LITERACY CURRICULUM GUIDE FOR PRESCHOOL TEACHERS

WHO HAVE GIFTED CHILDREN IN A REGULAR CLASSROOM

____________

A Project

Presented

to the Faculty of

California State University, Chico

____________

In Partial Fulfillment

of the Requirement for the Degree

Master of Arts

in

Education

Curriculum and Instruction Option

____________

by

© Yoko Yoshikawa 2009

Spring 2009
 LITERACY CURRICULUM GUIDE FOR PRESCHOOL TEACHERS

WHO HAVE GIFTED CHILDREN IN A REGULAR CLASSROOM

A Project

by

Yoko Yoshikawa

Spring 2009

APPROVED BY THE DEAN OF THE SCHOOL OF

GRADUATE, INTERNATIONAL, AND INTERDISCIPLINARY STUDIES:

_________________________________
Susan E. Place, Ph.D.

APPROVED BY THE GRADUATE ADVISORY COMMITTEE:

______________________________ _________________________________
Cris E. Guenter, Ed.D. Lynne A. Bercaw, Ed.D., Chair
Graduate Coordinator

_________________________________
Cris E. Guenter, Ed.D.
 PUBLICATION RIGHTS

No portion of this project may be reprinted or reproduced in any manner

unacceptable to the usual copyright restrictions without the written permission of the

author.

iii
 DEDICATION

This project is dedicated to my family, especially to my sister. Your

brightness has been enlightening my life’s direction.

Grandmother, thank you for being a strong supporter for me all the time.

Mom and Dad, I bless you for providing me with such a valuable education

and endless support with love from overseas. I would not have made it through without

you.

iv
 ACKNOWLEDGMENTS

I would like to express appreciation to the following people who supported me

in many situations. This project was achieved due to all these individuals.

Dr. Lynne Bercaw, you always believed in me and gave me advice, which was

beyond the obligation of a committee chair. Your personality was one that helped to push

me forward all the time.

Dr. Charles Zartman, thank you for the great support at the beginning of the

project. You always encouraged me to build up my confidence.

Ms. Debora Bainbridge, thank you for your help at the end of the project.

Since you were there, I felt easy through the time; and, all your help made the project

substantial and me proud of myself.

At last, I really appreciate all my peers, colleagues, and friends. You are an

inspiration. I could not have made it without your comments and support.

v
 TABLE OF CONTENTS

PAGE

Publication Rights ...................................................................................................... iii

Dedication................................................................................................................... iv

Acknowledgments ...................................................................................................... v

Abstract....................................................................................................................... viii

CHAPTER

I. Introduction .............................................................................................. 1

Purpose of the Project................................................................... 2

Scope of the Project...................................................................... 4
Significance of the Project............................................................ 5
Limitations of the Project ............................................................. 6
Definition of Terms ...................................................................... 7

II. Review of Related Literature.................................................................... 9

Current Trends in Gifted Education ............................................. 9

Developmental Needs for Preschool Students ............................. 17
Successful Practice/Activities around Language Arts
for the Gifted Preschool Students ......................................... 22

III. Methodology............................................................................................. 30

The Inception Project in the United States and Japan .................. 30

The Curriculum Activities............................................................ 31

IV. Summary, Conclusion, and Recommendation ......................................... 33

Summary....................................................................................... 33
Conclusion.................................................................................... 34
Recommendation.......................................................................... 35

vi
CHAPTER PAGE

References .................................................................................................................. 38

Appendix

A. Curriculum Guides for Preschool Teachers ............................................. 44

vii
 ABSTRACT

LITERACY CURRICULUM GUIDE FOR PRESCHOOL TEACHERS

WHO HAVE GIFTED CHILDREN IN A REGULAR CLASSROOM

by

© Yoko Yoshikawa 2009

Master of Arts in Education

Curriculum and Instruction Option

California State University, Chico

Spring 2009

The goal for all educators and other related professionals is providing ap-

propriate education for all students suited to their needs. Several types of educational

programs have been designed to meet the various needs of students in elementary

grades or older. One such program is called GATE (Gifted and Talented Education).

Yet, preschools have no parallel program; all levels of children are placed together in

one classroom.

All children have the right to be educated. In order to maintain highly moti-

vated students, schools must strive to provide a quality environment and appropriate

materials for them. This is true not only for the United States, but in schools throughout

the world. Thus, this guidebook is useful in any language.

viii
 Since the author has learned and taught both in the United States and Japan,

this guidebook is designed for use in both languages, English and Japanese. The educa-

tional goals for preschoolers in both countries are the same, thus, all activities are well

suited for both countries.

