrea Zuill Giraffes Can’t Dance by Giles Andreae I Am a Frog! by Mo Willems I Got the Rhythm by Connie Schofield-Morrison Just A Little Music by Mercer Mayer Pete the Cat: Play Ball! by James Dean Sally Sore Loser: A Story about Winning and Losing by Frank J. Sileo The Adventures of Beekle: The Unimaginary Friend by Dan Santat The Way to the Zoo by John Burningham A Color of His Own by Leo Lionni Mat Man Hats by Jan Z. Olsen My Little Pink Princess Purse by Stephen T. Johnson Olivia by Ian Falconer Pete the Cat: My Four Groovy Buttons by Eric Litwin My Dress-Up Party by Sarah Wilson Crossing Guards (People in My Community) by Joann Early Macken

Get Set for School Pre-K Teacher’s Guide: Resources

Book Connections Environment/Recycling 10 Things I Can Do to Help My World by Melanie Walsh Curious George Discovers Recycling by H.A. Rey Don’t Throw That Away!: A Lift-the-Flap Book about Recycling and Reusing by Lara Bergen

Mat Man On the Go by Jan Z. Olsen Mat Man Opposites by Jan Z. Olsen The Gingerbread Man by Gail Yerrill The Little House by Virginia Lee Burton The Tortoise and the Hare by Janet Stevens Motors and Machines Busy Boats by Tony Mitton and Ant Parker Amazing Machines: Big Truckload of Fun by Tony Mitton

Five Nice Mice Build a House by Chisato Tashiro Here Comes the Recycling Truck! by Meyer Seltzer I Can Save the Earth!: One Little Monster Learns to Reduce, Reuse, and Recycle by Alison Inches Stuff!: Reduce, Reuse, Recycle by Steven Kroll The Adventures of an Aluminum Can: A Story About Recycling by Alison Inches and Mark Chambers The Adventures of the Plastic Bottle: A Story About Recycling by Alison Inches and Pete Whitehead The Berenstain Bears Go Green by Jan Berenstain and Mike Berenstain The Smash! Smash! Truck by Aidan Potts What Can You Do With Only One Shoe?: Reuse, Recycle, Reinvent by Simon Shapiro, Sheryl Shapiro, et al. Why Should I Recycle? by Jen Green Letters A Is for Art: An Abstract Alphabet Book by Stephen T. Johnson ABC Universe by American Museum of Natural History ABCs of Science by Chris Ferrie Alphabet City by Stephen T. Johnson Alphabet Rescue by Audrey Wood Alphabet School by Stephen T. Johnson Chicka Chicka Boom Boom by Bill Martin Jr. & John Archambault Dr. Seuss’s ABC: An Amazing Alphabet Book! by Dr. Seuss Eating the Alphabet by Lois Ehlert Farm Alphabet Book by Jane Miller Penguins Love Their ABC’s by Sarah Aspinall Letters and Literacy Alpha Tales Box Set (26 books) by Scholastic Green Eggs and Ham by Dr. Seuss

Get Set for School Pre-K Teacher’s Guide: Resources

Cars and Trucks and Things that Go by Richard Scarry Don’t Let the Pigeon Drive the Bus! by Mo Williams Jack the Builder by Stuart J. Murphy Modes of Transportation: ABC Book of Rhymes: Reading at Bedtime Brainy Benefits by Sarah Mazor, Yael Rosenberg, et al. Science and Technology for Kids Move It! (2005) by Adrienne Mason My Little Red Fire Truck (Paula Wiseman Books) by Stephen T. Johnson My Little Yellow Taxi by Stephen T. Johnson Newton and Me (2013) by Lynne Mayer T is for Turbo: ABC Book (Motorhead Garage Series) by Michael J. Myers The Little Engine that Could (2001) by Watty Piper Music and Musicians Know a Shy Fellow Who Swallowed a Cello by Barbara S. Garriel Jazz Baby by Carole Boston Weatherford Max Found Two Sticks by Brian Pinkney Music Is by Brandon Stosuy This Jazz Man by Karen Ehrhardt Zin! Zin! Zin! A Violin by Lloyd Moss My Body Can I Play Too? by Mo Willems From Head to Toe by Eric Carle Germs Are Not for Sharing by Elizabeth Verdick I Am Sick by Patricia Jensen If I Were a Dentist by Scholastic Llama Llama Home with Mama by Anna Dewdney

Sample Version

Book Connections Me and My Amazing Body by Joan Sweeney Peppa Pig: George Catches a Cold by Scholastic Pony Brushes His Teeth by Michael Dahl The Pigeon Needs a Bath! by Mo Willems The Tooth Book by Dr. Seuss Wash, Wash, Wash: The Wash Your Hands Story by Grace Garrett Numbers, Counting, Colors, Shapes A Color of His Own by Leo Lionni A Pet Banana by Othen Donald Dale Cummings Anno’s Counting Book by Mitsumasa Anno Brown Bear, and Brown Bear, What Do You See? by Bill Martin Jr. & Eric Carle City by Numbers by Stephen T. Johnson Click, Clack, Splish, Splash: A Counting Adventure by Doreen Cronin Goldilocks and the Three Bears by Parragon Books How Many Bugs in a Box? by David A. Carter Mat Man Shapes by Jan Z. Olsen Monsters Love Colors by Mike Austin Mouse Paint by Ellen Walsh My Many Colored Days by Dr. Seuss Olivia Counts by Ian Falconer One by Kathryn Otoshi Planting a Rainbow by Lois Ehlert Ten Black Dots by Donald Crews The Day the Crayons Quit by Drew Daywalt The Very Hungry Caterpillar by Eric Carle What Could It Be?: Exploring the Imaginative World of Shapes by Sally Fawcett Zin! Zin! Zin! A Violin by Lloyd Moss Science Goodnight Lab: A Scientific Parody by Chris Ferrie Science/Flight A is for Airplane/A es para avion by Theresa Howell Airplane Flight!: A Lift-the-Flap Adventure by Susanna Leonard Hill Amazing Airplanes (Amazing Machines) by Tony Mitton Arial, the Astronaut by Mary Nhin

Curious George and the Hot Air Balloon by H. A. Rey Good Night Planes (Good Night Our World) by Adam Gamble Kids’ Paper Airplane Book (Paper Airplanes) by Ken Blackburn Richard Scarry’s A Day at the Airport by Richard Scarry Richard Scarry’s Planes by Richard Scarry Richard Scarry’s Busy by Richard Scarry The Boy and the Airplane by Mark Pett Where Do Jet Planes Sleep at Night? by Brianna Caplan Sayres Science/Light All About Light by Lisa Trumbauer Energy Makes Things Happen by Kimberly Bradley and Paul Meisel Fireflies in the Night by Judy Hawes Light: Shadows, Mirrors, & Rainbows by Natalie Myra Rosinsky Look, Listen, Taste, Touch, and Smell: Learning About Your Five Senses by Pamela Hill Nettleton Magic School Bus: Gets a Bright Idea by Nancy White and John Speirs Physics: Why Matter Matters! by Dan Green and Simon Basher Ten Flashing Fireflies by Philemon Sturges The Very Lonely Firefly by Eric Carle What Are Light Waves? by Robin Johnson Science/Plants A Fruit Is a Suitcase for Seeds by Jean Richards A Tree is a Plant by Clyde Robert Bulla How a Seed Grows by Helene J. Jordan In a Nutshell by Joseph Anthony Oh Say Can You Seed?: All About Flowering Plants by Bonnie Worth One Bean by Anne Rockwell Pick, Pull, Snap! Where Once a Flower Bloomed by Lola M. Schaefer The Magic School Bus Plants Seeds: A Book by Joanna Cole

Sample Version of:

Get Set for School Pre-K Teacher’s Guide: Resources

Book Connections About How Living Things Grow by Joanna Cole The Tiny Seed by Eric Carle To Be Like the Sun by Susan Marie Swanson Science/Water Cycle A Drop Around the World by Barbara McKinney All the Water in the World by George Ella Lyon Did a Dinosaur Drink This Water by Robert E. Wells I Get Wet by Vicki Cobb Magic School Bus: At the Waterworks by Joanna Cole Magic School Bus: Wet All Over by Pat Relf The Little Raindrop by IglooBooks The Snowflake: A Water Cycle Story by Neil Waldman Water is Water by Miranda Paul Magic School Bus: Wet All Over The Little Raindrop The Snowflake: A Water Cycle Story Water is Water Science/Weather Clouds by Anne Rockwell Elmer’s Weather by David McKee Who Likes the Wind? by Etta Kaner Feel the Wind by Arthur Dorros I Face the Wind by Vicki Cobb Kipper’s Book About Weather by Mick Inkpen Little Cloud by Eric Carle Maisy’s Wonderful Weather Book by Lucy Cousins Oh Say Can You Say What’s The Weather Today? by Dr. Seuss Ready to Read: Clouds by Marion Dane Bauer Ready to Read: Wind by Marion Dane Bauer Shapes in the Sky: A Book About Clouds by Josephine Sherman The Cloud Book by Tomie dePaola The Everything Kids’ Weather Book by Joe Snedeker The Wind Blew by Pat Hutchins Weather Forcasting by Gail Gibbons Weather Words and What They Mean by Gail Gibbons What Will the Weather Be Like Today? by Paul Rogers

100

Get Set for School Pre-K Teacher’s Guide: Resources

What’s the Weather? by Scholastic Inc. Social-Emotional Learning (Taking Turns, Meeting, Greeting) A Sick Day for Amos McGee by Philip C. Stead Because Amelia Smiled by David Ezra Stein Chrysanthemum by Kevin Henkes Crunch, The Shy Dinosaur by Cirocco Dunlap Each Kindness by Jane Addams Good People Everywhere by Lynea Gillen Groovy Joe: Ice Cream & Dinosaurs by Eric Litwin and Tom Lichtenheld Have You Filled Your Bucket Today? A Daily Guide to Happiness for Kids by Carol McCloud and David Messing Hello World! Greetings in 42 Languages Around the Globe by Manya Stojic Hello, Day! by Anita Lobel Hello, Hello by Brendan Wenzel Hello, Sun! by Dayle Ann Dodds Hi, Pizza Man! by Virginia Walter How Do Dinosaurs Play with their Friends by Jane Yolen How Hippo Says Hello by Abigail Samoun How Kind by Mary Murphy Is Your Mama a Llama? By Deborah Guarino It’s Okay to Be Different by Todd Parr Kindness is Cooler, Mrs. Ruler by Margery Cuyler Llama, Llama Time to Share by Anna Dewdney No Matter What by Debi Gliori One Big Pair of Underwear by Laura Gehl One by Kathryn Otoshi Ordinary Mary’s Extraordinary Deed by Emily Pearson Paulie Pastrami Achieves World Peace by James Proimos Pinduli by Janell Cannon Say Hello Like This! by Mary Murphy Should I Share My Ice Cream? by Mo Willems Sticks by Diane Alber That’s (Not) Mine by Anna Kang The Doorbell Rang by Pat Hutchins The Invisible Boy by Trudy Ludwig Sample Version

Book Connections The Kissing Hand by Audrey Penn Aesop’s Fable: The Lion and the Mouse The Name Jar by Yangsook Choi The Rabbit Listened by Cori Doerrfeld The Recess Queen by Alexis O’Neill Waiting Is Not Easy! by Mo Willems Wemberly Worried by Kevin Henkes Listening with My Heart: A Story of Kindness and Self-compassion by Gabi Garcia

Sample Version of:

Get Set for School Pre-K Teacher’s Guide: Resources

101

Books All Year When using the Get Set for School Read-Aloud Library throughout the Pre-K Curriculum (see schedule below), refer to Book Centers and Connections pp. 97–105 for tips regarding how to effectively integrate books in your Pre-K classroom each time you read a book with children. Book Title

Location of Books in Lessons

The Doorbell Rang by Pat Hutchins

W1, D1, Numbers & Math

Each Kindness by Jane Addams

W1, D2, Social Studies, Enrichment

My Five Senses by Aliki

W3, D2, Science

Maria Had a Little Llama by Maria Tenia

W6, D3, Language & Literacy

Waiting Is Not Easy! by Mo Willems

W8, D2, Language & Literacy

The Little House by Virginia Lee Burton

W9, D3, Language & Literacy

Goldilocks and the Three Bears by Parragon Books

W10, D5, Numbers & Math

Curious George Goes to a Costume Party by Margret Rey and H A Rey

W13, D2, Social Studies

Pete the Cat: My Four Groovy Buttons by Eric Litwin

W13, D3, Language & Literacy

Crossing Guards (People in My Community) by Joann Early Macken

W14, D2, Social Studies

Olivia by Ian Falconer

W14, D2, Language & Literacy

The Tortoise and the Hare by Janet Stevens

W15, D1, Language & Literacy

The Gingerbread Man by Catherine McCafferty

W15, D2, Numbers & Math

The Recess Queen by Alexis O’Neill

W15, D2, Social Studies

About Pets by Sindy McKay

W15, D4, Social Studies

Chefs and What They Do by Liesbet Slegers

W18, D2, Social Studies

Look! A Starfish! by Tessa Kenan

W18, D4, Language & Literacy

Oh, The Things You Can Do That Are Good for You: All About Staying Healthy by Tish Rabe

W18, D4, Science

Little Raindrop by Igloo Books

W19, D2, Social Studies

One Duck Stuck: A Mucky Ducky Counting Book by Phyllis Root

W19, D2, Language & Literacy

If You Give a Pig a Pancake by Laura Numeroff

W20, D1, Language & Literacy

The Tiny Seed by Eric Carle

W20, D2, Science

Not for Me, Please! I Choose to Act Green by Maria Godsey

W22, D2, Social Studies

Why Should I Recycle? by Jen Green

W22, D4, Science

I Get Wet by Vicki Cobb

W23, D4, Science

Good Night Planes by Adam Gamble

W24, D2, Social Studies

National Geographic Readers: Planes by Amy Shields

W24, D4, Science

The Cloud Book by Tomie de Paola

W24, D5, OL: Support/ELL

102

Get Set for School Pre-K Teacher’s Guide: Resources

Sample Version

Book Title

Location of Books in Lessons

Favorite Book of Nursery Rhymes by Scott Gustafson

W25, D5, Language & Literacy

Bilingual Tales: Los tres cerditos / The Three Little Pigs

W26, D2, Science

If You Give a Mouse a Cookie By Laura Numeroff

W29, D4, Numbers &amp; Math: Replace The Gingerbread Man with this book. Have children create a cookie out of craft materials then cut it in half.

