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Modification: A & B

Est. Prep Time
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Est. Delivery Time
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Activity
Assessment
Intervention
Platform
Practice
Resource
Routine
Strategy
Supplemental Curriculum
Tool
Pre-K students
Inference Reasoning

Cause and Effect Organizer

In this activity students will identify cause and effect relationships throughout a read aloud. This activity can be modified so students are only engaging with oral text responding through discussion.
Grade Level(s)
Cost
•
Pre-K students
Reasoning

Save the Last Word for Me

This strategy provides a structure that encourages all students to practice listening and speaking during rich discussion of a text.
Grade Level(s)
Cost
Pre-K students
Perspective Taking Reasoning Text Structure

Character Connections

In this activity students compare and contrast characters in narrative/fiction texts.
Grade Level(s)
Cost
Pre-K students
Text Structure

Story Element Ease

Students sort story elements of three fiction/narrative texts.
Grade Level(s)
Cost
Pre-K students
Text Structure Vocabulary

Expository Fact Strip

In this activity students practice identifying facts within an expository text.
Grade Level(s)
Cost
Pre-K students
Grammar + Syntax Vocabulary

Word Share

Students choose words from a text and generate a definition.
Grade Level(s)
Cost
Pre-K students
Reasoning Vocabulary

Ask-Explain-List

This activity engages students in discussion about what target words mean in context and how those words relate to the student(s).
Grade Level(s)
Cost
Pre-K students
Text Structure

Retell Review

Students use a fiction text to identify story elements and retell a story.
Grade Level(s)
Cost
Pre-K students
Inference Reasoning Text Structure

Story Mapping

Students practice identifying story elements.
Grade Level(s)
Cost
Pre-K students
Grammar + Syntax Vocabulary

Homograph Hitch

This activity engages students in identifying the meaning of common homographs.
Grade Level(s)
Cost
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This resource requires the following modifications to explicitly target listening comprehension:
  • shift the burden of decoding/encoding onto the educator (i.e., the educator should read/write instead of the student(s)).
  • shift the avenue of critical thinking from writing to discussion (i.e., instead of students writing they should discuss).