1 WK 8 Language and Literacy Toolkit Final

Language & Literacy Toolkit
Gale Marie Boucher
ECED 303:
Integrating Early Learning Standards:
Language and Literacy
Brandman University
Dr. Hawani Negussie

Language and Literacy Toolkit Boucher 1
Section 1 - Planning for Language Development
Age Range: Transitional Kindergarten

Setting Type: Elementary School
Theme: Nature All Around Us (Big Day in Pre-K Theme 7)

Day One Day Two Day Three Day Four Day Five
Important
curious adjust hatchlings branch compare
Words
baked apple bud worm stem sprinkle
rolling pin ripe feed trunk downpour
butter peeler, squirrel blossom soar
cinnamon apple peel fawn petals leap
apple seed deer leaves stretch
chunks core nibble bud joyful
crust cat apple swimsuit
pie pan cat’s paw bees sprinkler
pot holder robin pollinate huddle
plate robin’s nest nectar flutter
fork butterfly pollen float
apron chick
add egg
Opportunities Curious -pop it as we line up find images of as we line up compare the
into conversation as we prepare words to show after recess weather
all day long. snack before reading look at local
Everytime I feel sitting on trees - how will
curious carpet adjust adjust to
to give match the
personal space weather
Word Game 1 This word game is good for transitions or as your waiting in line for lunch or bus
chant target word with definition and movement
curious - interest in learning in new things
movement pretend to take something from one hand and stuff it into your head
add - putting two things or numbers together
movement join to hand together
adjust - move to fit better
movement fists and forearms together, wiggle
compare- are they the same or different (we are comparing the changes on the
tree branches)
movement slightly cupped hands mirroring each other
subtract - to take away
movement pretend to grab something from one hand moving downward
The movements are mostly American Sign Language because two of my students
have family members who use ASL so I want the children to learn correct
movements to communicate with family members. The sign used for curious
above is actually the sign “learn.” I will show them the sign for curious but it is
not movement that shows meaning. Part of being curious is wanting to learn.
Word game 2 Snack math - give each student a ten frame and 10 snacks to place one on each
square of the ten frame
adjust the snacks so none of the snacks are touching
count the snacks 10
subtract one snack - eat one - how many do you have now
part way through give each student one more snack
I will add one more snack to each of your 10 frames
compare which line of the 10 frame has the most snacks
This activity is using words from the story in a different way

As the activity is described above this is a culminating activity. We would learn
the words one by one on different days using similar activities.
Word game 3 Sight words on 6 inch foam circles
Juanita go line up on “the”
Diego go line up on “see”
Beau go line up on “I”.
In the beginning there are only three words “I”, “see”, “the”. There are five
circle of each word. As the year progresses add more words with less repeats.
(I am not sure that this game counts for this assignment but I could not think
of another game.)
Word game 4 On the day I introduce the focus word and movement, I am trying to use the
word as much as possible. Everytime I use the word the students do the
movement and repeat the word.
Introduce synonyms and antonyms of the target word in a playful way. This fits
with the silly situations because sometimes I will use words that I am sure that
they know in the wrong way.
Word game 5 Seesaw - take picture or video to illustrate the word
Use the drawing part of the app to add, branches, blossoms, leaves and fruit to
a tree. Use the voice part of the app to describe the parts of the tree.
compare - take picture of two things one that is longer, bigger than the other.
Then use the record function of Seesaw to explain your reasoning.
subtract - make a video of a number of things subtract one or more then say
how many there are now.
add - make a video of a number of things add one or more then say how many
there are now.
Section 2 - Using the Language Scaffolding Strategies
Encourage Peer –to-Peer Support

Daily Activity Dramatic Play Area - Grocery Store
Selected Vocabulary names of fruits and vegetables, basket, cash register, clerk
Description/Example In the Dramatic Play Area we have a grocery store set up. The students will
talk in complete sentences asking the grocery clerk for the vegetables would
like to buy. (We have plastic fruits and vegetables from a MyPlate teaching
kit I received years ago.) We will model possible interactions during circle
time.
In the play dough station they can make pies to sell to each other.
Promote Choice Making
Daily Activity Math Circle time - Favorite Fruit or Vegetable
Selected Vocabulary favorite, graph, most, least, names of fruits and vegetables
Description/Example The students will have a post-it on which they wrote their name. They will
each come up and put the post- it in a line under their choice. They will say
“My favorite way to eat an apple is ________. What is your favorite way to
eat an apple name of next student in the circle?” This conversation will also
model asking wh- questions.
Narrate Events
Daily Activity Working in Stations -
Selected Vocabulary cooperation, sharing, problem solving
Description/Example I see that Joe has three blocks and George wants Joe’s blocks. George and
Joe both are talking loud and upset. What can Joe and George do to solve
this problem? Let’s look at our “Solution Kit” problem solving toolkit. Does
Joe want to give George the blocks? Can Joe show George there are blocks
in the basket just like his blocks? Do Joe and George want to get more
blocks to put between them to work together?
solution kit CSEFEL Solution Kit Retrieved 2/9/2009 from
http://csefel.vanderbilt.edu/modules/2006/solutionkit.pdf
Present Vocabulary with Pictures or Objects