The Fat Cat Sat on the Mat by Nurit Karlin

W31, D2, Language & Literacy

Actual Size by Steve Jenkins

W31, D4, Science: Support/ELL

Gratitude Soup by Olivia Rosewood

W32, D4, Readiness & Writing, Enrichment

Señorita Mariposa– Bilingual Tale by Ben Gundersheimer

W35, D3, Language & Literacy: Replace Goldilocks and the Three Bears

Rainbow Fish by Marcus Pfister

W36, D1, Language & Literacy

It’s Mine by Leo Lionni

W36, D1, Language & Literacy

The Get Set for School Pre-K curriculum focuses on using books that support multiple areas: socialemotional development, informational texts as well as incorporating popular titles. Most often Pre-K teachers are the first to teach children about socially-appropriate behavior. You can easily integrate additional books about social-emotional learning for Pre-K children that open the discussion about topics by selecting books that address them. Below are some suggestions of books to support social-emotional learning discussions in your Pre-K classroom: I’m Like You, You’re Like Me/Yo soy como tú, tú eres como yo: A Book About Understanding and Appreciating Each Other/Un libro para entendernos y apreciarnos by Cindy Gainer • T his book teaches about diversity in terms children can understand: hair that’s straight or curly, families with many people or few, bodies that are big or small. A section for adults in the back provides tips and activities to reinforce the themes and lessons of the book. We Can Get Along/Podemos llevarnos bien: A Child’s Book of Choices/Un libro de alternativas para niños by Lauren Murphy Payne M.S.W. LCSW

Sample Version of:

• T his book teaches tolerance and encourages acts of kindness through clear words and illustrations. It supports children’s development with skills for conflict resolution and peacemaking and includes activities and discussion questions in both languages. All the Colors We Are/Todos los colores de nuestra piel: The Story of How We Get Our Skin Color/La historia de por qué tenemos diferentes colores de piel by Katie Kissinger • T his book offers children a simple, scientifically accurate explanation about how our skin color is determined by our ancestors, the sun, and melanin. Reading this book helps children build positive identities as they accept, understand, and value our rich and diverse world. Unique activity ideas are included to help extend the conversation with children. Where Are You From? ¿De dónde eres? By Yamile Saied Mendez • T his book tells the story of one girl who constantly gets asked a simple question that doesn’t have a simple answer.

Get Set for School Pre-K Teacher’s Guide: Resources

103

Books All Year Un Pequeno Libro Sobre Sentimientos: A Little Book About Feelings: Spanish English Bilingual Edition by Abbie Schiller • T his book has an empowering message about expressing emotions. It teaches young children the vital skill of recognizing the wide range of human emotions and helps encourage empathy and compassion.

the importance of using your words. According to the National Association for the Education of Young Children (NAEYC), social and emotional learning is just as vital to children’s learning as academic development. NAEYC offers resources with information about SEL research, tips for the classroom, and tips to share with families.

Listening to My Body; Escuchando a Mi Cuerpo by Gabi Garcia • T his book helps children build on their capacity to be mindful, self-regulate, and develop emotional resilience. Feelings and Dealings: The ABC’s of Emotions by Camille Childs • T his book supports emotional health, connection, and developing empathy. This book develops emotional intelligence and social skills through rhyme while moving through the alphabet. Breathe Like a Bear: 30 Mindful Moments for Kids to Feel Calm and Focused Anytime, Anywhere by Kira Willey

School-to-Home Connection: Parent Resources NAEYC provides several articles that you can share with the parents of the children in your Pre-K class, such as, “Building Social Emotional Skills at Home;” “Help Your Child Become a Great Problem Solver;” “Help Your Preschooler Gain Self-Control;” “Ideas for Honoring Social Struggle with Young Children,” etc. For these articles and more, visit naeyc.org and search for the article titles.

• T his book is a collection of mindfulness exercises designed to teach kids techniques for managing their bodies, breath, and emotions. Social-Emotional Learning: Research and Support Resources In addition to books, multiple social-emotional learning resources are available for Pre-K teachers online. The Collaborative for Academic, Social, and Emotional Learning (CASEL) provides research and support for integrating SEL in all grades including Pre-K. You can review their resources at https://casel.org/prek-resources/. Social-Emotional Learning: Classroom Resources Children need to learn to identify and cope with separation, new experiences, mad feelings, friendship, disappointment, sharing, pretend play, differences between people, persistence, and

104

Get Set for School Pre-K Teacher’s Guide: Resources

Sample Version

Circle Time is one of the easiest ways to introduce and discuss social-emotional learning topics with children daily. Children love this part of the school day as everyone sings, discusses the calendar, weather, and what they will be learning that day. Add a social-emotional learning book to your existing Circle Time or use the sample schedule below.

4. Weather •M at Man Poster (from Mat Man Book Set and laminated) § D ress Mat Man with appropriate items for the weather (made from construction paper and laminated with items to attach them to the poster like Velcro)

Sample Circle Time 1. Opening: Welcome •U sing the Squawker puppet, welcome the children and have them welcome each other. § P reKITT, Resources, “I’m Happy to See You,” “Hello Song”

5. Songs •U sing the Magic C puppet, have a Helper select two or more songs for the group to sing from PreKITT, Resources, Music

2. Pledge, School Motto, and/or Affirmation

6. D aily for at least a week, read a book regarding a social-emotional learning topic. Refer to the list provided or titles in Book Connections, Vol.1, pp.97–105.

3. Calendar

7. Closing: Today We’re Learning Preview

• Day of the Week

• I ntroduce Focus of the Day located at the top of each Daily Lesson Plan

§ Y ou can create labels for each day of the week using the PreKITT, Resources, Capital Practice Strips. • Month of the Year and Date

§ T o show letters and numbers, use the A-B-C Touch & Flip Cards and the 1-2-3 Touch & Flip Cards

§ Count from 1 to current day every day

Sample Version of:

Get Set for School Pre-K Teacher’s Guide: Resources

105

106

Get Set for School Pre-K Teacher’s Guide: Resources

Sample Version

Big Line Little Line

Big Line Little Line Little Line

Big Line Little Curve Little Curve

*See Note

Big Line Turn Big Line

Big Line Little Line

Big Curve

Line Line Line Line

Big Line Big Line

Big Big Big Big

Big Line Big Curve

Kick Start Kindergarten Teacher’s Guide p. 162; Letters and Numbers for Me Teacher’s Guide p. 162

Little Curve Little Curve

*See Note

Big Line Turn Little Line

Big Line Big Line Little Line

Wood Pieces Letter Chart

Big Big Big Big

Line Line Line Line

Big Line Big Line Big Line

Big Line Little Line Little Line Little Line

Big Line Big Line

Big Curve Big Curve

Big Line Little Line Little Line

Little Line Big Line

Big Line Little Curve

Big Curve Little Line Little Line

Little Line Big Line Little Line

Big Curve Big Curve Little Line

Big Line Big Line Little Line

*NOTE: We do not use Wood Pieces for capital J and U.

Big Line Little Curve Little Line

Big Line Little Line Little Line

Wood Piece Capital Letter Chart

Big Line Little Curve Little Curve

Big Curve

Big Line Big Curve

Big Line Little Line Little Line Little Line

Big Line Little Line Little Line

Big Curve Little Line Little Line

Big Line Big Line Little Line

Big Line Little Line Little Line

Sample Version of:

Big Line Little Line Little Line

Big Line Little Line

Big Big Big Big

Line Line Line Line

Big Line Big Line Big Line

Big Curve Go around Keep going

Big Line Little Curve

Big Curve Go around Keep going Little Line

Big Line Little Curve Little Line

Little Curve Turn Little Curve

Big Line Little Line

Big Line Turn Big Line

Big Line Big Line

Big Big Big Big

Line Line Line Line

Big Line Big Line

Little Line Big Line

Get Set for School Pre-K Teacher’s Guide: Resources

www.getsetforschool.com

Little Line Big Line Little Line

S T U V W X Y Z

Big Line Turn Little Line

J K L M N O P Q R

Big Line Big Line Little Line

A B C D E F G H I

Capital Formation Chart

Capital Letter Formation Chart

107

Lowercase Letter Formation Chart Lowercase Formation Chart bump

up like a

Magic c

back down bump

dive down

swim up and over

down

dot

Dots for you!

dive down

around bump

swim up and over

down bump dot

Dots for you!

down

Magic c

turn

Magic c

up higher

up like a

back down bump

down bump

kick!

slide away

Start at the top!

start

little line

down bump

stop

up and around

At first, curve up. Then go straight down.

down bump

start with n

cross

swim up and over

down

bump

Magic c

up like a

dive down

back down

swim up and over

down

turn

108

Get Set for School Pre-K Teacher’s Guide: Resources

Sample Version

Lowercase Formation Chart bump

Magic c

keep on going

down, travel, up

stop

swim up and over

around bump

slide down

back down bump

slide up

dive down

bump

Magic c

up like a

back down

slide down and up

U-turn



dive down

swim up and over

slide down



little Magic c

turn down

slide down

curve around



slide down



slide down

Directions for crossing t:

Left-handed

Start at the top!

down bump

Right-handed

go across

cross

Sample Version of:

go across

slide down

Get Set for School Pre-K Teacher’s Guide: Resources

109

Number Stories Number Number Stories Stories

 starts  starts in thein Starting the Starting Corner. Corner.

 starts  starts in thein Starting the Starting Corner. Corner.

 makes  makes a Big Line a Bigdown. Line down.

 is a baby is a bear. baby bear.

 stops  in stops the in corner. the corner.

 goes down goes down to curlto upcurl in up in the corner. the corner.

 is hibernating.  is hibernating.

 starts  starts in thein Starting the Starting Corner. Corner.

 starts  starts in thein Starting the Starting Corner. Corner.

 makes  makes a Big Curve. a Big Curve.

 makes  makes a LittleaLine Littleacross Line across the top. the top.

 stops  in stops the in corner. the corner.  walks  walks away away on theon bottom. the bottom.

 says,  “ says, better “ better slide down.” slide down.”

 starts  starts in thein Starting the Starting Corner. Corner.

 is different.  is different.

 makes  makes a LittleaCurve Little Curve to to the middle. the middle.

 doesn’t  doesn’t like corners. like corners.  starts  starts at the at topthe center. top center.

 makes  makes another another Little Curve Little Curve to the to bottom the bottom corner.corner.

 begins  begins with Swith and Sthen and then goes home. goes home.

 starts  starts in thein Starting the Starting Corner. Corner.

 is so special. is so special.

 makes  makes a LittleaLine Littledown Line down to the to middle. the middle.

 has itshas ownitscorner. own corner.  makes  makes a LittleaCurve Little Curve and and goes p goes to the p to corner. the corner.

 walks  walks acrossacross the dark thenight. dark night.  jumps  jumps to the to topthe and topsays, and says, “ did “ it.”did (Big it.”Line (Bigdown) Line down)

 makes  makes a Big Line a Bigdown. Line down.

 starts  starts in thein Starting the Starting Corner. Corner.

0 uses 0 two usesplaces. two places.

 makes  makes a LittleaLine Littledown Line down to the to the middle. middle. t starts t starts to rain. to rain.



 makes  makes a LittleaCurve Little Curve around. around.

Get Set for School Pre-K Teacher’s Guide: Resources

0 is next. 0 is next. 0 starts 0 starts at the at topthe center. top center.

 puts aputs LittleaLine LittleonLine topon top to stoptothe stop rain. the rain.

110

comes  comes first. first.

0 is 0 finished. is finished.

Sample Version

Number Formation Chart 1 starts at the Big Line down

6 starts at the Big Line down, turn and curl up

2 starts at the Big Curve to the bottom Little Line across

7 starts at the Little Line across the top Big Line slides down

3 starts at the Little Curve to the middle Little Curve to the bottom

8 starts at the Begin with S, up to the top

4 starts at the Little Line down Little Line across the middle Big Line down the center

9 starts at the Little Curve, up Big Line down

5 starts at the Little Line down to the middle Little Curve to the bottom Little Line across the top

First, write 1 1 starts at the Big Line down Next, write 0 0 starts at the Big Curve, keep going Stop

ÂŠ 2021 Learning Without Tears

Sample Version of:

Get Set for School Pre-K Teacherâ&#x20AC;&#x2122;s Guide: Resources

111

Scope & Sequence

Week 1

Unit 1: Get Set For School

Week 2

Day 2

Language & Literacy

Introduction to Early Literacy Skills

Oral Language Ask & Tell

Phonological Awareness Identify the Sound – Speech or Environmental

Readiness & Writing

Introduction to Finger Play

Developmental Social Skills – Shake Hands Focus on Right Hand & Social Skills

Children’s Hand Skills – What Can We Do with Ten Little Fingers?

Numbers & Math

Introduction to Math Concepts

Shake Hands with Friends

Describe Position and Rote Count 1–5

Verbs: meet/shake

What are friends?

“Mat Man Shapes” Concepts About Print: Learn Parts of a Book

Read “Mat Man On the Go” Comprehension – Make Predictions

Oral Language, Getting to Science, and/or Know Our Friends Social Studies

Week 3

Day 1

Language & Literacy

Mat Man Book Series: Print, Comprehension

Readiness & Writing

Build/Draw Mat Man

Introduce: Sing & Build Mat Man

Sing & Build Mat Man & Add More Accessories

Numbers & Math

Wood Piece Play

Wood Piece Play - Reach and Find a Match

Wood Piece Play – Learn Postion Words

Oral Language, School Safety, Science, and/or Rules & Manners Social Studies

Action Sentences/Verbs: look/listen

Science: Identify Body Parts and Senses

Language & Literacy

Discovery & Exploration with Letter Sounds

ABC Sing & Point My First School Book p. 4

Phonological Awareness Identify the Sound

Readiness & Writing

Introduction to Grip

Expressive Easel Art Color & Draw

Aim & Scribble – Night Sky My First School Book p. 5

Numbers & Math

Discovery & Exploration with Numbers

Discover Math with Tag Bags

Discover Math with1-2-3 Touch & Flip Cards

Verbs: pass/share

Science: Explore Sound

Oral Language, Sharing & Science, and/or Readiness Skills Social Studies

112

Get Set for School Pre-K Teacher’s Guide: Resources

Sample Version

Scope & Sequence Day 3

Day 4

Day 5

Concepts About Print Distinguish Print from Pictures Using Letters, Shapes, and Images

Concepts About Print Distinguish print from pictures using My Book

Phonological Awareness Discriminate Sounds: Similar or Different

Review Developmental Social Skills – Shake Hands focus on right hand & social skills

Wood Piece Play – Polish, Sort & Trade Wood Pieces

Wood Piece Play – Wood Pieces with Music

Make a class list of favorite new & old books

Patterns & Algebra Classify Same or Different

Geometry – Demonstrate In & Out Call children by first name in alphabetical order

Adjectives: new/old

Similarities & Differences between People

Q & A with Nouns: Name/___________

“Mat Man Shapes” Concepts About Print: Review Book Parts

“Mat Man Hats” Phonemic Awareness: Discriminate Words

“Mat Man Opposites” Concepts About Print: Follow Text Left to Right

Sing & Build Mat Man and Have Children Lead

Sing & Build Mat Man and Change Him into a Superhero

Sing & Draw Mat Man

Wood Piece Play - Compare Big & Little

Wood Piece Play – Find a Match

Wood Piece Play – Learn Body Parts & Position Words

Adjectives: polite/rude Discuss Ways to Be Polite to Others

Social Studies: Identify Different Jobs

Q & A with Nouns: manners/respect

Phonological Awareness Discriminate Sounds

Alphabet Knowledge: Learn Position Letters

Alphabet Knowledge Recognize Letters in Name

Aim & Scribble – Twinkle My First School Book p. 6

Aim & Scribble - Fireworks My First School Book p. 7

Aim & Color; Aim & Trace - Ant, Bug, Bee My First School Book pp. 8–9

Measurement & Time – Connect Times & Events day/night

Patterns & Algebra - Sort by Color

Number & Operations - Demonstrate One-to-One Correspondence

Adjectives: few/many

Science: Sort Plants & Animals

Q & A with Nouns: friends/people

Sample Version of:

Get Set for School Pre-K Teacher’s Guide: Resources

113

Scope & Sequence

Week 4

Unit 1: Get Set For School

Day 2

Language & Literacy

Discovery with Letters in Name

Alphabet Knowledge Recognize Letters in Name

Phonological Awareness Move to Count Syllables

Readiness & Writing

Develop Grip

Aim & Color – Red & Green My First School Book p. 10

Aim & Color – Yellow & Purple My First School Book p. 11

Numbers & Math

Discovery with Numbers

Number & Operations – Count a Set of Objects

Number & Operations – Describe Cardinality

Verbs: cut/paste

Social Studies: Count the Class

Alphabet Knolwedge Recognize Letters in Name

Phonological Awareness Beginning Sounds in Names: Name of the Day

Oral Language, School & Science, and/or Comparing Things Social Studies

Week 5

Day 1

Language & Literacy

Identify Name: Letters & Sounds

Readiness & Writing

Aim & Trace and Writing Name

Aim & Trace – Chicks & Ducks My First School Book pp. 16–17

Writing My Name

Numbers & Math

Number Building & Tracing – 1

Learn 1 Using Roll–A–Dough

Learn 1 Using Stamp and See Screen

Verbs: wait/start

Social Studies: Map It Out

Oral Language, School Science, and/or Locations, Waiting, & Social Studies

Week 6

Taking Turns

Language & Literacy

Letter Sounds & Activities – Ll

Learn Sound of L Concepts About Print - Distinguish Letters, Words & Sentences

Sound of L Alphabet Knowledge - Letters Up!