This project was created to provide curriculum plans for preschool teachers,

preschoolers, and their parents. Some preschool teachers are struggling with advanced

students because, although there are many publications about teaching remedial students

in the mainstream, little is written about teaching advanced students.

The purpose of this project is to offer preschool teachers and other related

professionals ideas for teaching gifted education within the regular classroom. The activi-

ties in this guidebook are planned to flow from a gentle warm up, to peak excitement, to a

cooling off period. Also, some assessment ideas are included in the guidebook. There are

a good many activity forms to use as well.

All activity plans are ready-to-go style and have been developed from existing

lesson plans and the author’s prior experience. There is room to further develop or cus-

tomize these plans to fit your students and your classroom. You can look at your stu-

dents and develop your own. At the end of the project, there are some suggestions for

teachers and the activity providers. These are clearly listed and useful for any situation.

ix
 CHAPTER I

INTRODUCTION

According to the National Association for Gifted Children (NAGC) (2008a),

there were reported to be 512,698 gifted students out of 6,286,952 in kindergarten

through grade 12 in 2006 to 2007. However, no data was found relative to the population

of gifted children in the preschools of California.

In addition to the number of gifted students in the preschools, there is also a

question regarding the number of preschool students requiring special education services.

California Department of Education manages a Gifted and Talented Education (GATE)

program for kindergarten through 12th grade and made the Gifted and Talented Education

Resource Guide (California Department of Education, 2005). This program provides

funding for local educational agencies (LEAs) to expand the educational opportunities for

high-achieving students in public elementary and secondary schools (California

Department of Education, 2008a). There is no special program for children in public

preschools; thus, gifted preschoolers, who want to go to school, have no other choice than

to go to regular preschools. Although the teacher and/or the parents notice the child has

advanced ability and/or skills in some subject areas, the child spends his/her school hours

in the regular classroom with regular children.

The GATE program started under the name of Mentally Gifted Minor program

in 1961 (California Department of Education, 2008a). This program was for students

1
 2

whose test scores were in the 98th percentile or higher on the standardized tests required

of all students. The program was later promoted as the GATE program in 1980. Since

then, the GATE program has been providing Special Day Classes and Special

Services/Activities for gifted elementary and secondary students (California Department

of Education, 2008b).

One of the goals for kindergarten is being able to spell one’s own name using

upper case and lower case letters appropriately. Preschool ages (age three to five) serve as

a starting point to become interested in letters and languages. Manipulating language is

an essential skill/knowledge for human life. Therefore, teachers have to be aware of the

importance of language skills, and the author wants to help teachers by providing more

variety of activities around language.

This guidebook of curriculum activities specifically focuses on the language

skills for preschool ages. The curriculum activities are based on mainstream lessons and

are modified to meet the needs of gifted students within the regular classroom.

Another limitation is the idea of gifted education in Japan. The history of

education and the main components of educating students in Japan are different from the

United States. The schools in Japan train students to become a part of the community. All

students are trained to become the same, thus, there may be obstacles to implement gifted

education (Tsuneyoshi, 2004).

Purpose of the Project

Creating best practices is meaningful for both preschool teachers, who have

gifted students in the regular classroom, and the gifted preschool children in a regular
 3

classroom. This series of activity plans covers not only emergent levels of subject matter

but also advanced levels simultaneously in a regular classroom with the minimum

number of teachers involved. The activity plans are expanded to fit a variety of levels of

children’s linguistic skills, so that teachers could encourage all children to obtain those

skills and knowledge.

Thompson (2003) said regular programs cannot provide a challenging level of

lessons for gifted children. In the program, gifted children cannot develop enough; they

need a “gifted-level” of practice. The gifted children need a flexible and challenging

curriculum to deepen their interests. He also recommended that teachers have a wider

selection of activities to let children choose their original activities within the guidelines.

They need to have differentiated learning experiences from other children.

In order to create the advanced level of activity plans, the existing regular

activity ideas were used as the base; the author added suggestions to evolve as the

curriculum plan. Preschool age children’s developmental levels vary because of their

different speed of development and an age gap of one month even within the same age of

years can be quite significant. Thus, all levels of children, including gifted children,

should be motivated to gain higher knowledge and skills.

The NAGC (2008c) estimates there are about three million academically

gifted children between kindergarten and 12th grade in the United States (NAGC, 2008a).

The NSW Association of Gifted and Talented Center (NSWAGTC) (2007) showed 10-15

percent of all students are considered as gifted. Furthermore, “Gifted children are not

rare. Highly gifted children are rarer,” (para.5) thus all preschools should be better

prepared to serve such gifted student.