Daily Activity Circle Time before going to stations.
Selected Vocabulary names of fruits and vegetables
Description/Example This would be the best time to teach the vocabulary for them to practice in
the Dramatic Play Area. Each student will have a different fruit or
vegetable. Then we will go around the circle.
I have a tomato. The class echos: Sam has a tomato.
Then Sam says I have a tomato. Ricardo has an onion.
Then Ricardo says I have an onion George has an apple…..
Use Specific Language
Daily Activity Class Preposition Book Where is the fruit or vegetable?
Selected Vocabulary 1. in, 2. out, 3. beside, 4. on top, 5. below, 6. behind, 7. between,
8. outside, 9. over, 10. under, 11. over, 12. around, 13. in front of,
14. across, 15. around, 16. by
Description/Example Have each student pick a vegetable then teacher will give a preposition from
the list. The student will put the vegetable or fruit at the correct place.
(To add to Silly Situations Teacher can put the item in the wrong place.)
Take a photo of the fruit or vegetable in that position.
Everyone says “Where is Fruit or Vegtable Name?”
Fruit or Vegtable Name is preposition the box.
Create Silly Situations
Daily Activity circle time
Selected Vocabulary hatchlings, birds, fawn, deer, squirrel, chicken (From Apple Pie Tree Book and
other lessons in this theme)
Description/Example Mismatch the animals and babies so that students need to explain which
animals and babies go together and why.
Put the fruit or vegetable in a space. State the wrong place. The kids will
laugh and state in a complete sentence.
Fruit or Vegtable Name is preposition the box.
Provide Opportunities Where Help is Needed

Daily Activity setting up classroom have some things in the wrong areas.
Selected Vocabulary adjust
fork, pie plate, apron
Description/Example Ask student to adjust where the items are
Ask student to move the larger item to _______ station
Ask to wear the apron as set up the table for snack
Have student ask “What do we need for snack today?” - forks, napkins and
plates.
Before going outside for recess ask the students how we are going to
adjust what we are wearing to match the weather.
Model Desired Responses

Daily Activity Lining Up to go to Lunch
Selected Vocabulary taking turns, “after you”, thank you, Milk only please? Politeness routines
related to lunch.
Description/Example There is sometimes struggles in line for who is first. (Not the line leader who
changes everyday)
I will model: “it is not important who goes first. After you.” or
“You can go first.” We have tickets for students caught being good. I will
give the students who model the polite behavior a ticket.
In Silly Situations and Specific Vocabulary I will model the sentence
frame for the students and repeat the sentence frame as needed.
Alter Routines
Daily Activity Transition - line-up routine
Selected Vocabulary sight words are writing on large pieces of foam
placed foam sight words on the line for lining up to go out the door
Description/Example say the name of a student- ask them to line up on a sight word
I will have a list of students and which words each student is working on
The foam words can also be placed around the floor for other games.
Students sit on colored squares. Ask the students who are sitting on a
square the color of a carrot to line up. (will they have seen rainbow
carrots?? I should bring some in for snack time.)
Then the students who are sitting on a square the color of a blueberry.
The students who are sitting on a square the color of a banana.
Or when the students are sitting with the fruits and vegetables:
Ask students who have name a fruit or vegetable to put their fruit or
vegetable in the basket then line up.
Expand Child’s Response

Daily Activity Focus Speech for my speech struggling students.
Selected Vocabulary Fruit and Animal names.
Description/Example One student started the school year very difficult to understand. He is actually too young for our class.
He is also a behavior problem. (?because few take the time to listen and understand him?)
I make sure that 2 or 3 times a day I talk to him. I talk to him in different places on different topics. Now
I have a new student is also has speech struggles. I do not correct their speech. I repeat what they said
(to check for that I understood) then ask a question or add a statement to their statement.
In the block center (where there are also animals) I will ask about matching the babies to adult animals.
I can also ask where animals are to practice the prepositions. in, on, out, beside …
In the Drama Center (a Grocery Store) I can ask to “I am not sure what I want, what is their favorite” or “I
would like to buy a fruit that is green, small and round?”
Listen to the Children’s conversation. Then add to their statement. I try to make sure that the
conversation includes at least the student making at least 3-4 statements or questions. Student 1 has made
huge improvement! Other adults beside Mom and I are able to understand him.
Section 3 - Think, Show, Tell, Talk
Class is mostly English Language Learners.

