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o Provide a few examples of how the word can be used (e.g., “the friends surrounded the birthday cake”). 2. Talk: Pause during reading to ask 3–4 on-the-surface questions about the setting, the plot, and the characters. 3. Write/Draw: After the book has been read and discussed, have the child write about and/or draw a
at words by adding a little more. For example, if the child says “ball”, you can say “the blue ball is bouncing!” • Add new vocabulary words to the ones children are already using when talking to them. • Restate children’s language using correct grammar. 3. Invite children to talk about what they are doing.
guide ahead of time and use them to plan a lesson you will model in a teacher’s classroom. Use the additional resources to deepen your knowledge of specific instructional practices, as needed. Meet with the teacher(s) you coach to introduce them to the planning guide and video, and share with them how you planned the lesson you will model.
the 2013 CASEL Guide provides information on 23 SELect programs. four programs target preschool-age children, 16 are designed to be used with children in elementary school (K-5), and three serve both preschool and elementary. these programs vary in the approach they take to promoting students’ social and emotional skills, but all have
This article will outline specific research-based adaptations and accommodations to help stu-dents be successful in the early childhood classroom environment; and, will also outline which type of student would most benefit from them. Areas researched in-clude: autism, behavior disor-ders, learning disabilities, sen-and an increase in compliance.
In early childhood settings, formative assessments usually take place during regular classroom instruction and activities. The information collected guides planning for instruction to better support each child’s learning and development. For more on the topic, see Part 1 of this blog series, which features REL Southwest’s video Every Child ...
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