Readiness & Writing

Letter Building & Tracing – L

Learn L using Capitals with the Letter Cards & the Mat for Wood Pieces

Learn L using Capitals with the Mat for Wood Pieces

Numbers & Math

Number Activities – 1, Shapes: Cross & Square

Review 1 using I Know My Numbers

Review 1 using I Know My Numbers & Recognize Number 1

Verbs: point/say

Social Studies - Make a Map

Oral Language, School Science, and/or Readiness Skills Social Studies

114

Get Set for School Pre-K Teacher’s Guide: Resources

Sample Version

Scope & Sequence Day 3

Day 4

Day 5

Concepts About Print Recognize Names

Alphabet Knowledge Place Capital Letters Right-Side Up

Phonological Awareness Identify Beginning Sounds

Aim & Color – Blue & Orange My First School Book p. 12

Aim & Color – Pink & Brown My First School Book p. 13

Aim & Color – Gray & Black Bonus: Hot Air Balloon My First School Book pp. 14–15

Number & Operations – Count in Any Order

Number & Operations Make a Set

Geometry – Demonstrate Position Words

Adjectives: curved/pointed

Science: Sort Classroom Objects

Q & A with Nouns: triangle/shape

Alphabet Knolwedge Identify Letters in Name

Alphabet Knowledge Identify Capital Letters

Alphabet Knowledge Identify Letters in Name

Writing My Name

Learn 1 Using Wet-Dry-Try on the Slate

Learn 1 by Tracing & Copying My First School Book p. 78

Geometry Demonstrate Before & After

Adjectives: long/short

Science: Compare Plants & Insects

Q & A with Nouns: turn/time

Sound of L Comprehension – Make Predictions

Sound of Ll Phonological Awareness – Make Rhyming Words

Sound of Ll Phonological Awareness – Discriminate Words

Learn L with Roll–A–Dough Letters

Learn L Using Stamp and See Screen

Learn L by Tracing, Coloring, and Drawing My First School Book p. 19

Review 1 using I Know My Numbers & Use Ordinal Numbers

Demonstrate Top, Middle & Bottom by Drawing a Cross My First School Book p. 18

Describe & Draw Squares My First School Book p. 20

Adjectives: capital/lowercase

Science: Make Nature Letters

Q & A with Nouns: A/letter

Sample Version of:

Get Set for School Pre-K Teacher’s Guide: Resources

115

Scope & Sequence

Week 7

Unit 2: My Body

Week 8

Day 2

Language & Literacy

Letter Sounds & Activities – Ff

Sound of F Comprehension Make Predictions: Pumpkin Life

Sound of F Alphabet Knowledge – Recognize Capital Letters Three A Day, Capitals to Say

Readiness & Writing

Letter Building & Tracing – F

Learn F using Capitals with the Letter Cards & the Mat for Wood Pieces

Learn F Using Stamp and See Screen

Numbers & Math

Number Building & Tracing – 2

Learn 2 Using the Mat and Wood Pieces & Compare Sets

Learn 2 Using Roll–A–Dough & Match Shapes

Verbs: kick/march

Science: Frog & Fish Compare How Their Bodies and How They Move, Hop, And Swim.

Oral Language, Legs Science, and/or Social Studies Language & Literacy

Letter Sounds & Activities – Ee

Sound of E Position Letters (Letters L, F, E) Are They Right?

Sound of E Comprehension - Making Predictions What Will Happen?

Readiness & Writing

Letter Building & Tracing – E

Learn E using Capitals with the Letter Cards & the Mat for Wood Pieces

Learn E with Roll–A–Dough Letters

Numbers & Math

Number Activities & Tracing – 2

Review 2 Using Multisensory Activty of Choice & Make a Direct Comparison of Size

Review 2 Using I Know My Numbers

Verbs: reach/bend

Science: Comparing Items in Nature Bigger/Smaller

Oral Language, Arms Science, and/or Social Studies

Week 9

Day 1

Language & Literacy

Letter Sounds & Activities – Hh

Sound of H Phonological Awareness Recognize Rhyming Words; Rhyme Time

Sound of H Identify Capital Letters Letter Time; Name that Capital

Readiness & Writing

Letter Building & Tracing – H

Learn H using Capitals with the Letter Cards & the Mat for Wood Pieces

Learn H Using Stamp and See Screen

Numbers & Math

Number Building & Tracing – 3

Learn 3 Using the Mat & Wood Pieces

Learn 3 & Sort by Size

Verbs: think/remember

Social Studies: Learn about Language

Oral Language, Brain Science, and/or Social Studies

116

Get Set for School Pre-K Teacher’s Guide: Resources

Sample Version

Scope & Sequence Day 3

Day 4

Day 5

Sound of F Phonological Awareness Discriminate Words - Same and Different

Sound of F Phonological Awareness Find Words in a Sentence – Let’s Break Sentences

Sound of F Phonological Awareness Build Sentences with Words

Review Capitals & Write Name

Learn F Using Wet-Dry-Try on the Slate

Learn F by Tracing, Coloring, and Drawing My First School Book p. 21

Learn 2 using Wet-Dry- Try on the Slate

Learn 2 by Tracing & Copying My First School Book, p. 79

Review 2 & Sort Shapes

Adjectives: high/low

Science: Describe Body Parts that are High and Low

Q & A with Nouns: knee/leg

Sound of E Phonological Awareness Discriminate Words - The Odd Word

Sound of Ee Alphabet Knowledge Match Capital & Lowercase Letters - Match Makers

Sound of Ee Comprehension; Recognize Beginning, Middle & End

Tracing E with A-B-C Touch & Flip Cards

Learn E using Wet-Dry-Try on the Slate & Pre-Stroke for E My First School Book p. 22

Learn E by Tracing, Coloring, and Drawing, My First School Book p. 23

Review 2 Using I Know My Numbers & Connect Numerals to Quantities

Review 2 using Wet-Dry-Try on the Slate

Review 2 Using I Know My Numbers

Adjectives: straight/bent

Social Studies: Look a differnet countries on a map and compare.

Q & A with Nouns: elbow/arm

Sound of H Comprehension Name the Place; What Can You See?

Sound of Hh Matching Capital & Lowercase Letters Match Makers

Sound of Hh Comprehension: Identify Feelings in a Story, Feelings Are Important

Learn H with Roll–A–Dough Letters

Tracing H with A-B-C Touch & Flip Cards Review Writing - Name

Learn H by Tracing, Coloring, and Drawing My First School Book p. 25

Learn 3 using Wet-Dry-Try on the Slate & Geometry, Demonstrate Top, Middle & Bottom

Learn 3 by Tracing, Coloring, and Drawing My First School Book p. 80

Learn Rectangles by Tracing & Copying My First School Book p. 24

Adjectives: hard/soft

Science: Sort Hard & Soft Classroom Objects

Q & A with Nouns: brain/head

Review Writing - Name

*Send I Know My Numbers 2 home

Sample Version of:

Get Set for School Pre-K Teacher’s Guide: Resources

117

Scope & Sequence

Week 10

Unit 2: My Body

Week 11

Day 2

Language & Literacy

Letter Sounds & Activities – Tt

Sound of T Writing Represent Events in a Story

Sound of T Alphabet Knowledge Identify Capital Letters

Readiness & Writing

Letter Building & Tracing – T

Learn T using Capitals with the Letter Cards & the Mat for Wood Pieces

Learn T Using Stamp and See Screen

Numbers & Math

Review 3 & Compare Using Long and Short

Review 3 Using I Know My Numbers & Match Shapes of Different Sizes

Verbs: brush/floss

Science: Learn to Floss

Oral Language, Dental Health Science, and/or Social Studies Language & Literacy

Letter Sounds & Activities – i

Sound of  Phonological Awareness Make Rhyming Words

Sound of  Identify Capital Letters Capital Letter Sort

Readiness & Writing

Letter Building & Tracing – 

Learn  using Capital Letter Cards and MAT

Learn  with Roll–A–Dough Letters

Numbers & Math

Learn 4 using Capitals with the Letter Cards & the Mat for Wood Pieces & Combine Sets

Learn 4 Using Stamp and See Screen & Move Shapes to Match

Verbs: inhale/exhale

Science: Discuss Living v. Non Living Things

Oral Language, Lungs Science, and/or Social Studies

Week 12

Day 1

Language & Literacy

Letter Sounds & Activities – Uu

Sound of U Phonological Awareness Make Rhyming Words - Nursery Rhymes

Sound of U Identify Capital Letters Alphabet Cereal

Readiness & Writing

Letter Building & Tracing – U

Learn U Using Wet-Dry-Try on the Slate

Learn U with Roll–A–Dough Letters

Numbers & Math

Review 4 Using I Know My Numbers

Review 4 & Recognize Shapes in a Group

Verbs: sneeze/cough

Social Studies: Learn about Germs

Oral Language, Good Hygiene Science, and/or Social Studies

118

Get Set for School Pre-K Teacher’s Guide: Resources

Sample Version

Scope & Sequence Day 3

Day 4

Day 5

Sound of Tt Phonological Awareness Review T & its sound

Sound of Tt Oral Language – Tt is for tell Ask & Respond to Questions, Ask & Tell

Sound of Tt Oral Language – Follow Directions Follow Me

Trace T with A-B-C Touch & Flip Cards Review Writing – Name

Learn T Using Wet-Dry-Try on the Slate

Learn T by Tracing, Coloring, and Drawing My First School Book p. 26

Review 3 Using I Know My Numbers & Sort by Function

Review 3 Using I Know My Numbers & Duplicate a Simple Pattern

Review 3 Using I Know My Numbers & Order by Size *Send I Know My Numbers 3 home

Adjectives: shiny/sharp

Science: Pattern Walk Find & Identify Patterns

Q & A with Nouns: teeth/mouth

Sound of  Oral Language Learn New Words

Sound of i Oral Language Use Words that Describe

Sound of i Comprehension; Make Personal Isabel’s Birthday Connections

Tracing  with A-B-C Touch & Flip Cards Review Writing – Name

Learn  Using Wet-Dry-Try on the Slate

Learn  by Tracing, Coloring, and Drawing, My First School Book p. 27

Learn 4 Using Wet-Dry-Try on the Slate & Compare Heavy & Light

Learn 4 by Tracing & Copying My First School Book p. 81

Review 4 Using Wet-Dry-Try on the Slate & Practice Counting

Adjectives: empty/full

Social Studies Describe & Count Family Members

Q & A with Nouns: lungs/chest

Sound of U Phonological Awareness & Alphabet Knowledge Recognize Rhyming Words

Sound of Uu Alphabet Knowledge - Tt, i, Uu Capitals & Lowercase Letters; Challenging Match

REVIEW - Phonological Awareness & Alphabet Knowledge – L, F, E, H, T, , U Identify Capital Letters – Letter Hunt

Tracing U with A-B-C Touch & Flip Cards Review Writing - Name

Learn U Using Stamp and See Screen

Learn U by Tracing, Coloring, and Drawing My First School Book pp. 28-29

Review 4 & Identify Shapes in Objects

Review 4 & Compare Width Using Narrow & Wide

Review 4 & Compare Capacity Using More or Less *Send I Know My Numbers 4 home

Adjectives: sick/well

Social Studies: Identify Healthcare Community Helpers

Q & A with Nouns: flu/illness

Sample Version of:

Get Set for School Pre-K Teacher’s Guide: Resources

119

Scope & Sequence

Week 13

Unit 3: Community & Play

Week 14

Day 2

Language & Literacy

Letter Sounds & Activities – Cc

Sound of C Phonological Awareness Find Words in a Sentence; Let’s Break Sentences

Sound of C Identify Capital Letters Letter Time

Readiness & Writing

Letter Building & Tracing – Magic C

Learn C using Capitals with the Letter Cards & the Mat for Wood Pieces

Learn C with Roll–A–Dough Letters

Numbers & Math

Learn 5 Using the Mat and Wood Pieces & Count This Way & That

Learn 5 Using Roll–A–Dough & Take Objects Away

Verbs: wear/decorate

Social Studies Job – Costume Designer

Oral Language, Pretend Science, and/or Play & Jobs: Costumes Social Studies Language & Literacy

Letter Sounds & Activities – Oo

Sound of O Phonological Awareness Build Sentences with Words: Let’s Make Sentences

Sound of O Identify Letters in Name Roll a Letter

Readiness & Writing

Letter Building & Tracing – O

Learn O using Capitals with the Letter Cards & the Mat for Wood Pieces

Learn O with Roll–A–Dough Letters

Numbers & Math

Circle/5

Review 5 Using I Know My Numbers & Explore Patterns in the Real World

Review 5 Using I Know My Numbers & Patterns with Are You My Match?