Think: What NOUN.
Branch and twig

Show I will bring in a branch from the almond trees growing close to school. We will talk
about the size difference between a branch and a twig.
Tell This is the word branch.
Now you say the word branch.
This kind of branch is from a tree.
You might hear your family talk about a branch of a family, a part of a family or a
branch of government but we are talking about the branch from a tree.
Talk Right, it is a branch from a tree. A smaller part of a tree that grows from the trunk.
Almonds grow on the branch of a tree.
The leaves and the almonds grow on the branch. They do not grow on the trunk of the
tree.
Talk more We will do an art project that has four trees that are just branches and the base of
the tree.
The first tree will represent what we see around school right now, with nothing on the
branches.
On the next tree will put white tissue paper on the branches. Very soon we will see
blossoms on the Almond Trees.
On the third tree we will put leaves.
on the final tree we will put pictures of almonds.
We will watch the trees in our school yard.
We will notice that some trees have leaves and some have “needles.” Both trees have
branches.
PS We got a beautiful branch from a local orchard. The branch had blooms, buds, and
the beginnings of leaves. We are watching it continue to bloom in our classroom. We
are counting the number of buds and blooms. Each day there are more blooms and less
buds.
Think: What
ADJECTIVE Curious
We are using to encourage a growth mindset and it is the theme social emotional skill.
Show Here is our poster for Curiosity. Say Curiosity.
Students repeat Curiosity.
I am curious about many things.
I show curiosity when I ask questions.
I am curious when I ask questions to learn something new about a person or learn other
information.
I am curious about plants and how they grow and what plants we can grow in our
garden. I am curious about the weather and the seasons. It is cold now. It is winter.
I am curious about the almond trees around our school and how the trees will change.
Tell This is a picture of a child being curious. He is looking at things through a magnify
glass. Say the word curious.
He is using a tool to learn more.
Talk Right, the child is curious. A curious person uses their senses to learn more. We are
curious about the nature around us. We want to learn more about nature.
We have our hands to touch things in are interested in, things are curious about. We
can look at plants using our eyes and tools like magnify glass.
Talk more Throughout the day I will use the word curious in serious and silly ways. I am curious
about when the trees in front of class will get leaves.
I am curious about what the weather will be tomorrow. Should I wear a coat or
sweater? (part of this unit is also weather and how we adjust our activities and clothing
to match the weather.
We curious what lunch will taste like today.
I am curious about what the moon will look like tonight. Will I see the moon in the
morning before the sun rises?
I am curious about the books we will read to learn more about the seasons, weather,
the sun and moon and how plants grow.
I will take note of what they are curious about to add to future lessons.
Think: What VERB
Adjust
Part of this theme is seasons/weather and how we adjust to the weather. It also fits with
the Apple Pie Tree because the children adjust what they are wearing and doing because of
the seasons.
Show I will adjust the book so everyone can see the book.
I will adjust my voice quiet then adjust my voice loud.
I will take off or put on my sweater to adjust to the room temperature.
Tell Watch while I adjust the book so everyone can see it. Listen while I adjust my
voice so everyone can hear my voice. Or I can adjust my voice so only my
partner can hear my voice. (We are working on adjusting our voices for
different jobs. Talking to the whole class, working at our stations, playing in the
Drama Center.
Say adjust.
Students repeat adjust.
I can adjust, change or move things.
I can adjust/move the toy so you can reach it.
You can adjust how you are sitting so you are giving the person beside you
personal space. (We have been working on personal space and sitting on our
square.)
I can adjust the pencil in my hand to make it easier to write.
Talk I am adjusting the book. I am changing where the book is so that everyone can
see it.
I am adjusting my voice.
I am changing my voice so that everyone can hear me. I am adjusting my voice
to be very quiet can you still hear me read the story.
Talk more I will adjust my clothes to adapt to the weather at lunch time.
Juanita can you adjust where you are sitting so Diego has more room.
Thank you, Anthony for adjusting your voice so Sally can make her recording.
Section 4 - Using Book Embedded Vocabulary Instruction
Book Selected
(Please use APA Cash, M. M. (2003). What makes the Seasons? New York, NY: Scholastic.
format for the informational text
information)
Selected Word Page in book Child-friendly definitions using synonyms and words that the children
with realistic understand
picture
1. sprinkling page 2 small drops of water, a little bit, far from each other
2. windowpane page 2 a small part of a large window
3. sprout page 4 when a plant first starts to grow
4. weather page 6 how hot or cold. or rain or sun that will happen today
5. left page 8 to go away
6. shade page 9 a place that blocks the sun
7. branches page 13 part of a tree that grows from the trunk.
8. ground page 16 the land with nothing on it
9. swirled page 20 move from side to side
10. hibernate page 24 does not move, like sleep for many months
We are sprouting plants this week. Two plants per student. One plant is in a baggie so they can see the
sprouting seed, root, root hairs, first leaves …. The other seed will be planted in soil to be transplanted
into our garden.
We will do our shaving cream activity before we start I will put a few drops of food coloring on the
shaving cream for them to swirl. At the end I will sprinkle water on the shaving cream.
Book Selected
(Please use APA format for Tafuri, N. (1997). What the Sun Sees/What the Moon Sees New York, NY:
the information)
Scholastic. informational text
Selected Word Page in book with Child-friendly definitions using synonyms and words that the children understand
realistic picture
1. flip front cover to turn over

