Say a sentence using one-syllable words.Provide your students with small blocks, counting bears, or another small manipulative.Here is another activity that will help strengthen the concept of what a word is and that words make up sentences: Being able to notice the sounds of spoken language is directly linked to later reading success! Phonological awareness skills develop along a continuum, from larger to smaller units of sound. We have been working for several weeks to support your students’ ability to hear that sentences are made up of separate words. Paving the Way to Reading Phonological Awareness: Word Awareness The more you use these words in conversation, the sooner the words will become a part of your students’ vocabularies. If children are shocked by something, ask them if they are appalled. Be dramatic and use the word appalled to describe how you feel when you walk into a messy room. ” Ask children questions during the week to engage them in meaningful conversations around these words. I have never seen one like this before – it is unfamiliar. Model this by saying, “I am confused about how this stapler works – I am not sure how to open it and put the staples in it. Explain that we all get confused sometimes and that we can ask questions.

Tip: Tell your students a story about a time when you were confused about something. He is shocked! He thinks his skin is peeling off and his brain is falling out of his nose! Ask your students why the little boy’s eyes are so big and why he is sweating and clutching his body. Ask your students why the little boy put tape around his body.Īppalled – surprised (not in a good way)/shocked The little boy didn’t know that children lose their teeth and grow new ones and that everyone’s hair falls out. Unfamiliar – it has never happened before/never had the experience Ask your students why the little boy thinks he is coming unstuffed. He doesn’t know what is going on with his body! He has noticed that his hair is coming out, his tooth is loose, and his skin is peeling. The little boy in the story is so confused. Guide them with questions and support their answers by repeating back what they say and expanding on it, while encouraging use of the target vocabulary. Use these easy conversation starters to help support your students’ learning from this week’s book. The second read focuses on the characters’ thoughts and feelings about the key events and continues to push in target vocabulary.

The first read focuses on explaining the key events of the story and pushing in target vocabulary.

First, watch read alouds of the book and see how you can tie the story into activities for your students. Create an engaging and literacy-building lesson plan for your Pre-K students around one of our favorite books: Parts by Tedd Arnold. Make the most of story time with the children you teach.

Parts by tedd arnold