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Teacher Manual P-RTI Oral Language Curriculum Supplement DEVELOPING TALKERS: PRE-K & HABLEMOS JUNTOS: PRE-K

Explicit Vocabulary and Comprehension Activities for Tier 2

This table summarizes the types of Explicit Activities that are used in Developing Talkers: Pre-K lessons. More detailed descriptions of each activity follow in the figures below. Note that many of these activities require chart paper or a dry erase board, markers, and tape or ticky tack. VOC-1 VOC-2 VOC-3 VOC-4 VOC-5 VOC-6 VOC-7 VOC-8

Vocabulary Activities Examples & Non-Examples Act-It-Out Asking Questions about Pictures Semantic Web Word Associations Draw & Write Talk about Pictures How Much Can You Tell Me?

COM-1 COM-2 COM-3 COM-4 COM-5 COM-6 COM-7 COM-8 COM-9

Comprehension Activities Describe Characters & Setting Event Sequence Story Retell Storytellers Concept Sort Cause & Effect Pictures Using Your Five Senses Venn Diagram KWL Chart

This table shows the titles of Explicit Activities that are used in Hablemos Juntos: Pre-K lessons. The descriptions of how to complete activities below are the same across English and Spanish; however, the chosen activities and content vary across the English and Spanish curricula. VOC-1 VOC-2 VOC-3 VOC-4 VOC-5 VOC-6 VOC-7 VOC-8

Actividades de Vocabulario Ejemplos y no ejemplos Actuarlo Preguntar sobre las fotos Mapa semántico Asociaciones de palabras Dibujar y escribir Hablar sobre las fotos ¿Qué tanto me puedes decir?

Activitidades de Comprehensión COM-1 Describir al personaje y el escenario COM-2 Secuencia de eventos COM-3 Recontar la historia COM-4 Cuenta cuentos COM-5 Clasificación de conceptos COM-6 Fotos de causa y efecto COM-7 Usando los cinco sentidos COM-8 Diagrama de Venn COM-9 Tabla SQA

Instructional Menu Explicit Vocabulary and Comprehension Tier 2 Activities DEVELOPING TALKERS: PRE-K & HABLEMOS JUNTOS: PRE-K

VOC-1

Examples & Non-Examples

Children talk about pictures and determine if picture cards are examples of a vocabulary word. MATERIALS: Picture cards (4 to 8 cards) 1. Choose vocabulary word(s) to teach. 6. Ask at least one child to explain their answer. 2. Choose an assortment of pictures to show the children. 7. Have children lay the example cards in one column and (Online clipart libraries are great sources for free lay the non-examples in another. To wrap up the activity, pictures.) Some pictures should be examples and others give a name to each category. should be non-examples. Variation: For some verbs and modifiers, you can make 3. Try to include pictures that will help children deepen the activity more playful by asking children to act out the their understanding of the word. By talking about what word instead of putting their thumb up. the word is and what it is not, it gives children an opportunity to clarify their understanding of the word’s Example meaning. If teaching the word munch, use pictures of: 4. Show one picture at a time and have children talk about Cracker (thumb up + say “munch”) what they see. Milk (thumb down – have to drink) 5. Ask children if it is an example or non-example of the Carrot (thumb up + say “munch”) word. Tell children if it is an example to put their thumb Pretzel (thumb up OR act out munching) up and say the word. If it is a non-example tell children Yogurt (thumb down – just swallow) to put their thumb down and say nothing.

VOC-2

Act–It–Out

Children act out vocabulary words and practice using the word. MATERIALS: Simple classroom materials may be needed as props 1. Use a child-friendly definition to explain the meaning of a vocabulary word. 2. Demonstrate acting out the word. 3. Ask the children to act out the word with the teacher. This might occur with one child at a time or all students can act out together. 4. As children are acting out the word, use the target word to describe children’s actions. 5. Ask at least one child to explain why they acted-it-out the way they did.

Variation 1: You can act out words that are opposites or examples and non-examples to differentiate the target word from other words. Variation 2: You can use this as a team game. Divide the group into two teams of two. Tell the children to clap if they know how to act out a vocabulary word the teacher names. The first child to clap leads their team in acting out the word. Continue playing until all target vocabulary have been acted out. Variation 3: You can support children’s acting by providing picture cards that help them better understand the concept. When pictures are provided in lessons, it is referred to as Act-It-Out with Pictures.

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VOC-3

Asking Questions about Pictures

Children will think deeply about a vocabulary word through questions and relating to personal experiences. MATERIALS: Picture cards that all represent the same word in different contexts (3-4 cards) 1. Select several pictures that represent the target word in different contexts. Select some contexts children will be Example familiar with and a few they may have less background Questions/prompts to help children develop a knowledge about. deeper understanding for the word, ship include: 2. For each picture, ask simple and complex thinking Describe what you see on this ship. questions that will bring a clearer meaning about the Do you know any parts of a ship? contexts in which they might hear or use the target Where is this ship? words. Tell me about a time when you have seen a 3. For contexts children are likely to be familiar with, you ship. might ask children to make a personal connection with the target word with a linking prompt.