2. crowded page 5 (sun) grouped together closely
We will get crowded on the top of the slide.
We will not be crowded out on the field.
3. bustling page 9(sun) many people moving quickly
Did the students bustle out of the classroom?
Do we bustle back into the classroom?
4. rolling page 13 there are two meanings for rolling
(sun) Adalynn could you roll on the floor please.
5. busy page 15(sun) working
The students are busy working.
6. watches page 17 looking
(sun) She watches what we are doing.
The teachers watch the students play at recess
7. bright page 3 not dark
(moon)
8. barnyard page 5 place outside a barn
(moon) The play yard is outside our classroom.
(In the block station we can build a barn and a barnyard with
animals.)
9. hooting page 7 the sound an owl makes
(moon)
10. empty page 9 show this is full this is empty
(moon)
10. silent page no sound
11(moon)
Before we read the story we will go outside to act out rolling, bustling, crowded.
I will have a circle on the ground to be crowded inside.
We will get crowded on the playground platform (2 ft off the ground).
Parker, K. (2005). Counting in the Garden, NY: Scholastic.

Book Selected
(Please use APA format for the
information) The pictures in this book are not realistic but are clear and understandable. There are great descriptive words to
play with. We will act out these words and do an outdoor activity with acting out these words.
Selected Word Child-friendly definitions using synonyms and words that the children understand
1. purring page 2 sound a cat makes (picture of cat)

