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Brianna Gitchuway

March 3rd, 2022

ECED 303

Week 8 Language and Literacy Toolkit

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Section 1 - Planning for Language Development

Age Range: Preschool 3-5 years

Setting Type: Center based

Theme: Cars

Section 1:

Theme: Cars

Brief Rationale for Theme: I chose Cars because I’ve noticed that cars are very popular in

classrooms with children. Every time I observe, they always ask to play with the big monster

trucks and cars.

Consider the theme you have chosen and specific daily routines (e.,g, circle time, outdoor play,

etc) during the week when you might do the following:

1) Introduce new, related words (see guidance for selecting words in Schickedanz & Collins

(2013) and the Early Childhood Learning and Knowledge Center resources). Words

should be related to the theme. Words can be the names of objects and or vocabulary

from books that will be used in the theme.

2) Play specific word games to introduce new words or reinforce words previously

introduced. In the “Word Game” section be sure to provide a brief description of the

game.

Day One Day Two Day Three Day Four Day Five
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Important Motor Trunk Wheels (tires) Windows Headlights

Words Engine Wipers Seatbelt Steering wheels Mirrors

(List the

words you will

introduce and

reinforce each

day).

Daily Routines During circle During Circle During outside During arts and Free play time

(When you time I will time to play in order for crafts because therefore the

will introduce introduce the introduce more the children to we are making a children can

and/or play words that we words. go scavenger steering wheel work on their

word games will be learning hunting to find in order for the words inside of

related to the throughout the items. children to the classroom.

important week. understand what

words) it is.

Word Games Matching What can we Drive my car by Creating a Word building

(Describe the pictures to the find inside of a Laura Berkner, steering wheel with magnetic

word games word game trunk? while the out of cardboard letters.

you will play where children Children will list children pretend and pretending

to introduce will have to look things a car can to drive their to drive with

and reinforce at the picture have in its trunk. own cars. them.

these words) and identify

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what the picture

is.

Section 2 - Using the Language Scaffolding Strategies

Daily Routine refers to the schedule or structure of the day. When would be a great time or

context to use this strategy? Examples include mealtimes, transitions, interest area (self-selected

activities), group time, etc.

Description/Example means to describe an example of how this strategy would be used. You

can describe a specific possibility that could occur.

Encourage Peer –to-Peer Support

Daily Routine During free play because this is when the children will be talking with each other the

most throughout the day

Selected Vocabulary Headlights

Description/Exampl Children pass around a car during circle time and they identify what headlights are.

e of how it is One of the children is upset because they didn’t get a turn holding the car and therefore

implemented I ask the child, “What do we say when we want a turn?” The child says, “Can I have it

when you’re done?”

Promote Choice Making

Daily Routine Outside play

Selected Vocabulary Wheels (tires)

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Description/Exampl Looking at the cars we have outside and explaining to the class what the wheels do on

e of how it is the car. Teacher: “Where are the wheels on the car?” Child: “On the ground!”

implemented Another child: “No! They are on the car, Noah.” Teacher: “It’s not nice to scream in

someone's ear, can we use our inside voice please?”

Narrate Events

Daily Routine Outside play

Selected Vocabulary Seat belt

Description/Exampl Explaining that seat belts help us to stay safe in a car. Showing that one of the toy cars

e of how it is outside has a seat belt.

implemented

Present Vocabulary with Pictures or Objects

Daily Routine During circle time where the children are already engaged in what we are talking about

and learning.

Selected Vocabulary Trunk

Description/Exampl I will show the children a picture of a trunk, and they will then try to guess what part

e of how it is of the car this is called. Teacher: “What is inside of this trunk?” Children shout: “Toys,

implemented suitcases, and clothes.”

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Use Specific Language

Daily Routine During arts and crafts

Selected Vocabulary Steering wheel

Description/Exampl Specific language should be used one on one with children in order for them to better

e of how it is understand what you are talking about.

implemented

Create Silly Situations

Daily Routine Circle time

Selected Vocabulary Motor

Description/Exampl I would have the children use their mouth to make a motor sound.

e of how it is

implemented

Provide Opportunities Where Help is Needed

Daily Routine Arts and crafts

Selected Vocabulary Windows

Description/Exampl Children tend to ask a lot of questions when we are learning about something specific

e of how it is and this provides the opportunity for the teacher to help the child better understand

implemented parts of a car. Teacher: “Does anybody know what windows are used for on a car?”