VOC-4

Semantic Web

Children will create a web of knowledge on a theme and the teacher will help them incorporate related target vocabulary words. MATERIALS: Chart paper or large dry erase board, markers, picture cards (optional) 1. Select an important target word or topic. In the center Variation 2: To make a web that is not about one of the paper, write and circle the word. particular vocabulary word, but rather about a larger 2. Start a brainstorming session. Ask students to think of concept, like the unit being studied follow these same as many ideas as related to the target word as they can. procedures but call it a “Concept Web.” The concept web 3. As students think of related ideas, discuss each idea activity might be useful on Friday Review Days. and ask students to explain how it relates to the word. After reading an informational text about plants, a 4. After discussing the ideas, draw a line from the central semantic web can be used to elicit the following target word and record the new ideas in categories that target words: plant, root, weeds, and soil the ideas fit into. 5. Ask students if they can think of any other ideas that Types of plants: relate to the target word. If so, discuss and record roses, weeds, those ideas. grass, trees 6. If you want students to use particular target words, related to the central topic, you may have to ask pointed questions to elicit the words. 7. When students have thought of all the ideas they can related to the central theme, review all the categories. Plants Variation 1: To make the semantic web, less open-ended and easier for children with limited vocabularies the Parts of a Things plants teacher can prepare picture cards and categories on the plant: need to grow: chart pad in advance. The teacher distributes picture root, stem, soil, water, leaf, flower sun, fertilizer cards and children place them in the correct category as the teacher prompts them to think and talk about the pictures. 3


VOC-5

Word Associations

Children will think deeply about the relationship between vocabulary words and are given opportunities to match pictures that are associated with target vocabulary words. MATERIALS: Picture cards representing the target word(s) and things that are associated with the word(s) 1. Select several pictures that represent the target word and things associated with the target word. Example 2. Spread the cards face up on the table. Starting with the If teaching the target word heavy these pairs of pictures that represent the target word, ask children to pictures are associated: find a picture that is associated with that depiction of heavy backpack – student the target word. heavy rocks – bulldozer 3. Let one child identify the matching picture and explain heavy barbell weights – athlete their answer. heavy trash can – garbage truck 4. The child places the associated cards side by side on the table. 5. Continue matching until all the cards are associated with their pair.

VOC-6

Draw and Write

Children will draw and write about a target word using a sentence stem or writing prompt. MATERIALS: Vocabulary journals or paper 1. Select a target word that students have some prior 7. Ask the student to read their dictation aloud with you. knowledge about. Note: To maximize instructional time, you may want to write 2. Write a sentence stem or writing prompt that includes the sentence stem or writing prompt at the top of students’ the target word and asks children to link the word to papers before the activity begins. their past or future experiences. Teachers decide whether a more open-ended writing prompt is Use this sentence stem with the target word surprise. appropriate for students (e.g., Surprises) or if a more I was surprised when ____. closed, sentence stem that looks like a fill-in-the-blank is appropriate (e.g., I was surprised when ____). 3. Model drawing and writing about your own personal experience with the target word. Think aloud as you draw and write. 4. Explain to children that they can draw, write their own way, or ask you to help them write their ideas. 5. As children draw, offer to take their dictations and write their words at the top or bottom of their paper. Write exactly what the child says and say each word as you write. I was surprised when my friend gave me a balloon! 6. Read the child’s dictation and point to each word as you read. 4


VOC-7

Talk about Pictures

Depending on the child’s language skills, children will use sentences with increasing grammatical complexity. Some children will discuss pictures with complete sentences containing four words or more. Some children will be ready to discuss pictures with sentences containing more than one phrase. MATERIALS: Pictures cards that can elicit rich description or discussion 1. Select a group of pictures that contain enough detail or 5. Variation2: For children who are using complete interesting features to elicit rich description or sentences, the teacher will play a game to help children discussion. Preferably these pictures link to the current combine two ideas in a sentence with more than one unit of instruction or something children have phrase (e.g., Let’s go to the park and _____.). background knowledge about. 2. Consider children’s language skill level and differentiate Use this sentence stem with the target word park. the teacher’s prompt depending on children’s language Let’s go to the park and ____. level. 3. Explain to children that we can use lots of words to share our ideas about pictures. 4. Model how to use complex sentences by doing a think aloud about how you might describe one of the pictures. Then, prompt children to describe pictures with increasing grammatical complexity. Variation 1: For children who typically use simple sentences of three or four words, the teacher will play a game in which children use a teacher prompt to complete a sentence with four words or more (e.g., I went to the park and saw a _____.) .