2. meeting page 4 two or more together
3. frolicking page 6 playfully running around
Are the students frolicking at recess?
Are some students darting while others frolicking?
4. shade page 8 blocking the light
5. darting page 10 moving quickly and suddenly
I will ask a student to run quickly from on place to another.
Do the birds dart from one building to the other
6. tiptoeing page 12 stepping only on toes
someone demonstrate tiptoeing
7. nesting page 14 getting comfortable
cat
8. buzzing page 16 keep moving from place to place
9. inching page 18 slowly moving
10. flitting page 20 flitting is quickly but not suddenly
a darting person might surprise you but a flitting person playing,
dancing
Before we read the story the first time we will act out half of the words in the classroom.
After the first read we will go outside to act out those words.
Before we read the story the second time we will act out rest of the words in the classroom.
After the second read we will go outside to act out those words.
We will go outside before the older kids come out for recess; we will watch for the students darting out
of the classroom (the teachers try to stop it but a few still do it ;-). Is anyone inching out the door?
Flitting out the door? …..
Section 5 - Dialogic Reading
Book Selected (Use APA Format): Hall, A. (1996). The Apple Pie Tree New York, NY: Scholastic.
DAY ONE
Day One Reminders
● Introduce title, author and illustrator
● Read the book verbatim
● Before I teach this book I will bring a pie to school to share because I am very often
surprised at what foods that I think are common that my students have never eaten. I am
sure they have foods that I have never tried too.
● We often cook and have snacks related to stories.
Target Words Page
rolling pin title page we use a rolling pin on our play dough
butter, cinnamon sticks page 1
pie page 25
baked point to our class oven that we used to bake apple cobbler
crust page 27
EXAMPLE QUESTIONS
Where do we find the title of the story?
What does the author do? She/He tells the story. She/He write the words.
What does the illustrator do? She/He draws the pictures for the story.
How did the illustrator do the pictures for this story? Are they photos, paintings, drawings?
Looking at the front cover what do you think this story is about?
Say the title, humm does that change what you think the story is going to be about?
Title page what do you think this story is going to be about?
DAY TWO
Day Two Reminders
● Ask “wh” questions.
● Follow answers with questions about shape, color and function
● Have apples for snack today. Pre-cut apples into slices.
● With the students peel an apple. Show the peel
● Cut an apple in half to see the star and seeds in the middle
● Today’s focus words are related to the pie and apples
Target Words Page Numbers
apple, ripe, red page 23
peeler, apple peel, core, chunks, cinnamon, sprinkle, apron, pie pan page 25
pie pan, pot holder, crust, vent holes, seed page 27
plate, fork, headband page 29
EXAMPLE QUESTIONS
page 23 What are the red things? Are they bigger or smaller than the buds?
page 25 What are the red strips? What color are the apple chunks? What color is the apron?
page 27 What shapes are on the potholder? What shapes are on the pie pan? What color are the
seeds?
page 29 Where are the children? What are they looking at?
Tell me what this is
What is the name of
What color is it?
What shape is it?
Who is this?
What so we use _______ for?
What is this?
What is _______ doing?
DAY THREE
Day 3 Reminders
● Ask “wh” questions
● Follow answers with questions about shape, color and function
● There are two levels of words here one for the more advanced language learner and
some for English Language Learners
● Today’s focus words are the animals and life cycles
● One station this week will have the life cycle puzzles
robin, robin’s nest page 7
hatchlings, worm, feed page 9
bees, pollinate, petals, nectar, pollen page 11
squirrel, fawn, deer, nibble page 21
EXAMPLE QUESTIONS
page 7 What has changed on the tree? What are the birds doing? (guarding
the nest)
Page 9 Where did hatchlings come from? How are the adult and the chicks
different?
page 11 What color are the chicks?
page 15 How many birds are in the nest?
page 17 How many birds?
page 21 What color is the squirrel?
DAY FOUR
Day 4 Reminders
● Ask “open-ended questions
● Add expansions of 1-2 words to child’s answer and have him repeat
● The focus today is the development of the apples and the bee’s job pollinating
blossom, hatchlings, worm, feed page 9
apple bud page 17
EXAMPLE QUESTIONS
page 3 Tell me about the tree.
Tell me more about _______
page 11 How have the birds changed? Are the chicks sleeping?
page 13 What are the little birds doing now?
page 15 Where are the petals from the blossoms?
page 17 What are the birds doing?
page 19 What happened to the chicks?
What do you see on this page?
What else do you see?
What is going on here?
DAY FIVE
Day 5 Reminders
● Use only after Day 2 and 3
● Ask recall questions that focus on story events, characters, plot or sequence
blossom, hatchlings, worm, feed page 9
apple bud page 17
peeler, apple peel, core, chunks, cinnamon, pie pan page 25
EXAMPLE QUESTIONS
Page 3 What time of year are the trees bare?
Page 5 What is happening to the tree? What are the birds doing?
Page 7 What has changed on the tree?
Page 11 What are the flowers on the tree called? What will they become? What are the bees
doing? How have the birds changed?
page 13 How do the children feel? What are the baby birds learning to do?
page 17 What happened to the blossoms? What is growing now?
page 19 What does the sprinkler do? How do the children feel? Why?
page 21 Why are the branches bending? Why are the red things on the ground? What are they?
page 25 What is the girl making? What do need to do to the apples to make apple pie?
What happened at the beginning of the story
What happened next
What happened at the end
Tell me more about this
How would that make you feel?
Have you ever_______
What is the character feeling? Why? How do you know
What do you see on this page? Tell me more about ____
Dialogic Reading Connections:
Dialogic Reading Reminder CA Preschool Learning Foundations or Standards supported
(List the foundations or standards specific to the age range you
selected)
Introduce title, author & illustrator Kindergarten English Language Arts
Reading Standards for Literature (and Informational Text)
6. With prompting and support, name the author and
illustrator of story and define the role of each in telling the
story.
Read the book verbatim Preschool 60 months Reading 1.0 Concepts about Print
1.2 Understand that print is something that is read and has
specific meaning
Kindergarten English Language Arts -