Verbs: stop/go

Social Studies Job – Crossing Guard

Oral Language, Community Science, and/or Helpers & Jobs: Safety Social Studies

Week 15

Day 1

Language & Literacy

Letter Sounds & Activities – Q

Sound of Q Phonological Awareness Build Sentences with Words

Sound of Q Identify Capital Letters Sensory Letters

Readiness & Writing

Letter Building & Tracing – Q

Learn Q Using Capitals with the Letter Cards & the Mat for Wood Pieces

Learn Q with Roll–A–Dough Letters

Numbers & Math

Learn 6 Using Door Tracing & Share a Set Evenly

Review 6 Using Roll–A–Dough & Divide a Whole into Two Halves

Verbs: build/dress up

Social Studies Job – Book Illustrator

Oral Language, Real v. Pretend Science, and/or Stories & Jobs: Books Social Studies

120

Get Set for School Pre-K Teacher’s Guide: Resources

Sample Version

Scope & Sequence Day 3

Day 4

Day 5

Sound of C Phonological Awareness Find Words in a Sentence; Look in a Book

Sound of Cc Identify Lowercase Letters

Sound of Cc Oral Language Tell a Story: Tell Me About It

Trace C with A-B-C Touch & Flip Cards

Learn C using Wet-Dry-Try on the Slate

Learn C by Tracing, Coloring, and Drawing My First School Book pp. 30–31

Learn 5 using Wet-Dry-Try on the Slate & Five Finger Play My First School Book p. 82

Learn 5 by Tracing & Copying My First School Book p. 83

Learn 5 Using I Know My Numbers

Adjectives: plain/fancy

Science Chameleon – Changing Colors

Q & A with Nouns: costume/clothing

Sound of Oo Identify Lowercase Letters - Find o Letters

Sound of Oo Recognize Capital Magic C Letters

Sound of Oo Phonological Awareness Repeat Beginning Sounds; Starting Sound Shuffle

Tracing O with A-B-C Touch & Flip Cards

Learn O using Wet-Dry-Try on the Slate

Learn O by Tracing, Coloring, and Drawing, My First School Book p. 33

Review 5 Using I Know My Numbers & Order by Size

Review 5 Using I Know My Numbers & Describe Circles

Learn Circle by Tracing & Copying My First School Book p. 34 *Send I Know My Numbers 5 home

Adjectives: first/next

Science Ice Cream Relay Game

Q & A with Nouns: relay/game

Sound of Qq Phonological Awareness Build Sentences with Words; I Can Count Words

Sound of Qq Alphabet Knowledge Match Capitals & Lowercase Letters; Letter Friends

Sound of Qq Phonological Awareness Ask & Tell

Learn Q with A-B-C Touch & Flip Cards

Learn Q Using Wet-Dry-Try on the Slate

Learn Q by Tracing, Coloring, and Drawing My First School Book p. 35

Learn 6 Using Wet-Dry-Try on the Slate

Learn 6 by Tracing & Copying My First School Book p. 84

Review 6 using Wet-Dry-Try on the Slate & Explore Area

Adjectives: pretend/real

Science 6 Animals: Real v. Pretend Pretend Play: Pretend to care for animals

Q & A with Nouns: crown/prop

Review Writing – Name

Sample Version of:

Get Set for School Pre-K Teacher’s Guide: Resources

121

Scope & Sequence

Week 16

Unit 3: Community & Play

Week 17

Day 2

Language & Literacy

Letter Sounds & Activities – g

Sound of  Phonological Awareness Find Words in a Sentence; Sentence Colors

Sound of  Alphabet Knowledge Identify Capital Letters; Alphabet Cereal

Readiness & Writing

Letter Building & Tracing – 

Learn  using Capitals with the Letter Cards & the Mat for Wood Pieces

Learn  with Roll–A–Dough Letters

Numbers & Math

Review 6 Using I Know My Numbers

Review 6 Using I Know My Numbers & Patterns with Repeat After Me

Verbs: invite/visit

Social Studies Job – Party Planner

Oral Language, Celebrations Science, and/or & Jobs: Celebrations Social Studies Language & Literacy

Letter Sounds & Activities – Ss

Sound of S Phonological Awareness: Learn New Words What’s the Word?

Sound of S Alphabet Knowledge Identify Capital Letters

Readiness & Writing

Letter Building & Tracing – S

Learn S using Capitals with the Letter Cards & the Mat for Wood Pieces

Learn S with Roll–A–Dough Letters

Numbers & Math

Learn 7 Using Roll–A–Dough & Data Representation & Probability Move to Answer Questions

Learn 7 Using Stamp and See Screen & Use Non-Standard Units of Measurement

Verbs: sing/play

Social Studies Job – Musician

Oral Language, Instruments & Science, and/or Jobs: Music Social Studies

Week 18

Day 1

Language & Literacy

Letter Sounds & Activities – j

Sound of  Phonological Awareness Make One Word into Two: Word Magic

Sound of  Alphabet Knowledge Identify Capital Letters

Readiness & Writing

Letter Building & Tracing – 

Learn  Using Wet-Dry-Try on the Slate

Learn  with Roll–A–Dough Letters

Numbers & Math

Review 7 Using Wet-Dry-Try on the Slate & I Know My Numbers

Review 7 Using I Know My Numbers & Recgonize Shapes in a Group

Verbs: peel/chop

Social Studies Job – Chef

Oral Language, Choices & Science, and/or Jobs: Food Social Studies

122

Get Set for School Pre-K Teacher’s Guide: Resources

Sample Version

Scope & Sequence Day 3

Day 4

Day 5

Sound of  Phonological Awareness Learn New Words

Sound of g Alphabet Knowledge: Identify Lowercase Letters; Lowercase Letter Laugh

Sound of g Phonological Awareness Combine Onset & Rime: I Say, You Say, We Say

Learn  Using Stamp and See Screen

Learn  using Wet-Dry-Try on the Slate & Prestroke  My First School Book p. 36

Learn  by Tracing, Coloring, and Drawing My First School Book p. 37

Review 6 Using I Know My Numbers & Explore Growing Patterns

Review 6 Using I Know My Numbers & Explore Patterns in the Real World

Review 6 Using I Know My Numbers

Adjectives: young/senior

Science compare animal and plant patterns Pretend Play: animals

Q & A with Nouns: grandma/relative

Sound of S Phonological Awareness Repeat Beginning Sounds; Starting Sound Shuffle

Sound of Ss Alphabet Knowledge Identify Lowercase Letters; Letters in Names

Sound of Ss Phonological Awareness Identify Final Sound – Ss

Tracing S with A-B-C Touch & Flip Cards

Learn S using Wet-Dry-Try on the Slate

Learn S by Tracing, Coloring, and Drawing, My First School Book pp. 38-39

Learn 7 Using Wet-Dry-Try on the Slate

Learn 7 & Combine Sets

Learn 7 by Tracing & Copying My First School Book p. 85

Adjectives: lively/sad

Science Experiment: Loud & Soft Instruments

Q & A with Nouns: tune/music

Sound of  Phonological Awareness Make Two Words into One: Picture That

Sound of j Alphabet Knowledge: Match Capitals & Lowercase Letters; Capital Partners

Sound of j Phonological Awareness: Discriminate Sounds; Searching for Sounds

Trace  with A-B-C Touch & Flip Cards

Learn  Using Wet-Dry-Try on the Slate

Learn  by Tracing, Coloring, and Drawing My First School Book pp. 40–41

Review 7 Using I Know My Numbers

Review 7 & Graph with Objects

Review 7 using favorite Multisensory Activity *Send I Know My Numbers 7 home

Adjectives: raw/cooked

Science Experiment & Compare Healthy & Unhealthy Food

Q & A with Nouns: chef/restaurant

Review Writing – Name

Sample Version of:

*Send I Know My Numbers 6 home

Get Set for School Pre-K Teacher’s Guide: Resources

123

Scope & Sequence

Week 19

Unit 4: Earth

Week 20

Day 2

Language & Literacy

Letter Sounds & Activities – Dd

Sound of D Phonological Awareness Make One Word into Two

Sound of D Alphabet Knowledge Identify Capital Letters

Readiness & Writing

Letter Building & Tracing – D

Learn D using Capitals with the Letter Cards & the Mat for Wood Pieces

Learn D with Roll–A–Dough Letters

Numbers & Math

Learn 8 & Explore Area

Learn 8 Using Stamp and See Screen & Use Non-Standard Units of Measurement

Verbs: pour/strain

Social Studies Job – Hydrologist

Oral Language, Water Science, and/or Social Studies Language & Literacy

Letter Sounds & Activities – Pp

Sound of P Alphabet Knowledge Identify Capital Letters

Sound of P Make Two Words into One

Readiness & Writing

Letter Building & Tracing – P

Learn P using Capitals with the Letter Cards & the Mat for Wood Pieces

Learn P with Roll–A–Dough Letters

Numbers & Math

Review 8 Using I Know My Numbers page 1 Spider 8 Legs

Review 8 Using I Know My Numbers & Share a Set Evenly

Verbs: dig/cover

Social Studies Job – Botanist

Oral Language, Plants Science, and/or Social Studies

Week 21

Day 1

Language & Literacy

Letter Sounds & Activities – Bb

Sound of B Phonological Awareness: Make Two Words into One, Crazy Compound Words

Sound of B Alphabet Knowledge Identify Lowercase Letters

Readiness & Writing

Letter Building & Tracing – B

Learn B using Capitals with the Letter Cards & the Mat for Wood Pieces

Learn B with Roll–A–Dough Letters

Numbers & Math

Learn 9 & Growing Patterns

Learn 9 & Growing Patterns in the Real World

Verbs: shine/reflect

Social Studies Studying Light

Oral Language, Light Science, and/or Social Studies

124

Get Set for School Pre-K Teacher’s Guide: Resources

Sample Version

Scope & Sequence Day 3

Day 4

Day 5

Sound of D Phonological Awareness Recognize Rhyming Words, Rhyme Time

Sound of Dd Alphabet Knowledge Identify Lowercase Letters; Lowercase Limbo

Sound of Dd Phonological Awareness Recognize Rhyming Words, Rhyming Animals

Trace D with A-B-C Touch & Flip Cards

Learn D Using Wet-Dry-Try on the Slate

Learn D by Tracing, Coloring, and Drawing My First School Book pp. 42–43

Learn 8 Using Wet-Dry-Try on the Slate

Learn 8 by Tracing & Copying My First School Book p. 86

Learn 8 with Legs 2, 4, 6, 8 & Review Numbers by 2s My First School Book p. 87

Adjectives: clear/cloudy

Science Density Experiment: Does it Float or Sink?

Q & A with Nouns: stream/river

Sound of P Phonological Awareness Identify Final Sound; Sound Stretch

Sound of Pp Alphabet Knowledge Identify Lowercase Letters; Letter Time

Sound of Pp Comprehension – Find Facts/ Make Predictions: Growing Pumpkins

Learn P Using Stamp and See Screen

Trace P with A-B-C Touch & Flip Cards

Learn P by Tracing, Coloring, and Drawing My First School Book p. 44

Review Writing – Name

Review Writing – Name Review 8 Using I Know My Numbers & Identify Events as Likely or Unlikely

Review 8 Using I Know My Numbers - Pick Activity

Review 8 Using I Know My Numbers

Describing Sentences with Adjectives: deep/shallow

Science Simplified Life Cycle of a Plant

Q & A with Nouns: tree/plant

Sound of B Phonological Awareness Searching for Sounds

Sound of Bb Making Predictions: How a Butterfly Grows

REVIEW - Alphabet Knowledge Review C, O, Q, G, S, , D, P & Match the Sound

Trace B with A-B-C Touch & Flip Cards

Learn B Using Wet-Dry-Try on the Slate

Learn B by Tracing, Coloring, and Drawing My First School Book p. 45

Learn 9 & Count in Any Order

Learn 9 by Tracing & Copying My First School Book p. 88

Learn 9 using Wet-Dry-Try on the Slate

Describing with Adjectives: bright/dark

Science Experiment with Light

Q & A with Nouns: sun/star

Review Writing – Name

Sample Version of:

page 1 Octopus, 8 legs *Send I Know My Numbers 8 home

Get Set for School Pre-K Teacher’s Guide: Resources

125

Scope & Sequence

Week 23

Week 22

Unit 4: Earth

Day 2

Language & Literacy

Letter Sounds & Activities – Rr

Sound of R Phonological Awareness Identify Capital Letters

Sound of R Alphabet Knowledge Identify Capital Letters; Letter Time

Readiness & Writing

Letter Building & Tracing – R

Learn R using Capitals with the Letter Cards & the Mat for Wood Pieces

Learn R with Roll–A–Dough Letters

Numbers & Math

Review 9 Using I Know My Numbers

Review 9 & Color a Pattern

Oral Language, Recycling Science, and/or Social Studies

Verbs: separate/recycle

Social Studies Studying the Environment

Language & Literacy

Letter Sounds & Activities – Kk

Sound of K Phonological Awareness Sorting Syllables

Sound of K Alphabet Knowledge Position Letters

Readiness & Writing

Letter Building & Tracing – K

Learn K using Capitals with the Letter Cards & the Mat for Wood Pieces

Learn K with Roll–A–Dough Letters

Numbers & Math

Learn 10 with 1-2-3 Tough & Flip Cards

Learn 10 Using the Mat and Wood Pieces

Verbs: blow/evaporate

Social Studies Study Weather

Oral Language, Weather Science, and/or Social Studies

Week 24

Day 1

Language & Literacy

Letter Sounds & Activities – Aa

Sound of A Phonological Awareness Recognize Syllables; Choose and Clap

Sound of A Alphabet Knowledge Reviewing & Building Letters

Readiness & Writing

Letter Building & Tracing – A

Learn A using Capitals with the Letter Cards & the Mat for Wood Pieces

Learn A with Roll–A–Dough Letters

Numbers & Math

Review 10 Using I Know My Numbers

Review 10 & Data Representation & Probability, Graph with Objects

Verbs: take off/land

Social Studies Studying Flight

Oral Language, Sky & Flight Science, and/or Social Studies

126

Get Set for School Pre-K Teacher’s Guide: Resources

Sample Version

Scope & Sequence Day 3

Day 4

Day 5

Sound of R Phonological Awareness Sorting Syllables

Sound of Rr Alphabet Knowledge Match Capital & Lowercase Letters

Sound of Rr Alphabet Knowledge Identify Letters & Sounds

Learn R Using Stamp and See Screen

Learn R Using Wet-Dry-Try on the Slate

Learn R by Tracing, Coloring, and Drawing My First School Book pp. 46–47

Review 9 & Patterns & Algebra Duplicate Simple Patterns

Review 9 & Grow More Patterns

Review 9 Using I Know My Numbers

Adjectives: metal/glass

Science Dramatic Play Create a Recycling Play Center How Can We Recycle Leaves?