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VOC-8

How Much Can You Tell Me?

Children will use sentences with increasing grammatical complexity or description. MATERIALS: Pictures cards that can elicit rich description or discussion, dry erase board, markers 1. Select a group of pictures that contain enough detail or 6. Ask each child to start with a sentence about their interesting features to elicit rich description or picture. Write down what they say the first time; then discussion. Preferably these pictures link to the current prompt them to tell you more. unit of instruction and are topics children have 7. Continue the procedures for writing down the background knowledge about. increasingly longer sentences and comparing the length 2. Explain to children that we can use lots of words to of the first sentence to the more descriptive ones. share our ideas about pictures and that we will start with a simple sentence and then try to make our You can choose to write all sentences each time without sentence longer by telling even more about the picture. erasing as shown below: 3. First model how to use a simple sentence about a I see a butterfly. picture. Write the sentence down on the dry erase board. Draw a line from the beginning to the end of I see an orange and black butterfly. your sentence to visually record its length. 4. Next, model how to add another word or phrase to I see an orange and black butterfly trapped in a jar. make the sentence longer. Erase the part of the sentence you changed and visually show students how Or you can choose to erase the sentence each time and you spoke more words so now your writing is longer. just keep the lines and final sentence as shown below: Draw the next line from the beginning to end of your sentence showing that it is longer than the first. 5. Continue modeling and say a third sentence that is I see an orange and black butterfly trapped in a jar. even longer. Emphasize how you can tell even more than you thought of at first and that this line is even longer to show how much you can tell about a picture.

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COM-1

Describe Characters & Setting

Children identify and describe characters and setting in the text. MATERIALS: text, chart paper or large dry erase board, markers 1. Tell children that characters are the people or animals the story is about. Tell children that the setting is the place(s) where the story happens. 2. Ask the children to think about the characters and setting(s) as you read or review the text. 3. After reading or reviewing, write the word characters and setting on a chart pad. 4. Review each of the key characters in the text. Ask children to describe as much as they can about each. Write children’s responses on the chart. 5. Review each of the key settings in the text. Ask children to describe as much as they can about each as you write their responses on the chart.

Variation 1: When first teaching the concept of character and setting, only describe one or the other. Your chart would only have either the word character or setting at the top. You can also add extra support by using picture cards to represent characters and/or settings. Variation 2: After creating a character chart, ask children to name their favorite character and explain why. Or after creating a setting chart ask children which setting they would most like to visit and why. Example Characters

Setting

COM-2

Event Sequence Children retell a story by using sequence picture cards or a simple story map. MATERIALS: text, picture cards that represent major events in the story or paper, markers 1. Tell the children that a story has a beginning, middle Variation: On different pieces of paper write children’s and end. Write these three parts of the text at the top responses as they retell the beginning, middle, and end of the of the chart paper/dry erase board. story. Ask children to try to put the events in order. (No 2. Review the text with the children. Pause to summarize pictures required for variation.) the major events in the story. Example Basic Story Map 3. After reviewing, ask the children to help you remember Story Title _____________________ what happened in the text. Beginning Middle End 4. Spread the pictures cards that represent the story on At first…. Then… In the end … the table. Ask children to put them in order. 5. For each picture, ask students to recall what happened in the beginning, middle, and end of the text.

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COM-3

Story Retell

Children retell a text to dramatically reenact the events or recall the major events in the text. MATERIALS: text, picture cards representing each character or sentence strips, markers 1. Ask the children to think about the story and to tell Variation: Rather than using picture cards, have children what they remember happened. Help the children to simply recall all events they can from a text. Write each tell as much as they can about the characters, settings, event on a sentence strip. Help children review the events and major events. You can flip through the pages of the and place the sentence strips in order. book to review what happened first, second, third, etc. Example but do not reread the entire story. Assign roles for The Three Little Fish and the Big 2. Assign the children roles they will play as the characters Bad Shark with character cards in the story. Hand children picture cards that represent Mama Big Bad Jim Tim Kim each character to hold or wear as a necklace. (Drawing Fish Shark (Fish) (Fish) (Fish) roles randomly can prevent competition for particular roles.). You may also choose to hand children setting cards if this helps them to retell their portions of the story. 3. Retell major events in the text using the appropriate pages in the book, as needed if children require extra support. Encourage children to dramatically play their role by talking about the character, setting, and what happened.