Reading Standards for Literature 10 Actively engage in group
reading activities with purpose and understanding
Ask “wh” questions PreSchool 60 months Language and Literacy
4.0 Comprehension and Analysis of Age-Appropriate Text
4.1 Demonstrate knowledge of details in a familiar story,
including characters, events and ordering events through
answering questions.
4.2 Use information from in a variety of ways, including
describing, relating, categorizing, or comparing and
contrasting.
Kindergarten English Language Arts -

Reading Standards for Literature
Key Ideas and Details 1. With prompting and support, ask and
answer questions about key details in a text.
Kindergarten Language Standards
Conventions of Standard English
1d Understand and use question words (interrogatives)
Ask questions about shape, color and Kindergarten English Language Arts -
function
Key Ideas and Details
Reading
Integration of Knowledge and Ideas
7 With prompting and support, describe the relationship
between illustrations and the story in which they appear.
Ask open ended questions Kindergarten English Language Arts -
Key Ideas and Details
1. With prompting and support, ask and answer questions
about key details in a text.
*Expand child’s responses by 1-2 PreSchool 60 months Language and Literacy
words
including characters, events and ordering events through
4.2 Use information from in a variety of ways, including
describing, relating, categorizing, or comparing and
contrasting.
*Ask recall questions focused on story Preschool Language and Literacy - Reading -
events, characters, plot or sequence
including character, events, and ordering of events through
I used the following document to find the CA Foundations and the CA Kindergarten Standards:
LAUSD- Division of Instruction Standards Alignment of Document for Transitional Kindergarten
Retrieved 2/19/19 from
https://achieve.lausd.net/cms/lib/CA01000043/Centricity/Domain/243/LAUSD%20TK%20-
K%20Alignment%20Doc%202017-18.pdf
Reading
Section 6 - Innovative Planning
Brandman University
Department of Early Childhood Education
Lesson Plan Template
Overview of the Theme Nature All Around Us

Name of theme, why it was chosen, how it is
relevant to children and a description of the Week 1 How Do Plants Grow?
activities or projects for the week. We are doing this week out of the curriculum order because our
school is doing a whole school Ag STEM challenge. It is also the
correct time to start plants for the school garden.
Target Age Range Our TK Class students range in age from 4 years 11 months and 5
the age range of the children
years 4 months.
Our school accepts children with a special need who are out of
the TK age guidelines because of special need. These students
might not be successful in Kindergarten without the extra support
of this year in TK.
Learning Foundations –
●
●
List two (not more) Foundations or Standards you are planning to address during the lesson.
List the domain, strand, sub-strand and foundation from the California Preschool Learning 1.Domain: Language and Literacy
Foundations, Vol 1, Vol 2, or Vol 3, (CDE, 2008, 2010, 2012)
Write the foundations like this example (but do not use this one): Strand: Listening and Speaking
Domain: Language and Literacy
Strand: Listening and Speaking
Substrand: 1.0 Language Use and Conventions: Children understand and use language to communicate
with others effectively
Substrand: Vocabulary
Foundation: 2.2 (60 months) Understand and use accepted words
Foundation: 1.1 (48 months) Use language to communicate with others in familiar social situations for a
variety of basic purposes, including describing, requesting, commenting, acknowledging, greeting, and
rejecting. (CDE, 2008, p. 56)
for categories of objects encountered in everyday life.

(CDC Vol. 1 2008, p60)
2.Domain: Science
Strand: Life Science
Substrand: 2.0 Changes in Living Things
(CDC Vol. 1 2013, p206)

Objectives– Objective 1.
State two objectives in terms of what the
children will learn in measurable terms. The children will identify, name and categorize the vegetables by
Objectives should be aligned and connected name and if they grow above ground or below ground.
to chosen foundations or standards
For example: On another day will identify plants by if we eat the root, stem,
The children will identify the characters in the leaf, fruit, or seed.
story.
The child will retell the story in sequence. Objective 2.
The children will watch and record our plants’ growth.
Assessment – How will you know whether the children have
learned the objectives you set out to achieve and whether they are
Assessment of Objective 1: The students will demonstrate their
moving toward the foundations or standards?
knowledge of category of plants by sorting them by sorting a
Describe in specific detail, how you will assess the children’s
progression towards your stated objectives for the week. For group of photos then recording their work on Seesaw.
example, while retelling the story with puppets, the child will use the
character names and retell the story in sequence.
Assessment of Objective 2: The record book of the plant growth.
Strategies and Interactions – The California Preschool