Q & A with Nouns: bottle/container

Sound of K Phonological Awareness Recognize Syllables

Sound of Kk Letters in Name: Finding Letters

Sound of Kk Phonological Awareness & Alphabet Knowledge: Laughing Letters

Trace K with A-B-C Touch & Flip Cards

Learn K Using Wet-Dry-Try on the Slate

Learn K by Tracing, Coloring, and Drawing My First School Book pp. 48–49

Learn 10 & Probability Through Move to Answer Questions

Learn 10 by Tracing, Coloring, and Drawing My First School Book p. 89

Review 10 Using Wet-Dry-Try on the Slate

Describing Sentences with Adjectives: white/gray

Science Experiment: Study Weather & Make Rain

Q & A with Nouns: breeze/wind

Sound of A Phonological Awareness Learn New Words

Sound of Aa Alphabet Knowledge Identify Lowercase Letters: Letter Hunt

Sound of A Phonological Awareness: Discriminate Sounds; Searching for Sounds

Learn A Using Stamp and See Screen

Learn A Using Wet-Dry-Try on the Slate

Learn A by Tracing, Coloring, and Drawing My First School Book pp. 50–51

Review 10 & Data Representation & Probability, Exploring Pictographs

Review using I Know My Numbers, “10 Little Fingers”

Review 10 Using I Know My Numbers

Describing with Adjectives: bumpy/smooth

Science Flying Fun Experiment: Planes Need Air to Fly

Q & A with Nouns: airplane/clouds

*Send I Know My Numbers 9 home

Review Writing – Name

Sample Version of:

*Send I Know My Numbers 10 home

Get Set for School Pre-K Teacher’s Guide: Resources

127

Scope & Sequence

Week 25

Unit 5: Machines

Day 1

Day 2

Language & Literacy

Letter Sounds & Activities – m

Sound of  Phonological Awareness Divide Onset & Rime

Sound of  Identify Capital Letters Letter Hunt

Readiness & Writing

Letter Building & Tracing – 

Learn  using Capitals with the Letter Cards & the Mat for Wood Pieces

Learn  with Roll–A–Dough Letters

Numbers & Math

Shapes Review

Triangle, My First School Book p. 52 Geometry, Describe Triangles

Make a Rhombus, My First School Book p. 53 & Geometry, Explore 3-D Shapes

Verbs: shovel/haul

Science Exploring Dirt in Schoolyard

Oral Language, Simple & Science, and/or Complex Machines: Social Studies

Week 26

Construction

Language & Literacy

Letter Sounds & Activities – Nn

Sound of N Phonological Awareness Divide Onset & Rime: United We Stand

Sound of N Concepts About Print Distinguish Letters, Words & Sentences

Readiness & Writing

Letter Building & Tracing – N

Learn N using Capitals with the Letter Cards & the Mat for Wood Pieces

Learn N with Roll–A–Dough Letters

Numbers & Math

Math Review

Number Review 1–5 My First School Book p. 90

Review and Write Numbes 6–10 My First School Book p. 91

Verbs: drive/ride

Science: Discuss Natural Resources

Oral Language, Simple & Science, and/or Complex Machines: Social Studies

Week 27

Roads

Language & Literacy

Letter Sounds & Activities – Vv/Ww

Sound of V Phonological Awareness Learn New Words

Sound of V/W Phonological Awareness Identify Beginning Sounds

Readiness & Writing

Letter Building & Tracing – V&W

Learn V & W using Capitals with the Letter Cards & the Mat for Wood Pieces

Learn V & W Using Stamp and See Screen

Numbers & Math

Math Review

Review Count in Any Order

Review Make a Set

Verbs: scoop/dump

Science Compare Machines that Scoop & Dump

Oral Language, Simple & Science, and/or Complex Machines: Social Studies Bridges

128

Get Set for School Pre-K Teacher’s Guide: Resources

Sample Version

Scope & Sequence Day 3

Day 4

Day 5

Sound of  Oral Language – Use Manners Manners in Action

Sound of m Match Capital & Lowercase Letters

Sound of m Little Miss Muffet Comprehension – Describe Problem & Solution

Trace  with A-B-C Touch & Flip Cards

Learn  Using Wet-Dry-Try on the Slate

Learn  by Tracing, Coloring, and Drawing My First School Book pp. 54-55

Play Simon Says with Shapes & Shape Review My First School Book, p. 58

Count on Me: Mat Man Shapes My First School Book, p. 59

Complete Mat Man, My First School Book, p. 73

Adjectives: rocky/sandy

Science Learn About Simple Machines

Q & A with Nouns: backhoe/machine

Sound of N Phonological Awareness Recognize Syllables: Sorting Syllables

Sound of Nn Identify Capital & Lowercase Letters Find Nn Letters

Sound of Nn Phonological Awareness Find Words in a Sentence: Count Words

Learn N Using Stamp and See Screen

Learn N Using Wet-Dry-Try on the Slate

Learn N by Tracing, Coloring, and Drawing My First School Book pp. 56–57

Review – Demonstrate 1:1 Correspondence

Review – Numbers & Operations Count a Set of Objects

Review Numbers Using Wet-Dry-Try on the Slate

Adjectives: wide/narrow

Social Studies Describe Wide & Narrow Roads

Q & A with Nouns: truck/highway

Sound of V/W Phonological Awareness Recognize Rhyming Words

Sound of V/W Identify Lowercase Letters

Sound of V/W Identify Lowercase Letters Match Capital & Lowercase Letters

Trace V & W with A-B-C Touch & Flip Cards *Review Writing Name in Title Case

Learn V by Tracing, Coloring, and Drawing My First School Book pp. 60–61

Learn W by Tracing, Coloring, and Drawing My First School Book p. 62

Review Recognize Quantities Without Counting

Review Ordinal Numbers

Review Compare Sets

Adjectives: steep/level

Science Observe & Demonstrate Force & Motion

Q & A with Nouns: bridge/road

*Introduce Writing Name in Title Case

Sample Version of:

Get Set for School Pre-K Teacher’s Guide: Resources

129

Scope & Sequence

Week 28

Unit 5: Machines

Day 1

Day 2

Language & Literacy

Letter Sounds & Activities – Xx

Sound of X Phonological Awareness Combine Onset & Rime

Sound of X Recognize Capital Letters Identify Capital Letters

Readiness & Writing

Letter Building & Tracing – X

Learn X using Capitals with the Letter Cards & the Mat for Wood Pieces

Learn X with Roll–A–Dough Letters

Numbers & Math

Math Review

Review Numerals

Review Connect Numerals to Quantities

Verbs: push/pull

Social Studies Identify X in Environmental Print

Oral Language, Simple & Science, and/or Complex Machines: Social Studies

Week 29

Trains

Language & Literacy

Letter Sounds & Activities – y

Sound of  Phonological Awareness Divide Onset & Rime

Sound of  Alphabet Knowledge Identify Capital Letters

Readiness & Writing

Letter Building & Tracing – 

Learn  using Capitals with the Letter Cards & the Mat for Wood Pieces

Learn  with Roll–A–Dough Letters

Numbers & Math

Math Review

Review - Combine Sets

Review - Take Objects Away

Verbs: row/steer

Science: Learn How Boats Move

Oral Language, Simple & Science, and/or Complex Machines: Social Studies

Week 30

Boats

Language & Literacy

Letter Sounds & Activities – Zz

Sound of Z Phonological Awareness Learn New Words

Sound of Z Identify Capital Letters

Readiness & Writing

Letter Building & Tracing – Z

Learn Z Using Wet-Dry-Try on the Slate

Learn Z by Tracing, Coloring, and Drawing My First School Book p. 65

Numbers & Math

Math Review

Review - In & Out

Review - Describe Position & Count in Any Order

Verbs: lift/lay

Social Studies: Build a School

Oral Language, Simple & Science, and/or Complex Machines: Social Studies Building a House

130

Get Set for School Pre-K Teacher’s Guide: Resources

Sample Version

Scope & Sequence Day 3

Day 4

Day 5

Sound of X Phonological Awareness: Recognize Rhyming Words, Identify Ending Sound

Sound of Xx Alphabet Knowledge Identify Lowercase Letters

Sound of Xx Phonological Awareness Recognize Rhyming Words

Learn Capital X with A-B-C Touch & Flip Cards

Learn X Using Wet-Dry-Try on the Slate

Learn X by Tracing, Coloring, and Drawing My First School Book p. 63

Review Numbers Using Wet-Dry-Try on the Slate

Review Shapes in a Group

Review Labeling Sets

Adjectives: together/apart

Social Studies Describe Jobs: Train Conductor

Q & A with Nouns: train/tracks

Sound of  Phonological Awareness: Learn New Words; What’s the Word?

Sound of y Match Capital & Lowercase Letters

Sound of y Phonological Awareness & Alphabet Knowledge; Identify Letters & Sound

Trace  with A-B-C Touch & Flip Cards *Review Writing Name in Title Case

Learn  Using Wet-Dry-Try on the Slate

Learn  by Tracing, Coloring, and Drawing My First School Book p. 64

Review – Share a Set Evenly

Review – Divide a Whole into Two Halves or More

Review – Move Shapes to Match

Adjectives: calm/rough

Science: Explore Boats

Q & A with Nouns: boat/lake

Alphabet Knowledge Finding Zz Letters

Alphabet Knowledge Lowercase Matching My First School Book pp. 74–75

Review/Write Capital Letters A–N My First Lowercase Book pp. 4–5

Review Writing Capital Letters My First School Book pp. 66–67

Trace & Write Capital Letters My First School Book pp. 68–72

Review/Write Capital Letters O–Z My First Lowercase Book pp. 6–7

Review – Top, Middle, Bottom

Review – Left & Right

Review – Sort & Match Shapes

Adjectives: vertical/horizontal

Science Get a Lift – Z is for Zipline! Learning About Pulleys

Q & A with Nouns: house/building

Review Writing – Name

Sample Version of:

Get Set for School Pre-K Teacher’s Guide: Resources

131

Scope & Sequence

Week 31

Unit 6: Animals

Week 32

Day 2

Language & Literacy

Letter Sounds & Activities – Lowercase Letters

Alphabet Knowledge Lowercase Matching Identify & Compare Cc Oo Ss Vv

Sound of c Rhyming Words

Readiness & Writing

Letter Building & Tracing – Lowercase Letters

Trace on Double Lines My First Lowercase Book p. 9

Learn c by Tracing & Copying My First Lowercase Book p. 10

Numbers & Math

Math Review

Review 1 & Explore Transformations: Match & Stack Big Pieces

Review 2 & Describe Shapes

Verbs: dive/surface

Science Explore How Animals Breathe

Sound of t Alphabet Knowledge Identify & Compare Tt

Sound of a Phonological Awareness Hear & Say Sounds

Learn t by Tracing & Copying My First Lowercase Book p. 15

Learn a by Tracing & Copying My First Lowercase Book p. 16

Review 6 & Sort by Fastener

Review 7 & Match Numerals with Objects

Verbs: pounce/leap

Science Connect Animals to What They Eat

Sound of u Phonological Awareness Learn New Words

Sound of i Oral Language – Sound of i Use Words that Describe Touch or Look

Oral Language, Ocean Science, and/or Animals Social Studies Language & Literacy

Letter Sounds & Activities – Lowercase Letters

Readiness & Writing

Lowercase Letters

Numbers & Math

Math Review

Oral Language, Grassland Science, and/or Animals Social Studies

Week 33

Day 1

Language & Literacy

Letter Sounds & Activities – Lowercase Letters

Readiness & Writing

Lowercase Letters

Learn u by Tracing & Copying My First Lowercase Book p. 20

Learn i by Tracing & Copying My First Lowercase Book p. 21

Numbers & Math

Math Review

Introduce 11 & Sort Objects by Characteristics

Review 11 & Identify Picture or Number

Verbs: slither/jump

Science Move Like an Iguana

Oral Language, Amphibians & Science, and/or Reptiles Social Studies

132

Get Set for School Pre-K Teacher’s Guide: Resources

Sample Version

Scope & Sequence Day 3

Day 4

Day 5

Sound of o Identify Lowercase Letters – Find Letter o

Sound of s Writing – Share Ideas Sign Makers

REVIEW – Alphabet Knowledge – c, o, s, v, w Match Capital & Lowercase Letters

Learn o by Tracing & Copying My First Lowercase Book p. 11

Learn s by Tracing & Copying My First Lowercase Book p. 12

Learn v & w by Tracing & Copying My First Lowercase Book p. 13–14

Review 3 & Ordinal Numbers up to 6

Review 4 & Count a Set of Objects

Review & Write Numbers 1–5 Using Gray Block Paper

Adjectives: huge/tiny

Science What do Whales Eat?

Q & A with Nouns: whale/ocean

Sound of d Comprehension - Sort Information

Sound of g Identify & Compare Gg

Review Lowercase t, a, d, g Alphabet Knowledge

Learn d by Tracing & Copying My First Lowercase Book p. 17

Learn g by Tracing & Copying My First Lowercase Book p. 18

Magic c practice: Review Lowercase c, o, a, d, and g by tracing and copying My First Lowercase Book p. 19

Review 8 & Count & Compare Dots

Review 9 & Count & Create Patterns

Review 10 & Write Numbers 6–10 Using Gray Block Paper

Adjectives: wild/tame

Science Match Animals to Habitat

Q & A with Nouns: lion/grassland

Sound of e Alphabet Knowledge – Ee Identify Capital & Lowercase Letters

Sound of l Writing – Label Objects

Sound of k Phonological Awareness – Identify the Sound, u, i, e, l, k

Learn e by Tracing & Copying My First Lowercase Book p. 22

Learn l by Tracing & Copying My First Lowercase Book p. 23

Learn k by Tracing & Copying My First Lowercase Book p. 24

Introduce 12 & Count then Sort by Function

Review 12 & Count a Set

Introduce 13 & Compare Length Long and Short

Adjectives: moist/slippery

Science Compare Heavy & Light Animals

Q & A with Nouns: frog/pond

Sample Version of:

Get Set for School Pre-K Teacher’s Guide: Resources

133

Scope & Sequence

Week 34

Unit 6: Animals Language & Literacy

Letter Sounds & Activities – Lowercase Letters

Readiness & Writing

Lowercase Letters

Numbers & Math

Math Review

Week 35

Oral Language, Birds Science, and/or Social Studies Language & Literacy

Letter Sounds & Activities – Lowercase Letters

Readiness & Writing

Lowercase Letters

Numbers & Math

Math Review

Week 36

Oral Language, Characteristics Science, and/or of Animals Social Studies Language & Literacy

Letter Sounds & Activities – Lowercase Letters

Readiness & Writing

Lowercase Letters

Numbers & Math

Math Review

Day 1

Day 2

Sound of y Phonological Awareness – Learn New Words

Sound of j Writing – Make a Topic Choice

Learn y by Tracing & Copying My First Lowercase Book p. 25

Learn j by Tracing & Copying My First Lowercase Book p. 26

Review 13 & Sort by Characteristics

Review 14 & Compare Weight Heavy & Light

Verbs: perch/paddle

Social Studies Compare Baby Pictures

Sound of m Phonological Awareness

Sound of h Writing – Retell Through Play

Learn m by Tracing & Copying My First Lowercase Book p. 30

Learn h by Tracing & Copying My First Lowercase Book p. 31

Introduce 16 & Use Non-standard Units of Measurement

Review 16 & Count a Set of Objects

Verbs: move/count

Science Match Animal Parents to their Offspring

Sound of f Comprehension – Make Connections Between Stories

Sound of q Match Capital & Lowercase Letters/Letter Friends

Learn f by Tracing & Copying My First Lowercase Book p. 34

Learn q by Tracing & Copying My First Lowercase Book p. 35

Review 18 & Combine Sets

Introduce 19 & Sort Objects

Verbs: find/sort

Science Find & Sort Animals

Oral Language, Needs of Science, and/or Animals Social Studies

134

Get Set for School Pre-K Teacher’s Guide: Resources

Sample Version

Scope & Sequence Day 3

Day 4

Day 5

Sound of p Comprehension – Distinguish Real from Make-Believe

Sound of r Writing – Represent Events in a Story

Sound of n Review – Phonological Awareness – Identify the Sound, Words that begin with the letters y, j, p, r, n

Learn p by Tracing & Copying My First Lowercase Book p. 27

Learn r by Tracing & Copying My First Lowercase Book p. 28

Learn n by Tracing & Copying My First Lowercase Book p. 29

Review 14 & Combine Sets

Review 15 & Combine Capacity More & Less

Review 15 & Count Forward & Backward

Adjectives: clawed/webbed

Science Match Animals to Body Parts

Q & A with Nouns: parrot/rainforest

Sound of b Comprehension – Retell a Story

REVIEW – Phonological Awareness Identify the Sound of p, r, n, m, h, b

Concepts About Print I Know My Name & Your Name, Too Recognize Names in Title Case

Learn b by Tracing & Copying My First Lowercase Book p. 32

Diver Letter Practice: Review Lowercase p, r, n, m, h, and b by Tracing & Copying My First Lowercase Book p. 33

Write Name Using Wet-Dry-Try

Introduce 17 & Graph with Objects

Review 17 & Matching Numerals with Objects

Introduce 18 & Review Pictographs

Adjectives: more/less

Science Sort, Count & Compare Birds

Q & A with Nouns: two/number

Sound of x Identify & Compare Xx Alphabet Knowledge

Recognize Syllables

Alphabet Knowledge Identify Letters in Name Letter Tags

Learn x by Tracing & Copying My First Lowercase Book p. 36

Learn z by Tracing & Copying My First Lowercase Book p. 37

Review Name Writing by Tracing & Copying My First Lowercase Book p. 38

Review 19 & Take Objects Away

Introduce 20 & Building Tall Towers

Review 20 & Count Forward & Backward

Adjectives: solid/striped

Science Identify Basic Needs of Animals

Q & A with Nouns: red/color

Sample Version of:

Get Set for School Pre-K Teacher’s Guide: Resources

135

Example Schedule and Alternate Pacing Full Day Pre-K Class Schedule 7:45–8:00 Arrival/ Welcome Activities

If your preschool follows an alternate schedule other than Monday through Friday, see the recommended adjustments below to easily adapt the curriculum.