Child: “To roll down and get air.”

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Model Desired Responses

Daily Routine Circle time

Selected Vocabulary Wipers

Description/Exampl Moving like windshield wipers as an activity to learn more about what they do on a

e car.

Alter Routines

Daily Routine Free time

Selected Vocabulary Mirrors

Description/Exampl Bringing in a mirror for them to see themselves throughout the day without any

e of how it is limitations. Child: “Mirrors are used to see other cars when driving.”

implemented

Expand Child’s Response

Daily Routine Circle time

Selected Vocabulary Engine

Description/Exampl Letting the child know that a motor and engine are two different words, but they are

e of how it is used the same

implemented
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Section 3 - Think, Show, Tell, Talk

This strategy is designed to introduce new vocabulary to the children with whom you work. The

words selected should be related to your theme and fall into Tier 2 or 3 (as described in

Schickedanz & Collins, 2013 and in the video of Isabel Beck). Remember that Tier 2 words are

words children are unlikely to know. They are useful words that are frequently used by mature

language users. In literature, they are words that are necessary to understand the meaning of the

text. They can be easily explained in plain language, and they are not specific to a field of study

(e.g. paleontologist, pterodactyl). Words that are specific to a field of study are Tier 3 words.

If you prefer, you may use the Draw, Tell, Label strategy you observed in the SEAL videos

(found in your week 4 video clips folder). Please adjust this template if choosing this route.

Given that two other strategies focus on using books for vocabulary development, for the

purposes of this assignment, please select words that are not addressed in your Book Embedded

Vocabulary or Dialogic Reading Planning.

You will select one noun, one adjective, and one verb related to your theme. Then complete

the appropriate plan for each.

Think: What Car

NOUN would be
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important for

children to know

and not likely part

of their current

vocabulary.

Show

Tell This is a car.

Talk A car is a four-wheeled road vehicle that is powered by an engine and is able to carry a

small number of people.

Talk more Cars are seen everyday throughout a child’s life. They ride in a car every day in order to

get to school. What do your parents drive?

Think: What Fast

ADJECTIVE would

be important for

children to know

and not likely part

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of their current

vocabulary.

Show In order for kids to understand the word fast, I could show them a picture of sonic the

hedgehog because they know he is fast at running.

Tell This is someone who is fast, just like a car.

Talk Fast and quick mean moving with great speed

Talk more I will use this adjective by having the children run outside and asking them if they are

fast at running. I will then show them pictures of the flash as well because children know

he is fast and can correlate the word, understanding they are fast.

Think: What VERB Moving

would be important

for children to

know and not likely

part of their current

vocabulary.

Show Cars are in motion.

Tell The wheels on the bus go round and round. They are spinning/moving.

Talk When we talk, we move our lips in order for words to come out.

Talk more I will use the word moving to connect to the children by having them run outside and say

their feet are moving.

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I noticed the teacher asking if the students could put their listening ears on in order for them to

hear the noises that she plays in the classroom. The children were learning what the word sound

was and linked it to the car sounds the teacher was playing. The teacher also had the children

running outside and calling them all fast in order for them to use the word more often.

Section 4 - Using Book Embedded Vocabulary Instruction

To demonstrate your understanding of this instructional strategy, you will complete the planning for three (3)

books appropriate for your selected theme and age range. At least one of the books must be an

informational text, and one book must be a wordless picture book ( it can be the one you

created for this course). Follow the guidelines for selecting literature and target words in

Schickedanz & Collins (2013) and the Write Definitions document from the module you

completed. If you need additional support on choosing Tier 2 Words—Remember that Tier 2

words are words children are unlikely to know. They are useful words that are frequently used

by mature language users. In literature, they are words that are necessary to understand the

meaning of the text. They can be easily explained in plain language, and they are not specific to

a field of study (e.g. paleontologist, pterodactyl). See Schickedanz 62 and 64 for a refresher on

Tier 1 and 2 words.

