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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
Vocabulary

Word Wake-Up

Sudents practice identifying synonyms for common words.
Grade Level(s)
Cost
Pre-K students
Comprehension Monitoring Reasoning Text Structure

In My Own Words

In this activity students will listen to an expository text and paraphrase what they heard
Grade Level(s)
Cost
Pre-K students
Inference Text Structure Vocabulary

Story Question Cube

Students take turns rolling a cube and answering questions about a narrative 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
Vocabulary

Homograph Hoorah!

In this activity students will take turns selecting a meaning card and matching the corresponding homograph.
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
Text Structure

Projected Paragraphs

Students identify the main idea and supporting details in an expository text.
Grade Level(s)
Cost
Pre-K students
Text Structure

Story Book

Students sequence events in a fiction text.
Grade Level(s)
Cost
Pre-K students
Comprehension Monitoring Grammar + Syntax Inference Perspective Taking Vocabulary

Learn to listen, listen to learn

The Learn to Listen, Listen to Learn strategy provides students with the opportunity to engage in rich discussion about a topic.
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).