COM-4

Storytellers

Children produce a narrative or portion of a text, including a coherent description of the characters, settings, and events. MATERIALS: text 1. Read or review the text and tell children to think about Example the characters and setting as you read. Allow children to come forward and take turns 2. After reading or reviewing, tell children they are going being the storyteller. to take turns coming up and being the storyteller. 3. Take turns letting children sit in the teacher’s chair and act as the storyteller for a few pages of the text. 4. Prompt children to come up and tell what happened. Remind each child to be sure to tell who the story is about and where the story is happening. 5. Ask clarifying questions as needed during storytelling. 6. As children retell their portion of the story, extend or restate their sentences.

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COM-5

Concept Sort

Children sort picture cards into groups with similar meanings. This will help develop a better understanding of the key concepts and will encourage children to use complex reasoning skills. MATERIALS: small picture cards cut so that each child has the same set of individual cards to sort 1. Choose an important concept from a text that you Variation: As children become more familiar with sorting, an want children to think more deeply about that has two open sort may be useful. This is a more difficult task than a or more categories. closed sort. In an open sort, the headers for the categories 2. Select an assortment of picture vocabulary cards that are not predetermined and there may be more than one represent each category. Create small, individual sized logical way to sort the cards. When teaching open sorting, picture cards that children can sort. teachers first think out loud and show the children how to 3. Sorting may be a difficult task for young children; think about the picture cards, asking themselves how do therefore, closed sorts are often appropriate. In a these go together? What do they have in common? Then closed sort the teacher provides headers for each children choose pictures that go together and then label the topic or category. Children then look for pictures that category. fit the category. Example 4. The teacher tells children the headers and asks all If teaching the concepts of spring and winter that children to place their headers side by side. were the settings for a book, you could sort 5. The teacher models sorting the first few cards into the pictures of the following objects: appropriate category and thinks aloud about why the Summer Winter cards go together. sunny day snowy day 6. Children sort their own cards independently. While swimsuit coat children work, teachers can ask about their choices beach snowman and confirm or help students rethink their sorting. watermelon hot cocoa 7. When all students have finished sorting, the group shovel and pail sled checks their sorts. This includes asking at least one child to explain why they chose each category.

COM-6

Cause/Effect Pictures

Children are exposed to cause and effect relationships with picture cards and graphic organizers. MATERIALS: text, picture cards, cause and effect chart (chart paper or large dry erase board), markers 1. Prepare a cause and effect chart with two columns. Example 2. Read or review the story to the children. Cause Effect 3. Discuss with the children what happened in the story What happened? What was the result? and the result of the situation. 4. As each cause and effect is encountered, ask questions. For example, ask the children what happened? What was the result? 5. Help children find the picture cards that represent that cause and effect and let children place them on the card.

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COM-7

Using Your Five Senses

By using the senses, children experience sensory imagery to understand how words create stories. MATERIALS: text, chart paper or large dry erase board, markers 1. Ask children to recall their five senses. Discuss each and Example write them at the top of a chart pad. Five Senses 2. Explain that as you read or review a text they will stop, See Touch Hear close their eyes, and think about what you read. 3. Review the text and discuss the text modeling how you can use mental imagery to imagine how it would feel if you were a character in the text. 4. Stop throughout the story and have the children close their eyes and think about what is being read. Help the children imagine themselves in the story. 5. Ask children to describe what they imagined and help them think about what senses they were using in the story. 6. List children’s words and descriptions on the chart under the appropriate sense.

COM-8

Smell

Taste

Venn Diagram

Children will compare two characters or two concepts in the text. MATERIALS: Chart paper or large dry erase board, markers 1. After reading a text, create a Venn diagram and explain After reading an informational text, you might to children what you will fill in each section. compare two key concepts, including the ways they 2. Review the book and ask children questions that help are the same and different. them provide information for each section of the diagram. For example, you might compare two major characters and list the things that are the same about Both Zoo Farm them in the center and things that are different in the Animals Animals outer portions. 3. Review the completed diagram with students. After reading a narrative text, you might compare two characters, including the ways they are the same and different.

Character A

Both

Character B

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COM-9

KWL Chart

Children use prior knowledge to think about the topic of the read aloud or unit and then reflect on new learning after reading or at the end of the unit. MATERIALS: chart paper, markers 1. We only recommend using this activity at the beginning Example and end of one of the week or unit and with the whole What We What We Want What We class. Our pilot work revealed that often students Know to Know Learned lacked prior knowledge about the topic to make this a valuable Tier 2 small group teaching activity. Make a KWL chart (What We Know – What We Want to LearnWhat We Learned). 2. Discuss with the children what they know about the topic of the book that is about to be read or the new unit you are starting. Write down what the children say they know. 3. Ask the children what they want to learn from this story or during this unit. Write the answers in the middle column. 4. Read the story or complete the unit. If you are using the KWL chart during the unit, you should keep it posted as a work in progress that is updated throughout the unit. 5. After reading the story or completing the unit, ask the children what they learned. Record their answers on the chart.

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