Curriculum Frameworks Vol. 1, Vol. 2, Vol. 3 (CDE, 2.Domain: Science
2010, 2011, 2013) and the California Infant/Toddler Strand: Life Science
Curriculum Frameworks (CDE, 2012) list teaching
strategies and interactions within each Sub Strand Substrand: 2.0 Changes in Living Things
section. Include at least two strategies from the
appropriate age range and appropriate domains. Write Strategy:
them like this example:
★ Encourage children to notice changes in their plants growth.
Domain Language and Literacy ★ Invite children to record the growth of plants.
Development
Strand Listening and Speaking
★ Engage children in reflective conversations in small or large
Substrand 1.0 Language Use and groups.
Conventions
Strategy: Engage in “getting to know (CDC Vol. 1 2013, p206-209)
you” conversations.
Implementation: We will plant pea seeds. One in a plastic bag
Implementation: Describe how you and one in a peat pod. We will watch the seeds grow and record
will use this strategy specifically in
your activity. the progress.
1. Domain: Language and Literacy

Strand: Listening and Speaking
Substrand: Vocabulary
Foundation: 2.2 (60 months) Understand and use accepted words
for categories of objects encountered in everyday life.
(CDC Vol. 1 2008, p60)
Strategy: Detective Work: Same and different. Show three, two
that are exactly the same and one that is different. When the
children understand same and different, make the game a little
harder by categories. Frameworks Vol 1 page 121
Implementation: The first rounds of the game need 2 of a variety
of root and leaf plants. (This round is also to help students
identify the vegetables by name.) The students will identify and
name which plant is the same or different and why.
The next version of the game is to sort the plants that we eat
that grow above the ground and below the ground.
Materials Needed – a list of all materials Materials List
needed to do the activity, (and where to
Tops and Bottoms Vocabulary
obtain them if they are unusual.) Write this in
a numbered list format. 1. Two copies of Photographs of vegetables. Make sure there
is a selection of vegetables that grow below and above the
Preparation/Set-up: Briefly describe what ground. I have them from a nutrition program that I used in
materials will need to be ready, where and the past.
how they will be set up.
2. Smaller set of vegetable illustrations for the students to
sort for the assessment. I got these from TpT.
3. iPad with Seesaw installed to record the student sorts.
4. Large and small cards that say; Top, Root, Leaf, Seed
The two copies of the vegetable photos will be in a basket at our

group meeting area. They will be left there with the books for
further exploration and sorting. (On another day I have a set of
cards for what grows in the garden and what does not grow in the
garden.)
The small set will be at a small table for sorting then taking a
photo.
Growing a pea. Pea in a Bag.
1. Edible pea pod seeds.

2. Damp paper towel inside a small ziplock bag.
3. Black Sharpie to mark bags.
4. Quarter page record book for the students to record the
changes.
We will work at our group meeting table. I will preset up the

table with a pea seed, paper towel, and already labeled ziplock
bag.
We will hang the bags on a core board so that the students can
readily observe the changes in the seed.
We will keep record books in a basket next to the seeds.
Preparation/Set Up
Tops and Bottoms Vocabulary
★ Have the cards ready in the meeting area.

★ Set up the small table for the small vegetable sort.
★ Cards with labels: Top, Root, Leaf, Seed
Pea in a Bag.
★ Set-up the meeting table for planting the seeds.

★ Prepare the quarter page record book
★ Core board to hang seed plants.
Lesson Procedures Anticipatory Set.

1. Anticipatory Set – how you will Today I have a fun book about how a special kind of rabbit,
introduce and engage the children in the
activity.
called a Hare, tricks a Bear. I wonder how a small Hare can
trick a great, big Bear
2. Step-by-step description of how to
execute all the procedures that are part of We will read the book Tops and Bottom by Janet Stevens.
your activity, how to interact with the
children during the activity, and any
instructions for ending the activity. Be sure Step by Step Description
to include what the teacher does and what
the teacher does. Write this in a numbered
format Tops and Bottoms Book
1. Read Tops and Bottoms by Janet Stevens. As we read we

notice and name of the vegetables and where they grow.
2. I will set out sets of three vegetables two that are the
same and one different. We will also be identifying the name
of each vegetable and how it grows.
3. New sort. We will sort by Top, Root, Leaf, Seed
Pea in a Bag
1. I will set up table so after circle time we will move to the