Book Selected Gitchuway, Brianna (2022). “What do engineers need to build a car?”
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(Please use APA

format for the

information)

Selected Word Page in book Child-friendly definitions using synonyms and words that the

with realistic children understand

picture

1. Tires 3 Circle shaped that surrounds a wheel's rim.

2. Steering wheel 4 A wheel that a driver rotates in order to steer a vehicle.

3. Trunk 5 A closed space at the back of a car for carrying groceries.

4. Engine 6 The roar of a car when you turn it on.

5. Mirrors 7 Helps the driver to see better when driving.

6. Windshield 8 Helps the driver to see when it is raining.

wipers

7. Seat belt 9 To protect the driver and passenger in case of an accident.

8.

9.

10

Book Selected Paul Zelinsky (1990). The Wheels on the Bus

(Please use APA

format for the

information)
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Selected Word Page in book Child-friendly definitions using synonyms and words that the

with realistic children understand

picture

1. Horn 5 A noise that comes from the car when there’s an emergency.

2. Round 7 A shape that has no sides.

3.Bus Driver 7 A person who drives the school bus.

4.City 8 A large town.

5.License plate 8 A sign on a car filled with numbers and letters.

6. Bus A large vehicle transporting passengers.

7.

8.

9.

10

Book Selected Lichtenheld, Tom (2005). Everything I know about cars.

(Please use APA

format for the

information)

Selected Word Page in book Child-friendly definitions using synonyms and words that the

with realistic children understand

picture

1.Passenger 3 Someone who is traveling in a car.

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2.Driver 3 Someone who drives a vehicle.

3. Accident 4 Something that happens unexpectedly.

4.Transporting 5 To take someone from one place to the next.

Section 5 - Dialogic Reading

Book Selected (Use APA Format): Gitchuway, Brianna (2022). “What do engineers need to

build a car?”

DAY ONE

Day One Reminders

● Introduce title, author and illustrator

● Read the book verbatim

Target Words Page Numbers

Tires 3

Engine 6

Seatbelt 9

Headlights 2
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Steering wheel 4

Mirrors 7

EXAMPLE QUESTIONS

“What type of materials do we need to build a car?”

“What is a car?”

“What do you notice on a car?”

“Describe your car? What does it look like?”

“How does your car work?”

DAY TWO

Day Two Reminders

● Ask “wh” questions.

● Follow answers with questions about shape, color and function

Target Words Page Numbers

Car 1

Tires 3
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EXAMPLE QUESTIONS

“What color do you want your car to be?”

“What shape are the tires?”

“How do you think tires help us?”

“Are there tires on other vehicles besides a car?”

“What if a car doesn’t have tires?”

DAY THREE

Day 3 Reminders

● Ask “wh” questions

● Follow answers with questions about shape, color and function

Target Words Page Numbers

Seatbelt 9

Trunk 6
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EXAMPLE QUESTIONS

“What do we wear in the car that keeps us safe?”

“How can your car help you transport things?”

DAY FOUR

Day 4 Reminders

● Ask “open-ended” questions

● Add expansions of 1-2 words to child’s answer and have him repeat

Target Words Page Numbers

Steering Wheel 4

Wipers
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EXAMPLE QUESTIONS

“How can we get cars to turn and change directions?”

“Show and tell me how you would design your car differently.”

“What do we need for a car when it rains?”

DAY FIVE

Day 5 Reminders

● Use only after Day 2 and 3

● Ask recall questions that focus on story events, characters, plot or sequence

Target Words Page Numbers

Headlights 2

Windows 7

Engine 6
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Motor 6

EXAMPLE QUESTIONS

“What other things can your car do?”

“How are cars different or the same?”

Describe other parts your car has wheels/doors/windows/an engine.

“What if a car doesn’t have an engine?”

Dialogic Reading Connections:

Dialogic Reading Reminder CA Infant/Toddler or Preschool Learning

Foundations or Standards supported

(List the foundations or standards specific to

the age range you selected)

Introduce title, author & illustrator Concepts about print (Reading) 1.2 Recognize print as

something that can be read.

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Read the book verbatim Concepts about print (Reading) 1.2 Understand that

print is something that is read and has specific

meaning.

Ask “wh” questions

5.1 Take greater initiative in making new discoveries,

identifying new solutions, and persisting in trying to

figure things out.