3-Day Preschool Classes and Preschools with Less Than 36 Weeks in a School Year For preschool classes that follow a three day per week schedule, or have a shorter school year, follow the Get Set for School Scope & Sequence for Monday, Wednesday, and Friday (pp. 112–135). Add Science or Social Studies lessons from Tuesdays and Thursdays when possible.

Half-Day and Full-Day Preschool Classes

Preschool classes that meet three days per week can follow the Half-Day Pre-K Daily Schedule example provided below. Full Day Pre-K classes can follow the schedule on the right. Half-Day Pre-K: AM (PM) Class Schedule 7:45–8:00 (12:00–12:10) Arrival/ Welcome Activities 8:00–8:15 (12:10–12:25) Circle Time, Music, and Movement Whole Group 8:15–8:55 (12:25–12:35) Free Play Centers & Teacher-Led Language & Literacy Small Group (Rotation every 10 minutes) 8:55–9:25 (12:35-1:20) Recess/Gross Motor Play 9:25–9:40 (1:20–1:45) Free Play Centers & Teacher-Led Readiness & Writing Small Group (Rotation every 10 minutes)

8:00–8:15 Circle Time, Music, and Movement Whole Group 8:15–8:55 Free Play Centers & Teacher-Led Language & Literacy Small Group (Rotation every 10 minutes) 8:55–9:35 Free Play Centers & Teacher-Led Readiness & Writing Small Group (Rotation every 10 minutes) 9:35–10:05 Recess/Gross Motor Play 10:05–10:55 Free Play Centers & Teacher-Led Numbers & Math Small Group (Rotation every 10 minutes) 10:55–11:25 Lunch 11:25–12:25 Rest Time 12:25–12:40 Teacher-Led Oral language/Science/ Social Studies Whole Group 12:40–1:20 Recess/Gross Motor Play 1:20–1:35 Snack 1:35–2:15 Rotating Free Play Centers in Small Groups 2:15–2:30 Closing Circle, Music, and Movement Whole Group 2:30–2:45 Restroom/Pack Up 2:45–3:00 Dismissal

9:40–10:10 (1:45–2:15) Free Play Centers & Teacher-Led Numbers & Math Small Group (Rotation every 10 minutes) 10:10–10:20 (2:15–2:25) Teacher-Led Oral language/Science/Social Studies Whole Group 10:20–10:35 (2:25–2:40) Music and Movement Whole Group 10:35–10:45 (2:40–2:50) Closing Circle 10:45–11:00 (2:50–3:05) Dismissal

136

Get Set for School Pre-K Teacher’s Guide: Resources

Sample Version

References Literacy, Writing, and Pre-K Readiness

Adams, M.J. 1990. Beginning To Read: Thinking and Learning about Print. Cambridge, MA: MIT Press. Alliance for Childhood. 2006. “A Call to Action on the Education of Young Children.” Retrieved from: www.allianceforchildhood.org. Amundson, S.J. 2001. “Prewriting and Handwriting Skills.” Occupational Therapy for Children, 4th ed., edited by J. Case-Smith, 545–570. Sydney, Australia: Mosby. Anthony, J. L., and others. 2002. “Structure of Preschool Phonological Sensitivity: Overlapping Sensitivity to Rhyme, Words, Syllables, and Phonemes,” Journal of Experimental Child Psychology, Vol. 82, 65–92. Anthony, J.L., C.J. Lonigan, and S.R. Burgess. 2003. “Phonological Sensitivity: A Quasi-Parallel Progression of Word Structure Units and Cognitive Operations,” Reading Research Quarterly, Vol. 38, 470–87. August, D., and others. 2005. “The Critical Role of Vocabulary Development for English Language Learners,” Learning Disabilities Research and Practice, Vol. 20, No. 1, 50–57. Bailer, Kathleen. 2003. “Developmental Stages of Scribbling.” Accessed August 2011. http://www.kplay.com/pdf/The%20Developmental%20Sta.pdf Barnett, W.S., J.T. Hustedt, A.H. Friedman, J.S. Boyd, and P. Ainsworth. 2007. The State of Preschool 2007. New Brunswick, NJ: National Institute for Early Education Research. Beauchat, K.A., K.L. Blamey, and S. Walpole. 2009. “Building Preschool Children’s Language and Literacy One Storybook at a Time.” The Reading Teacher 63(1):26–39. Beck, I. and C. Juel. 1999. “The Role of Decoding in Learning to Read,” Reading Research Anthology: The Why of Reading Instruction. Compiled by the Consortium on Reading Excellence (CORE). Novato, CA: Arena Press. Bergen, D. 2002. “The Role of Pretend Play in Children’s Cognitive Development.” Early Childhood Research and Practice 4(1):2–15. Berninger, V., R.D. Abbott, J. Jones, B.J Wolf, L. Gould,

Sample Version of:

M.Anderson-Youngstrom, S. Shimada, and K. Apel. 2006. “Early Development of Language by Hand: Composing, Reading, Listening, and Speaking Connections; Three Letter-Writing Modes; and Fast Mapping in Spelling.” Developmental Neuropsychology 29:61–92. Biemiller, A.1999. Language and Reading Success. Cambridge, MA: Brookline. Birch, Sondra H.; and Gary W. Ladd. 1997. “The Teacher–Child Relationship and Children’s Early School Adjustment,” Journal of School Psychology, Vol. 35, No. 1, 61–79. Bishop, D.V.M. and C. Adams.1990. “A Prospective Study of the Relationship between Specific Language Impairment, Phonological Disorders and Reading Retardation.” Journal of Child Psychology and Psychiatry and Allied Disciplines 31:1027–1050. Blachowicz, Camilee L.Z.; Peter J.L. Fisher; and Susan Watts-Taffe. 2006. “Vocabulary: Questions from the Classroom,” Reading Quarterly. Vol. 41, No.4, 524–535. Bloodgood, J.W. 1999. “What’s in a Name? Children’s Name Writing and Literacy Acquisition.” Reading Research Quarterly 34(3): 342–367. Bohannon, J. N., and J.D. Bonvillian. 2001. “Theoretical Approaches to Language Acquisition,” The Development of Language (Fifth edition). Edited by J. B. Gleason. Boston: Allyn and Bacon. Bowman, B.T., S.M. Donovan, and S.M. Burns, editors, Commission on Behavioral and Social Sciences and Education and National Research Council. 2000. Eager to Learn: Educating Our Preschoolers. Washington D.C.: National Academies Press. Boyd, J., W.S. Barnett, E. Bordova, D.J. Leong, and D. Gomby. 2005. “Promoting Children’s Social and Emotional Development Through Preschool Education.” New Brunswick, NJ: National Institute for Early Education Research. Brazelton, T.B., and Joshua D. Sparrow. 2001. Touchpoints Three to Six: Your Child’s Emotional and Behavioral Development. Cambridge, NA: Perseus. Burgess, S.R., and C.J. Lonigan. 1998. “Bidirectional Relations of Phonological Sensitivity and Prereading

Get Set for School Pre-K Teacher’s Guide: Resources

137

References Abilities: Evidence from a Preschool Sample,” Journal of Experimental Child Psychology, Vol. 70, 117–41. Burns, M.S.; P. Griffin; and C.E. Snow. 1999. Starting Out Right. Washington, DC: National Academies Press. Byers, J.A., 1998. “The Biology of Human Play,” Child Development, Vol. 69, 599–600. Cárdenas-Hagan, E.; C.D. Carlson; and E.D. PollardDurodola. 2007. “The Cross-Linguistic Transfer of Early Literacy Skills: The Role of Initial L1 and L2 Skills and Language of Instruction,” Language, Speech and Hearing Services in Schools, Vol. 38, No. 3, 249–59.

Denham, Susanne, and others. 2001. “Preschoolers at Play: Co-Socialisers of Emotional and Social Competence,” International Journal of Behavioral Development, Vol. 25, No. 4, 290–301.

Chall, J.S., V.A. Jacobs, and L.E. Baldwin. 1990. The Reading Crisis: Why Poor Children Fall Behind. Cambridge, MA: Harvard University Press. Chaney, C. 1992. “Language Development, Metalinguistic Skills, and Print Awareness in Three-Year-Old Children,” Applied Psycholinguistics, Vol. 12, 485–514. Christie, J.F., B.J. Enz, and C. Vukelich, 2007. Teaching Language and Literacy: Preschool through the Elementary Grades. Boston: Pearson Education, Inc. Cisero, C.A., and J.M Royer. 1995. “The Development of Cross-Language Transfer of Phonological Awareness,” Contemporary Educational Psychology, Vol. 20, No. 3, 275–303. Clay, M.M. 1997. “Exploring with a Pencil,” Theory into Practice, Vol. 16, No. 5 (December 1997), 334–41. Clay, M.M. 2002. An Observation Survey of Early Literacy Achievement (Second edition). Portsmouth, NH: Heinemann. Committee on Early Childhood Pedagogy, National Research Council. 2001. Eager to Learn: Educating Our Preschoolers. Edited by Barbara T. Bowman; M.S. Donovan; and M.S. Burns. Washington, DC: National Academy Press. Coulter, D. 1995. “Music and the Making of the Mind.” Early Childhood Connections: The Journal of Musicand Movement-Based Learning 1:22–26.

Get Set for School Pre-K Teacher’s Guide: Resources

Cross, C.T., T.A. Woods, and H. Schweingruber, eds. 2009. Mathematics Learning in Early Childhood: Paths Toward Excellence and Equity. Washington, D.C.: The National Academies Press. Cunningham, A.E., and K.E. Stanovich. 1997. “Early Reading Acquisition and Its Relation to Reading Experience and Ability 10 Years Later.” Developmental Psychology 33(6):934–945.

Chall, J. 1996. Learning to read: The great debate. New York: McGraw-Hill.

138

Cox. M.J., S.E. Rimm-Kaufman, and R.C. Pianta. (in press). “Teachers’ Judgments of Problems in the Transition to Kindergarten,” Early Childhood Research Quarterly.

Developmentally Appropriate Practice in Early Childhood Programs (Revised edition). 1997. Edited by Sue Bredekamp and Carol Copple. Washington, DC: National Association for the Education of Young Children. Dickinson, D.K., and M.W. Smith. 1994. “Long-Term Effects of Preschool Teachers’ Book Readings on Low- Income Children’s Vocabulary and Story Comprehension.” Reading Research Quarterly 29:104–122. Dickinson, D.K.; L. Anastasopoulos; A. McCabe; E.S. Peisner-Feinberg; and M.D. Poe. 2003. “The Comprehensive Language Approach to Early Literacy: The Interrelationships among Vocabulary, Phonological Sensitivity, and Print Knowledge among Preschool-Aged Children,” Journal of Educational Psychology, Vol. 95, No. 3, 465–481. Duncan G.J., C.J. Dowsett, A. Claessens, K. Magnuson, A.C.Huston, P. Klebanov, L.S. Pagani, L. Feinstein, M. Engel, J. Brooks-Gunn, H. Sexton, and K. Duckworth. 2007. “School Readiness and Later Achievement.” Developmental Psychology 43(6):1428–1446. Duncan, Greg J., and others. 2007. “School Readiness and Later Achievement,” Developmental Psychology, Vol. 43, No. 6, 1428–1225. Ehrman, M.E.; B.L. Leaver; and R.L. Oxford. 2003. “A Brief Overview of Individual Differences in Second Language Learning,” System, Vol. 31, No. 3, 313–30.

Sample Version

Ellery, V. 2005. Creating Strategic Readers: Techniques for Developing Competency in Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension. Newark: International Reading Association.

Position Statement: Learning to Read and Write: Developmentally Appropriate Practices for Young Children. Washington, D.C.: International Reading Association.

Fein, G., A.E. Ardila-Rey, and L.A. Groth, 2000. “The Narrative Connection: Stories and Literacy.” Play and Literacy in Early Childhood 27–44. Mahwah, NJ: Lawrence Erlbaum Associates.

Huffman, L.C.; S.L. Mehlinger; and A.S. Kerivan. 2000. “Risk Factors for Academic and Behavioral Problems At the Beginning of School,” Off to a Good Start: Research on the Risk Factors for Early School Problems and Selected Federal Policies Affecting Children’s Social and Emotional Development and Their Readiness for School. Chapel Hill: University of North Carolina, FPG Child Development Center.

Fox, Mem. 2001. Reading Magic: Why Reading Aloud to Our Children Will Change Their Lives Forever. Orlando, FL: Harcourt.

Indrisano, Roselmina; and J.S. Chall. 1995. “Literacy Development,” Journal of Education, Vol. 177, No.1, 63–81.

Frede, E., and D.J. Ackerman. 2007. Preschool Curriculum Decision-Making: Dimensions to Consider.” Preschool Policy Brief 3(12). New Brunswick, NJ: National Institute for Early Education Research.

International Reading Association and the National Association for the Education of Young Children. 1998. “Learning to Read and Write: Developmentally Appropriate Practice for Young Children,” Young Children, Vol. 53, No.4, 30–46.

Evidence, Theory, and Practice.” Handbook of Early Literacy Research 97-110. New York: The Guilford Press.

Genishi, C.; D. Yung-Chan; and S. Stires. 2000. “Talking Their Way into Print: English Language Learners in a Prekindergarten Classroom,” Beginning Reading and Writing. Edited by D.S. Strickland and L.M. Morrow. New York: Teachers College Press.

