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Modification: A & B

Est. Prep Time
Clear Selection
Est. Delivery Time
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Activity
Assessment
Intervention
Platform
Practice
Resource
Routine
Strategy
Supplemental Curriculum
Tool
Pre-K students
Grammar + Syntax Vocabulary

About Me

This activity engages students in practice forming complete sentences using adjectives to describe how they feel.
Grade Level(s)
Cost
Pre-K students
Vocabulary

Same and Different

Students identify similarities and differences of target vocabulary words based on their meaning.
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
Pre-K students
Reasoning Text Structure

Compare-A-Story

Students compare and contrast narrative texts to determine similarities and difference among the texts’ story elements.
Grade Level(s)
Cost
Pre-K students
Text Structure

Text Structure Sort

Students identify elements of an expository/nonfiction text.
Grade Level(s)
Cost
Pre-K students
Grammar + Syntax Vocabulary

Word Filler

Students learn target vocabulary words and select the sentence that best suits each word.
Grade Level(s)
Cost
Pre-K students
Grammar + Syntax Vocabulary

Meaning Map

This activity engages students in describing target words and providing examples of the words.
Grade Level(s)
Cost
Pre-K students
Grammar + Syntax Reasoning Vocabulary

Word Why

Students answer questions that use target vocabulary, then share their reason for their answer by explaining the meaning of the target word(s).
Grade Level(s)
Cost
Pre-K students
Vocabulary

Word Connections

Students identify words that are similar and different.
Grade Level(s)
Cost
Pre-K students
Grammar + Syntax Vocabulary

Affix Action

This activity engages students in identifying and defining affix words when provided with a sentence.
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).