table to put the seeds in the bag then tape the bags to the
coreboard.
2. Everyday after recess we will look to see if we should record
the changes. I expect to record about every 3-4 days.
Every few days
3. We will take the bags off the coreboard and take them to
the table to draw the changes. The table is supplied with
pencils and crayons.
Literature – The books will be in the basket of theme books that are kept on
In order to practice integrating literature into
all areas of the room, choose at least two the front carpet where we gather to read together and where
children’s books to include in one interest
area. Explain where the books will be. Write students can choose to go as a choice to read
the book references in APA format. 1. Tops and Bottoms - by Janet Stevens This book is a
trickster tale. One character used the fact some plants we
eat grow above the ground and some grow below the ground.
Stevens, J.(1995)Tops and Bottoms. Harper Collins
2. The Tiny Seed by Eric Carle
Carle, E.(1970) The Tiny Seed. Publisher
Family Engagement/Cultural Integration
–
Give two suggestions on how you would
extend your theme to the home and integrate ★ Ask parents to sort their vegetables with their child then
the families’ backgrounds and cultures. (Tip: draw a picture of the vegetables and bring them back to
Family engagement strategies are listed in
school.
each subsection of the sub-strand section of
California Preschool Curriculum Frameworks, ★ Ask parents what is their favorite vegetable.
Volumes 1, 2, and 3) ★ Ask families if they grow a garden or do they work in
Be very specific, thoughtful and detailed. Try agriculture.
to truly engage the families in your work for ★ Send home the potted plant which will be a sunflower. They
the week.
grow well as a solo plant on the edge of a yard.
The other activity that I did with my students (that came with the printable was to sort what grew in the garden and what
did not grow in the garden.
Lee, J, Tops & Bottoms Companion Pack retrieved 2/28/2019 from

https://www.teacherspayteachers.com/Product/Tops-Bottoms-Companion-Pack-Other-Fun-Plant-Ideas-644970
CSEFEL Solution Kit Retrieved 2/9/2019 from http://csefel.vanderbilt.edu/modules/2006/solutionkit.pdf
This is another TK Standards in condensed form by the Murrieta School District

https://www.murrieta.k12.ca.us/cms/lib/CA01000508/Centricity/Domain/24/TK%20CCC%20Standards.pdf
LAUSD- Division of Instruction Standards Alignment of Document for Transitional Kindergarten Retrieved 2/19/19 from
https://achieve.lausd.net/cms/lib/CA01000043/Centricity/Domain/243/LAUSD%20TK%20-
K%20Alignment%20Doc%202017-18.pdf
Adapted from Florida Department of Education, Office of Early Learning (n.d.) VPK Toolkit—Language and Vocabulary
Folder. Retrieved on March 11, 2013, from http://www.flvpkonline.org/teachertoolkit/PDFFiles/s2/6LSHalfPage.pdf .

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What is the overall theme or topic covered in the document?

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What are some of the activities and strategies proposed for teaching language and literacy?

What are some of the activities and strategies proposed for teaching language and literacy?

Language & Literacy Toolkit

Gale Marie Boucher

Dr. Hawani Negussie

Section 1 - Planning for Language Development

Age Range: Transitional Kindergarten

Theme: Nature All Around Us (Big Day in Pre-K Theme 7)

This activity is using words from the story in a different way

Encourage Peer –to-Peer Support

Present Vocabulary with Pictures or Objects

Provide Opportunities Where Help is Needed

Model Desired Responses

Expand Child’s Response

Section 3 - Think, Show, Tell, Talk

Class is mostly English Language Learners.

Branch and twig

1. flip front cover to turn over

Parker, K. (2005). Counting in the Garden, NY: Scholastic.

1. purring page 2 sound a cat makes (picture of cat)

Kindergarten English Language Arts -

Kindergarten English Language Arts -

Overview of the Theme Nature All Around Us

for categories of objects encountered in everyday life.

(CDC Vol. 1 2013, p206)

Assessment of Objective 2: The record book of the plant growth.

Strategies and Interactions – The California Preschool

1. Domain: Language and Literacy

The two copies of the vegetable photos will be in a basket at our

Growing a pea. Pea in a Bag.

1. Edible pea pod seeds.

We will work at our group meeting table. I will preset up the

We will keep record books in a basket next to the seeds.

Tops and Bottoms Vocabulary

★ Have the cards ready in the meeting area.

★ Set-up the meeting table for planting the seeds.

Lesson Procedures Anticipatory Set.

1. Read Tops and Bottoms by Janet Stevens. As we read we

1. I will set up table so after circle time we will move to the

Every few days

Lee, J, Tops & Bottoms Companion Pack retrieved 2/28/2019 from

CSEFEL Solution Kit Retrieved 2/9/2019 from http://csefel.vanderbilt.edu/modules/2006/solutionkit.pdf

This is another TK Standards in condensed form by the Murrieta School District

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