Ask questions about shape, color and function

2.1 Seek security and support from their primary

teachers and caregivers.

Ask open ended questions

3.1 Participate positively and cooperatively as group

members.

Expand child’s responses by 1-2 words

​ 1.2 Speak clearly enough to be under­stood by

familiar adults and children.

Ask recall questions focused on story events,

characters, plot or sequence 2.1 Regulate their attention, thoughts, feelings,

and impulses more consistently, although adult

guidance is sometimes necessary.

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Section 6 - Innovative Planning

For the first day of my lesson plan, the children are drawing their own cars and what they

want their cars to look like when it is time to build their own car themselves. I put roads for the

cars and car books on the table for the children in order for them to get more ideas on how they

want their cars to be designed. I began to read the stories to the group of children that were

drawing their cars and had the other children building cars with legos on the floor. Once they

were done, I had them switch activities so the children were always busy doing something. I

wanted to make sure all the children were actively participating in this activity. That same day, I

observed the children playing with legos on the table in the classroom and asked them a series of

questions. “What can we build with legos?” The answers I received were “my mom a present, a

truck, and a car to take me to my dad's house.” Because the children were interested in cars, I

asked the children to build their own cars with legos. The next day, I had the children build

something they think a car drives on. I received answers like: “a lily pad, a bridge, a road, and

water.” I wanted to have the children elaborate more on the bridge and road which cars drive on.

In this picture, one of the children built a ramp and said, “Before I get home, I go on a bridge to

get home.” Because I noticed the children were continuing to be fascinated with cars, I took a

step forward and asked them if they wanted to build their own car. I brought in materials such as:

cardboard boxes, paint, scissors, glue, and paint brushes. After getting the materials I needed, I

had a group of children paint their cardboard boxes (cars), any color they wanted their car to be.

The children grabbed the paint brushes and paint and painted their cars. The next day after their

cars had dried, I asked the children “How will your car move?” I got answers like, “Wheels,
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tires, cheerios, and shoes.” I then had the children cut cardboard pieces in a circle to represent

tires. I had the children cut their wheels and glue them on their cars.

1. Select at least one learning foundation or standard related to language and literacy, and

at least one other learning foundation or standard (from a different domain). Focus on

one strategy developed from this toolkit. Use what you know about language and literacy

development to design your own implementation of strategy for teaching AND assessing

your objectives. Be sure that your plan explains the strategy so that someone else can

replicate it.

2. Language and Literacy foundation: 2.2 Understand and use accepted words for

categories of objects encountered and used frequently in everyday life.

English-language development: 1.3 Demonstrate an understanding of words related to

basic and advanced concepts in the home language that are appropriate for the age (as

reported by parents, teachers, assistants, or others, with the assistance of an interpreter if

necessary).

One strategy: I learned to allow the children to do what they want with their craft. One of

the children asked me if they could put cheerios on their car to represent wheels and at

first I was hesitant because cheerios don’t go on a car, but I quickly realized that the

cheerios look like wheels. I allowed him to create what he wanted and to him, the

cheerios were his wheels and he’s not wrong for wanting it on his car.

3. When it comes to assessment, be sure to describe: 1)? AND 2) How will you use this

information to plan further instruction? (NOTE: You must go beyond stating “I will use
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the DRDP.” Describe at least one method you will use to gather the data that you may

later use to complete the DRDP. For example, “ I will ask the child to re-read the

dictation and take anecdotal records about where he starts and how he reads back the

text.)

For this lesson plan, observation was used a lot because it helped me find out exactly what the

children were interested in and this continued to peak the interest of the children as we

continued the lesson plan. I also kept a running record of what the children continued to repeat

throughout our lesson plan. For example, some of the children would ask me if we were going

to work on our cars for the day and if they could add their wheels to their car. Some of the

children were very anxious about finishing their cars, therefore it made them more interested

every day. The running record was helpful because I wanted to know what the children were

discussing with each other and most conversations was about their cars and what they wanted

to add to them.
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References:

Machado, J. M. (2017). Early childhood experiences in language arts: Early literacy (11

ed.). Boston, MA. Cengage Learning.

Schickedanz, J.A, Collins, M.F.( 2013). So Much More than the ABCs: The Early Phases

of Reading and Writing. Washington, DC: NAEYC.