Caregiver(s) are encouraged to provide repeated experiences in development of the following areas: |
Expressive and receptive language readiness skills: |
Understand and express the following linguistic concepts: |
Quality: Show me the one that is the same. Show me the one that is different. |
Quantity: Which coat has more/fewer/the most buttons? |
Position words: |
Put the book on the lower shelf. |
Show me the boy farthest from the tree. |
Show me the boy nearest to the tree. |
(Other positions are in front of, behind, ahead of, first, last, etc.) |
Direction words: Take the doll up the ladder. Take the doll down the ladder. |
Time words: Before I clap my hands, stand up. |
Verb tense, passive: Show me: The truck was hit by the car. |
Identify the sound patterns of words |
Rhyming words |
Rhyming sentences |
Nursery rhymes |
Alliteration: Sister Suzie is sitting by the seashore sifting sand... |
What is the common sound? |
Understand and re-tell narrative stories |
Reading readiness skills |
Recognize the meaning of common signs and symbols in the environment |
Sing the ABC song |
Develop an awareness of print |
Show me the title. |
Show me where I should begin reading. |
What story do the pictures tell? |
Show me where the story ends. |
Show me how to turn the pages. |
Writing readiness skills |
Hold a pencil or crayon with an appropriate grasp |
Assemble multipiece wooden and cardboard puzzles of people, animals, forms, numbers, or letters |
Create models of airplanes, prehistoric animals, cars, etc |
Use crayons or a pencil to draw, follow the dots, or solve maze tasks |
Copy patterns using beads on a string, a pegboard, or parquetry blocks |
Use wooden or plastic blocks to match geometric shapes and build copies of models |
Find shapes or designs in a picture |
Copy geometric configurations with rubber bands stretched between rows of nails on a board |
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