![]() The next four lessons focus on segmenting syllables. The first three lessons focus on blending syllables. ![]() Systematic phonological awareness instruction in Three Cheers for Pre-K starts in Theme 2, Week 1, and is in alignment with the developmental timeline identified in the Texas Prekindergarten Guidelines. As examples, fine motor activities in the ABC Fun Center and Writer's Club include, but are not limited to: alphabet card tracing letter formation, and letter trace using magnetic numbers and letters. Group writing takes place in Literacy Circle covering the writing process outcomes, and students practice writing independently in Centers and during Small Group time. Children produce words that begin with the same sound as a given pair of words transition to blending onset (initial consonant or consonants) and rime (vowel to end) to form a familiar one-syllable word with and without pictorial support, and ultimately hone the ability to recognize blend spoken phonemes into one syllable words with pictorial support. A research-based sequence of daily phonological awareness instruction in Literacy Circle starts with basic understanding and builds toward more complex skills. Alphabet knowledge allows children to associate printed text with spoken language, and daily practice provides the repetition children need to begin literacy learning. Through explicit instruction, they develop phonological awareness, acquire alphabetic knowledge, and build an understanding of the functions of print. On Day 5, children compare two selections they’ve read during the week and explore how they are alike and different.Ĭhildren transition seamlessly from listening and talking about a text during Story Time to related, purposeful language activities during Literacy Circle. After reading, children make connections between a text and their own experiences, respond to questions using sentence frames, or retell details from the story using the Talk More About It Cards. Vocabulary Cards relate both to the guiding question and the story children will read. ![]() Story Time begins with a guiding question that connects children’s prior knowledge and experiences to new learning. Children practice sequencing, story retelling, oral language development, oral vocabulary, oral expression, and writing, as it relates to each theme. In every lesson, children listen actively, engage in rich discussion, share information, and work collaboratively. Children read one new trade book per week traditional tales, rhymes and fables are used to help develop key concepts and vocabulary within each theme, and Read More About It Big Books are used to develop core content knowledge while allowing for a balance of fiction and nonfiction. Three Cheers for Pre-K provides a high-quality oral language and literacy-rich environment. Critical learning outcomes are met in the program’s core half-day instruction, and the Learn and Play segment of the daily routine extends purposeful play to a full day. ![]() The Scope and Sequence in the Professional Learning Guide gives a year-long snapshot that shows when skills are introduced and how they are reviewed and practiced throughout the year. Most learning outcomes are covered more than three times during the year, with a small handful that are only hit three times. Three Cheers for Pre-K focuses on vital learning outcomes within key domains, and is designed to ensure that all Pre-K children have the opportunity to work toward attaining these outcomes. Children can engage in purposeful play experiences as they develop academically, socially, and emotionally. It is a comprehensive system that will help you create an effective and developmentally appropriate classroom that is lively: filled with books, stories, songs, and conversations. Three Cheers for Pre-K consists of 9 month-long units of study based on engaging and relevant themes. ![]()
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