Isenberg, J., and N. Quisenberry, 2002. Position paper: Play: Essential for All Children. Association for Childhood Education International. Retrieved from: www.acei.org/playpaper.htm.

Gesell, A. 1940. The First Five Years of Life: A Guide to the Study of the Preschool Child. New York: Harper and Row.

Jensen, E. 2001. Arts with the Brain in Mind. Alexandria, VA: Association for Supervision and Curriculum Development.

Ginsburg, K.R. and the Committee on Communications and Committee on Psychosocial Aspects of Child and Family Health. 2006. Clinical report: “The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds.” American Academy of Pediatrics. Retrieved from: www.aap.org/pressroom/playFINAL.pdf.

Johnston, F. R. 2004. “Phonics, Phonological Awareness, and the Alphabet.” EPS Update, April. http:// eps.schoolspecialty.com/downloads/articles/ phonological_awareness.pdf.

Healy, J. 2004. Your Child’s Growing Mind: Brain Development and Learning from Birth to Adolescence. New York: Three Rivers Press.

Justice, L. M; J. Meier; and S. Walpole. 2005. “Learning New Words from Storybooks: Findings from an Intervention with At-Risk Kindergarteners,” Language, Speech, and Hearing Services in Schools, Vol. 36, 17–32.

Hirsh-Pasek, K., R. Golinkoff, L. Berk, and D. Singer. 2008. A Manifesto for Playful Learning in Preschool: Presenting the Scientific Evidence. New York: Oxford. Honig, B. 2001. Teaching our Children to Read. Thousand Oaks, CA: Corwin Press. International Reading Association and the National Association for the Education of Young Children. 1998. Joint

Sample Version of:

Jones, E. and R. Cooper. 2006. Playing to Get Smart. New York: Teachers College Press.

Justice, L.M. and H.K Ezell. 2002. “Use of Storybook Reading to Increase Print Awareness in At-Risk Children,” American Journal of Speech-Language Pathology, Vol. 11, 17–29. Justice, L.M.; R.P. Bowles; and L.E. Skibbe. July 2006. “Measuring Preschool Attainment of Print-Concept

Get Set for School Pre-K Teacher’s Guide: Resources

139

References Lust, C.A., and D. K. Donica. 2011. “Effectiveness of a Handwriting Readiness Program in Head Start: A Two-Group Controlled Trial.” American Journal of Occupational Therapy, 65(5):560–568.

Knowledge: A Study of Typical and At-Risk 3-to 5-Year-Old Children Using Item Response Theory,” Language, Speech, and Hearing Services in Schools, Vol. 37, 224–235. Kenschaft, P.C. 2006. Math Power: How to Help Your Child Love Math, Even If You Don’t. New York, NY: Pi Press.

Maclean, M., P. Bryant, and L. Bradley, 1987. “Rhymes, Nursery Rhymes, and Reading in Early Childhood.” Merrill-Palmer Quarterly 33:255–282.

Kim, S. 1999. “The Effects of Storytelling and Pretend Play on Cognitive Processes, Short-Term and Long-Term Narrative Recall.” Child Study Journal 29(3): 175–191.

McAfee, O., D.J. Leong, and E. Bodrova. 2004. Basics of Assessment: A Primer for Early Childhood Educators. Washington, D.C.: National Association for the Education of Young Children.

Kress, G.N. 1994. Learning to Write. New York: Routledge.

McLane, J.B. 2003. “‘Does not,’ ‘Does too.’ Thinking about Play in the Early Childhood Classroom,” Occasional paper no. 4, Herr Research Center, Erikson Institute.

Landry, S. 2005. Effective Early Childhood Programs: Turning Knowledge into Action. Houston: Rice University Press Landry, S. 2006. “The Influence of Parenting on Emerging Literacy Skills,” Handbook of Research and Early Literacy Development. Edited by D.K. Dickinson and S.B. Neuman. New York: Gilford Press. Liberman, I.Y., and others. 1974. “Explicit Syllable and Phoneme Segmentation in the Young Child,” Journal of Experimental Child Psychology, Vol. 18, 201–12. Lonigan, C. J. 2004. “Family Literacy and Emergent Literacy Programs,” Handbook on Family Literacy: Research and Services. Edited by B. Wasik. Hillsdale, NJ: Erlbaum Associates. Lonigan, C.J. 2008. “(Almost) Everything You Wanted to Know about Phonological Awareness and Were Afraid to Ask.” Paper presented at the Early Reading First Grantee Meeting, New Orleans, LA. Lonigan, C.J., and T. Shanahan. 2009. Developing Early Literacy: Report of the National Early Literacy Panel. Jessup, MD: National Institute for Literacy. Retrieved from: http://lincs.ed.gov/publications/ pdf/NELPReport09.pdf. Lonigan, C.J.; S.R. Burgess; and J.L. Anthony, 2000. “Development of Emergent Literacy and Early Reading Skills in Preschool Children: Evidence from a Latent Variable Longitudinal Study,” Developmental Psychology, Vol. 36, 596–613.

140

Get Set for School Pre-K Teacher’s Guide: Resources

McLane, J.B., and J. Spielberger. 1996. “Play in Early Childhood Development and Education: Issues and Questions,” Topics in Early Education: Playing for Keeps, Vol. 2, Edited by A. Phillips. St. Paul, MN: Red Leaf Press. Morrison, F., and R. Cooney, 2002. “Parenting and Academic Achievement: Multiple Paths to Early Literacy.” Parenting and the Children’s World: Influences on Academic, Intellectual, and SocialEmotional Development 141–160. Mahwah, NJ: Lawrence Erlbaum. Morrow, L. 2005. “Literacy Development in the Early Years: Helping Children Read and Write.” Boston: Allyn & Bacon. National Association for the Education of Young Children & International Reading Association. 1998. “Learning to Read and Write: Developmentally Appropriate Practices for Young Children.” Young Children, 53(4):30-46. Accessed August 2011. http://www.naeyc.org/files/naeyc/file/positions/ PSREAD98.pdf National Association for the Education of Young Children and the National Association of Early Childhood Specialists in State Departments of Education. 2003. Joint position statement: Early Childhood Curriculum, Assessment, and Program Evaluation: Building an Effective, Accountable System in Programs for Children Birth through Age 8. Retrieved from: www.naeyc.org/about/positions/ pdf/CAPEexpand.pdf.

Sample Version

National Association for the Education of Young Children. 2009. Position statement: Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8. Washington, DC: National Association for the Education of Young Children. National Association of State Boards of Education. 2006. Fulfilling the Promise of Preschool: The Report of the NASBE Study Group on Creating High-Quality Early Learning Environments. National Child Care Information and Technical Assistance Center. National Center for Infants, Toddlers, and Families. 2011. “Learning to Write and Draw.” Zero to Three, Accessed August 2011. http://www.zerotothree. org/early-care-education/early-language-literacy/ writing-and-art-skills.html National Educational Goals Panel. 1991. Goal 1 Technical Planning Group Report on School Readiness. Washington, DC: Author, 10–11. National Institute for Early Education Research. 2005. Promoting Children’s Social and Emotional Development through Preschool Education. Washington, D.C. Retrieved from nieer.org/ resources/policyreports/report7.pdf. National Institute of Child Health & Human Development. 2000. Report of the National Reading Panel: Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction. Washington, D.C.: U.S. Government Printing Office. National Research Council and Institute of Medicine Board on Children, Youth and Families, Commission on Behavioral and Social Sciences and Education. 2001. From Neurons to Neighborhoods: The Science of Early Childhood Development, Edited J.P. Shankoff; and D. Phillip. Washington, DC: National Academy Press. National Research Council Committee on Early Childhood Pedagogy, Commission on Behavioral and Social Sciences and Education. 2001. Eager to Learn: Educating Our Preschoolers, Edited by B.T. Bowman; M.S. Bonovan; and S. Burns. Washington, DC: National Academy Press, 48.

Sample Version of:

Neuman, S.B., and K. Roskos. 2005. “Whatever Happened to Developmentally Appropriate Practice in Early Literacy?” Young Children, 60:22-26. Accessed September 2011. http://journal.naeyc. org/btj/200507/02Neuman.pdf Olsen, J. Z., and E. F. Knapton. 2008. Pre-K Teacher’s Guide. Cabin John, MD: Handwriting Without Tears. Pica, R. 2008. “Learning by Leaps and Bounds: Why Motor Skills Matter.” Young Children 63(4):48–9. Project Zero and Reggio Children. Making Learning Visible: Children as Individual and Group Learners. Reggio Emilia, Italy: Reggio Children, 2001. Raver, C.C.; and J. Knitzer. 2002. “Ready to Enter: What Research Tells Policymakers about Strategies to Promote Social and Emotional Readiness among 3-and 4-Year-Old Children,” National Center for Children in Poverty policy paper. Report of the National Reading Panel: Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading Instruction. 2000. NIH Publication No. 00-4769. Washington, DC: National Institute of Child Health and Human Development. Robertson, Rachel. 2007. “The Meaning of Marks: Understanding and Nurturing Young Children’s Writing Development.” Child Care Exchange, 176:40–44. Rubin, K.H., W. Bukowski, and K. Parker. 2006. “Peer Interactions, Relationships, and Groups.” Scarborough, H. S. 2001. “Connecting Early Language and Literacy to Later Reading (Dis)abilities: Scarborough, H.S. 1991. “Early Syntactic Development of Dyslexic Children.” Annals of Dyslexia 41:207–220. Schickedanz, J.A., and R.M. Casbergue. 2004. Writing in Preschool: Learning to Orchestrate Meaning and Marks. Newark, DE: International Reading Association. Shonkoff, J. and D. Phillips, D., eds. 2000. From Neurons to Neighborhoods: The Science of Early Childhood Development. Washington: National Academies Press.

Get Set for School Pre-K Teacher’s Guide: Resources

141

References Silverman, R., and J. DiBara Crandell, 2010. “Vocabulary Practices in Prekindergarten and Kindergarten Classrooms.” Reading Research Quarterly 45(3):318–340. Singer, D. G., J. L. Singer, S.L. Plaskon, and A.E. Schweder. 2003. “The Role of Play in the Preschool Curriculum.” All Work and No Play: How Educational Reforms are Harming Our Preschoolers 43-70. Westport, CT: Praeger. Singer, D.G., R. Golinkoff, and K. Hirsh-Pasek, eds. 2006. Play = Learning: How Play Motivates and Enhances Children’s Cognitive and Social-Emotional Growth. New York: Oxford University Press. Snow, C.E., M.S. Burns, and P. Griffin, eds. 1998. Preventing Reading Difficulties in Young Children. Washington, D.C.: National Academies Press.

Snow, C.E., W.S. Barnes, J. Chandler, I.F. Goodman, and L. Hemphill. 1991. Unfulfilled Expectations: Home and School Influences on Literacy. Cambridge, MA: Harvard University Press. Spear-Swerling, L. 2006. “Children’s Reading Comprehension and Oral Reading Fluency in Easy Text.” Reading & Writing: An Interdisciplinary Journal 19:199–220.

The Albert Shanker Institute. 2009. Preschool Curriculum: What’s in It for Children and Teachers. Washington, D.C. Retrieved from www. ashankerinst.org/Downloads/Early Childhood 1211-08.pdf.

Treiman, R. 1993. Beginning to Spell: A Study of FirstGrade Children. New York: Oxford University Press. Vukelich, C., and J. Christie. 2004. Building a Foundation for Preschool Literacy: Effective Instruction for Children’s Reading and Writing Development. Newark: International Reading Association. Walker D., C. Greenwood, B. Hart, and J. Carta. 1994. “Prediction of School Outcomes Based on Early Language Production and Socioeconomic Factors.” Child Development 65:606–621.

Stahl, S.A., and B.A. Murray. 1994. “Defining Phonological Awareness and Its Relationship to Early Reading.” Journal of Educational Psychology 86(2):221–234.

Wasik, B.A. 2010. “What Teachers Can Do to Promote Preschoolers’ Vocabulary Development: Strategies From an Effective Language and Literacy Professional Development Coaching Model.” The Reading Teacher 63(8):621–633.

Stanovich, K.E. 1993. “Romance and Reality.” Reading Teacher 47(4):280–91. Stevenson, H.W., and R.S. Newman. 1986. “LongTerm Prediction of Achievement and Attitude in Mathematics and Reading.” Child Development 57:646–659.

West, J., K. Denton, and L. Reaney. 2001. The Kindergarten Year. Washington, D.C.: National Center for Education Statistics.

Storch, S. A., G.J. Whitehurst. 2002. “Oral Language and Code-Related Precursors to Reading: Evidence from a Longitudinal Structural Model.” Developmental Psychology 38:934–947.

Get Set for School Pre-K Teacher’s Guide: Resources

The Albert Shanker Institute. 2009. Preschool Curriculum: What’s in It for Children and Teachers. Washington, D.C.: The Albert Shanker Institute. Accessed August 2011. http://www.ashankerinst. org/Downloads/Early%20Childhood%2012-11-08. pdf

The Child Mental Health Foundations and Agencies Network. 2003. A Good Beginning: Sending America’s Children to School with the Social and Emotional Competence They Need to Succeed. Chapel Hill: University of North Carolina, FPG Child Development Center, p.v.

Snow, C.E., P. Tabors, P. Nicholson, and B. Kirkland. 1995. “SHELL: Oral Language and Early Literacy Skills in Kindergarten and First-Grade Children.” Journal of Research in Childhood Education 10:37–48.

142

Strickland, D.S., and J.A. Schickedanz. 2009. Learning About Print in Preschool, 2nd ed. Newark, DE: International Reading Association.

West, J., K. Denton, E. Germino-Hausken. 2000. America’s Kindergarteners. Washington, D.C.: U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics. Retrieved from http://nces. ed.gov/pubs2000/2000070.pdf.

Sample Version

Whitehurst, G. J., and C.J. Lonigan, 1998. “Child Development and Emergent Literacy.” Child Development 69:848–872. Whitehurst, G.J., J.N. Epstein, A.L. Angell, A.C. Payne, D.A. Crone, and J.E. Fischel. 1994. “Outcomes of an Emergent Literacy Intervention in Head Start,” Journal of Educational Psychology, Vol. 86, 542–555. Yakimishyn, J.E., & J. Magill-Evans. 2002. “Comparisons Among Tools, Surface Orientation, and Pencil Grasp for Children 23 Months of Age.” American Journal of Occupational Therapy, 56:564–572.

Mathematics

Adding It Up: Helping Children Learn Mathematics. 2001. J. Kilpatrick; J.J. Swafford; and B. Findell. Washington, DC: National Academy Press. Alliance for Childhood. 2006. “A call to action on the education of young children.” Retrieved from: www. allianceforchildhood.org. Barnett, W.S., J.T. Hustedt, A.H. Friedman, J.S. Boyd, and P. Ainsworth. 2007. The State of Preschool 2007. New Brunswick, NJ: National Institute for Early Education Research. Bergen, D. 2002. “The Role of Pretend Play in Children’s Cognitive Development.” Early Childhood Research and Practice 4(1): 2–15. Berk, L.E., T.D. Mann, and A.T. Ogan. 2006. “Makebelieve Play: Wellspring for the Development of Self-regulation.” Play = learning: How Play Motivates and Enhances Children’s Cognitive and Social-Emotional Growth. New York: Oxford University Press. Birch, Sondra H.; and Gary W. Ladd. 1997. “The Teacher–Child Relationship and Children’s Early School Adjustment,” Journal of School Psychology, Vol. 35, No. 1, 61–79. Boaler, J. 2008. What’s Math Got to Do With It? New York: Penguin Group. Boggan, M., S. Harper, and A. Whitmire. 2010. “Using Manipulatives to Teach Elementary Mathematics.” Educational Research 3: 1–6. http://www.aabri. com/manuscripts/10451.pdf.

Sample Version of:

Bowman, B. T., S. M. Donovan, and S. M. Burns, eds. 2000. “Commission on Behavioral and Social Sciences and education and National Research Council.” Eager to Lean: Educating Our Preschoolers. Washington D.C.: National Academy Press. Boyd, J., S. W. Barnett, E. Bodrova, D. Leong, and D. Gomby. 2005. Promoting Children’s Social and Emotional Development through Preschool Education. New Brunswick, NJ: National Institute for Early Education Research. Brazelton, T.B., and Joshua D. Sparrow. 2001. Touchpoints Three to Six: Your Child’s Emotional and Behavioral Development. Cambridge, NA: Perseus. Brenneman, K., J. Stevenson-Boyd, and E.C. Frede. 2009. Policy Brief – Math and Science in Preschool: Policies and Practice. Issue 19. New Brunswick, NJ: National Institute for Early Education Research. Burns, M. 2007. About Teaching Mathematics: A K-8 Resource. Sausalito, CA: Math Solutions. Byers, J.A., 1998. “The Biology of Human Play,” Child Development, Vol. 69, 599–600. Cain-Caston, M. 1996. Manipulative queen [electronic version]. Journal of Instructional Psychology 23(4): 270–274. Clements, D.H. 2004. “Measurement in Pre-K to Grade 2 Mathematics,” in Engaging Young Children in Mathematics: Standards for Early Childhood Mathematics Education,” Edited by D.H. Clements; J. Sarama; and A.M. DiBiase. Mahwah, NJ: Erlbaum. Clements, D.H. 2004a. “Major Themes and Recommendations,” Engaging Young Children in Mathematics: Standards for Early Childhood Mathematics Education,” Edited by D.H. Clements; J. Sarama; and A.M. DiBiase. Mahwah, NJ: Erlbaum. Clements, D.H. 2004b. “Geometric and Spatial Thinking in Early Childhood Education,” Engaging Young Children in Mathematics: Standards for Early Childhood Mathematics Education,” Edited by D.H. Clements; J. Sarama; and A.M. DiBiase. Mahwah, NJ: Erlbaum.

Get Set for School Pre-K Teacher’s Guide: Resources

143

References Clements, D.H., & Sarama, J. 2000. “Young Children’s Ideas about Geometric Shapes.” Teaching Children Mathematics 6(8): 482. Clements, D.H., and M.T. Battista. 1992. “Geometry and Spatial Reasoning.” Handbook of Research on Mathematics Teaching and Learning. NY: Macmillan.

Frede, E., and D.J. Ackerman. 2007. “Preschool Curriculum Decision-Making: Dimensions to Consider.” Preschool Policy Brief. 3(12).

Committee on Early Childhood Pedagogy, National Research Council. 2001. Eager to Learn: Educating Our Preschoolers. Edited by Barbara T. Bowman; M.S. Donovan; and M.S. Burns. Washington, DC: National Academy Press. Copley, J. 2000. The Young Child and Mathematics. Washington D.C.: National Association for the Education of Young Children. Copley, J. 2001. The Young Child and Mathematics. Washington, DC: National Association for the Education of Young Children.

144

Get Set for School Pre-K Teacher’s Guide: Resources

Fuson, K.C. 2004. “Pre-K to Grade 2 Goals and Standards: Achieving 21st Century Mastery for All,” Engaging Young Children in Mathematics: Standards for Early Childhood Mathematics Education. Edited by D.H. Clements; J. Sarama; and A.M. DiBiase. Mahwah, NJ: Erlbaum.

Ginsburg, H.P.; and K. Seo. 1999. “Mathematics in Children’s Thinking,” Mathematical Thinking and Learning 1, No. 2, 113–29.

Cox. M.J., S.E. Rimm-Kaufman, and R.C. Pianta. (in press). “Teachers’ Judgments of Problems in the Transition to Kindergarten,” Early Childhood Research Quarterly.

Developmentally Appropriate Practice in Early Childhood Programs (Revised edition). 1997. Edited by Sue Bredekamp and Carol Copple. Washington, DC:

Fuson, K.C. 1992b. “Research on Whole Number Addition and Subtraction,” in Handbook of Research on Mathematics Teaching and Learning. Edited by D. Grouws. New York: Macmillan.

Geist, E. 2008. Children are Born Mathematicians: Supporting Mathematical Development, Birth to Age 8. NJ: Prentice Hall.

Copple, C., and S. Bredekamp. 2009. Developmentally Appropriate Practice in the Preschool Years- Ages 3–5: Examples to Consider. Washington, D.C.: National Association for the Education of Young Children.

Denham, Susanne, and others. 2001. “Preschoolers at Play: Co-Socialisers of Emotional and Social Competence,” International Journal of Behavioral Development, Vol. 25, No. 4, 290–301.

Duncan G.J., C.J. Dowsett, A. Claessens , K. Magnuson, and A.C. Huston. 2007. “School Readiness and Later Achievement.” Developmental Psychology 43(6): 1428–1446. Duncan, Greg J., and others. 2007. “School Readiness and Later Achievement,” Developmental Psychology, Vol. 43, No. 6, 1428–1225.

Clements, D.H., Sarama, J., DiBiase, A. 2004. “Measurement in Pre-K to Grade 2 Mathematics.” Engaging Young Children in Mathematics: Standards for Early Childhood Mathematics Education. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

Cross, C. T., T. A. Woods, and H. Schweingruber, eds. 2009. Mathematics Learning in Early Childhood: Paths Toward Excellence and Equity. Washington, D.C.: The National Academies Press.

National Association for the Education of Young Children.

Hannibal, M. A. 1999. “Young Children’s Developing Understanding of Geometric Shapes.” Teaching Children Mathematics 5(6): 353. Healy. 2004. Your Child’s Growing Mind: Brain Development and Learning From Birth to Adolescence. NY: Three Rivers Press. Hirsh-Pasek, K., R. Golinkoff, L. Berk, and D. Singer. 2008. A Manifesto for Playful Learning in Preschool: Presenting the Scientific Evidence. NY: Oxford. Howell, S., and C. Kemp. 2009. “A Participatory Approach to the Identification of Measures of Number Sense in Children Prior to School Entry.” International Journal of Early Years Education 17(1): 47–65.

Sample Version

Huffman, L.C.; S.L. Mehlinger; and A.S. Kerivan. 2000. “Risk Factors for Academic and Behavioral Problems ^At the Beginning of School,” Off to a Good Start: Research on the Risk Factors for Early School Problems and Selected Federal Policies Affecting Children’s Social and Emotional Development and Their Readiness for School. Chapel Hill: University of North Carolina, FPG Child Development Center. Isenberg, J., and N. Quisenberry. 2002. Play: Essential for All Children. A position paper of the Association for Childhood Education International. Retrieved from: www.acei.org/playpaper.htm. Jensen, E. 2001. Arts with the Brain in Mind. Alexandria, VA: Association for Supervision and Curriculum Development. Jones, E., and R. Cooper. 2006. Playing to Get Smart. NY: Teachers College Press. Klein, A., and P.J. Starkey. 2004. “Fostering Preschool Children’s Mathematical Knowledge: Findings from the Berkeley Math Readiness Project,” in Engaging Young Children in Mathematics: Standards for Early Childhood Mathematics Education, Edited by D.H. Clements and J. Sarama. Hillsdale, NJ: Lawrence Erlbaum. Linder, S. M., and B. Powers-Costello. 2011. “Mathematics in Early Childhood: ResearchBased Rationale and Practical Strategies.” Early Childhood Education Journal 39: 29–37. McAfee, O., D. Leong, and E. Bodrova. 2004. Basics of Assessment: A Primer for Early Childhood Educators. Washington, D.C.: National Association for the Education of Young Children. McLane, J.B. 2003. “‘Does not,’ ‘Does too.’ Thinking about Play in the Early Childhood Classroom,” Occasional paper no. 4, Herr Research Center, Erikson Institute. McLane, J.B., and J. Spielberger. 1996. “Play in Early Childhood Development and Education: Issues and Questions,” Topics in Early Education: Playing for Keeps, Vol. 2, Edited by A. Phillips. St. Paul, MN: Red Leaf Press. National Association for the Education of Young Children and the National Council of Teachers of Mathematics. 2003. Joint position statement: Early Childhood Mathematics: Promoting Good Beginnings. Washington, DC. © 2021 Learning Without Tears

Sample Version of:

National Association for the Education of Young Children. 2009. Position statement: Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8. Washington, DC. National Association of State Boards of Education. 2006. Fulfilling the Promise of Preschool: The Report of the NASBE Study Group on Creating High-Quality Early Learning Environments. National Child Care Information and Technical Assistance Center. National Council of Teachers of Mathematics (NCTM). 2000. Principles and Standards for School Mathematics. Reston, VA: Author. National Council of Teachers of Mathematics (NCTM). 2007. Focal Points. Reston, VA. National Council of Teachers of Mathematics. 2000. Early Learning Standards in Mathematics. Reston, VA: National Council of Teachers of Mathematics. National Council of Teachers of Mathematics. 2006. Curriculum focal points for Pre-kindergarten through grade 8 mathematics. Reston, VA. Retrieved 6/14/2009 from the web at www.nctm.org/ standards/focalpoints.aspx?id=300 National Educational Goals Panel. 1991. Goal 1 Technical Planning Group Report on School Readiness. Washington, DC: Author, 10 –11. National Research Council and Institute of Medicine Board on Children, Youth and Families, Commission on Behavioral and Social Sciences and Education. 2001. From Neurons to Neighborhoods: The Science of Early Childhood Development, Edited J.P. Shankoff; and D. Phillip. Washington, DC: National Academy Press. National Research Council Committee on Early Childhood Pedagogy, Commission on Behavioral and Social Sciences and Education. 2001. Eager to Learn: Educating Our Preschoolers, Edited by B.T. Bowman; M.S. Bonovan; and S. Burns. Washington, DC: National Academy Press, 48. National Research Council. 2009. Mathematics learning in early childhood: paths toward excellence and equity. Committee on Early Childhood Mathematics. Washington, DC: The National Academies Press.

Get Set for School Pre-K Teacher’s Guide: Resources

145

References Singer, D.G., R. Golinkoff, and K. Hirsh-Pasek, Eds. 2006. Play = Learning: How Play Motivates and Enhances Children’s Cognitive and Social-Emotional Growth. NY: Oxford University Press.

Neuman, S. B., C. Carol, and S. Bredekamp. 2004. Learning to Read and Write: Developmentally Appropriate Practices for Young Children. Washington, D.C.: National Association for the Education of Young Children.

Starkey, P. 1992. “The Early Development of Numerical Reasoning,” Cognition, Vol. 43, 93–126.

Newcombe, N.S., and A. Frick. 2010. “Early Education for Spatial Intelligence: Why, What, and How.” Mind, Brain, and Education 4(3): 102–111.

Starkey, P., and R.G. Cooper. 1995. “The Development of Subitizing in Young Children.” British Journal of Developmental Psychology, Vol. 13, 399–420.

Olsen, J. Z., and E. F. Knapton. 2008. Pre-K Teacher’s Guide. Cabin John, MD: Handwriting Without Tears.

Stevenson, H.W., and R.S. Newman. 1986. “Longterm Prediction of Achievement and Attitude in Mathematics and Reading.” Child Development 57: 646–659.

Pica, R. 2008. “Learning by Leaps and Bounds: Why Motor Skills Matter.” Young Children 63(4): 48–9. Platt, J.E., and S. Cohen. 1981. “Mental Rotation Task Performance as a Function of Age and Training.” Journal of Psychology: Interdisciplinary and Applied 108: 173–178. Project Zero and Reggio Children. 2001. Making Learning Visible: Children as Individual and Group Learners. Reggio Emilia, Italy: Reggio Children. Project Zero and Reggio Children. Making Learning Visible: Children as Individual and Group Learners. Reggio Emilia, Italy: Reggio Children, 2001. Raver, C.C.; and J. Knitzer. 2002. “Ready to Enter: What Research Tells Policymakers about Strategies to Promote Social and Emotional Readiness among 3-and 4-Year-Old Children,” National Center for Children in Poverty policy paper. Rudd, L. C., M.C. Lambert, M. Satterwhite, and A. Zaier. 2008. “Mathematical Language in Early Childhood Settings: What Really Counts?” Early Childhood Education Journal 36: 75–80.

Taylor-Cox, J. 2003. “Algebra in the Early Years? Yes!” Young Children 58(1), 14-21. The Child Mental Health Foundations and Agencies Network. 2003. A Good Beginning: Sending America’s Children to School with the Social and Emotional Competence They Need to Succeed. Chapel Hill: University of North Carolina, FPG Child Development Center, p.v. UVA Today. 2009. U. Va. “Researchers Receive $1M to Study Connection Between Fine Motor and Math Skills.” Retrieved from: www.virginia.edu/ uvatoday/newsRelease.php?id=10150 Van De Walle, J. A. 2004. Elementary and Middle School Mathematics Teaching Developmentally. Boston: Pearson. Wardle, F. 2007. “Math in early childhood.” Exchange, March/April. Retrieved from: https://secure.ccie. com/library/5017455.pdf.

Sadler, F. H. 2009. “Help! They Still Don’t Understand Counting.” TEACHING Exceptional Children Plus 6(1): 3.

West, J., K. Denton, and E. Germino-Hausken. 2000. America’s kindergarteners. Statistical analysis report. Washington, D.C.: National Center for Education Statistics.

Seo, K.-H,. and H.P. Ginsburg. 2004. Engaging Young Children in Mathematics Education. Mahwah, NJ: Lawrence Erlbaum.

West, J., K. Denton, and L. Reaney. 2000. The Kindergarten Year. Washington, D.C.: U.S. Department of Education.

Singer, D. G., J.L. Singer, S.L. Plaskon, and A.E. Schweder. 2003. All Work and No Play: How Educational Reforms are Harming our Preschoolers. Westport, CT: Praeger.

Wright, T. S., and S.B. Neuman. 2009. Preschool Curriculum: What’s In It for Children and Teachers, by Peg Griffin and Catherine King. Washington, D.C.: The Albert Shanker Institute.

146

Get Set for School Pre-K Teacher’s Guide: Resources

Sample Version

Sample Version of: Get Set for School Pre-K Teacher's Guide

GSS_PreK_TG_Cover_Book1_1.6.20.indd 3

1/6/2020 11:48:44 AM

Sample Version of: Get Set for School Pre-K Teacher's Guide

ISBN 978-1-950578-22-1 978-1-950578-22-1 ISBN

LWTears.com | 888.983.8409

GSS_PreK_TG_Cover_Book1_1.6.20.indd 4

90000> 90000>

9 781950 578221

1/6/2020 11:48:45 AM