 4

Scope of the Project

There is a great need for a guidebook on how to modify lessons for children in

different levels while motivating the gifted children. These activity plans are created for

children’s linguistics at both the emergent level and also the advanced level. They are

arranged for regular classroom use. Teachers who have gifted children in the regular

classroom could still use these activities with regular preschoolers.

“Gifted” is a well-known term in the United States of America. In Japan,

however, the term is not familiar. Even the classroom teachers are unaware of the concept

of Gifted and Talented education. Only educational researchers use this concept. Indeed,

there are two different criteria to determine the concept of the Gifted and Talented

education. Generally, in the United States, education has to fit an individual student’s

needs; on the other hands, in Japan, people believe all students would be able to reach the

same level if they strive enough (Katoh, 2004). In other words, all students are expected

to be at the same level after they have been trained for specific knowledge and skills. The

author agrees with the idea that prevails in the United States, that is, that individuals are

born with unique differences and strengths.

Furthermore, the preschool teachers in Japan have to deal with more children

than in the United States. The teacher - children ratio in Japan is 1:35 maximum. Which

means one teacher has to handle more varied levels of children in a classroom. So far, the

goal of education in Japan is to bring all the children in the same grade to the same level

of proficiency. However, the author believes if a child could demonstrate an exceptional

ability, then the child could be led to master more complex skills than others with the

teacher’s assistance.
 5

The basic ideas of promoting activity for varied levels are the same whether

students are learning Japanese or English. Preschool teachers in Japan also could use the

idea of these series of activity plans as tips to develop their curriculum.

Significance of the Project

According to the NAGC, gifted students sometimes have problems focusing

on their school works (NAGC, 2008b). These bright children are intense and have

developed knowledge to a greater degree than other children their same age. Therefore,

they are interested in different kinds of studies, and tend to stand out from the group.

They sometimes feel bored because they are already able to do the “school work” long

before others complete the same tasks. Most of the time, the bright preschool children

have different ways of thinking and feeling, so each child needs to have well designed

curriculum activities (NAGC, 2008b). This project provides more opportunities for gifted

preschoolers to be satisfied with their abilities.

This project focuses on language skills because those skills are necessary for

all subjects throughout their entire lives. According to the research by Harrison (1995),

infants’ language activity clearly starts at around two months old (as cited in Austega,

2007, pp.1-2). They start to use vocalizing in two different sounds. From that point

onward, children’s language skills develop. Olszewski-Kubilius and Limburg-Weber

(2003) said giving appropriate instructions could help children to grow well into

adulthood.

Most of the time, the preschool is the child’s first school. Using language as

communication is the first thing that they learn. Thus, it is important at this age to
 6

develop and keep their interest in language to prevent them from becoming bored.

Currently, preschools do not have any special programs for gifted children. Thus, these

activity plans are useful for all preschool teachers.

Furthermore, the materials will be brought to Japan to share the idea of

“gifted.” Younger ages, especially, have big gaps depends on which month the child was

born. These activities will allow preschool teachers the opportunity to consider activity

plans for children who have higher levels than other children, and provide advanced

activities for the bright preschoolers.

Limitations of the Project

First, as it was described above, there are not many programs and previous

studies centered around gifted preschoolers; therefore, some of article reviews in Chapter

II will be looking at elementary or older ages.

Secondly, the author has not taught at elementary nor secondary schools; even

though, she has almost 10 years experience as a preschool teacher.

Thirdly, there is a gap between the review of articles, the author’s experience,

and the project. However, the articles were enlightening, and the author’s experience was

meaningful to develop the variety of activity plans.

Finally, it was hard to find linguistically gifted preschoolers in the small town,

where the author lived. Furthermore, most preschool teachers are not familiar with

identifying and teaching gifted preschoolers. Thus, she could not provide tested results

using the guidebook for the linguistically gifted preschoolers as an alternative, she
 7

showed the guidebook to a couple of preschool teachers who had previously taught

linguistically gifted preschoolers, and the author received some advice from them.

Definition of Terms

Gifted and Talented Children

The term of Gifted and Talented, according to Johnsen (2004), is defined as

“students, children, or youth who have evidence of high performance ability in

intellectual, creative, artistic, or leadership capacity or specific academic fields” (p. 2).

Gifted Talented Education (GATE) Program

According to California Department of Education (2005), California Code of

Regulations (CCR), Title 5 authorized GATE program,

The California Department of Education administers the Gifted and Talented

Education program, which provides funding for local educational agencies (LEAs)
to develop unique education opportunities for high-achieving and underachieving
pupils in the California public elementary and secondary schools. (p. 3)

Gifted Ability in Area of Language

Ability in Language Arts is an ability that can easily be discovered. Some

gifted children utter complex sentences before the age of two. Some children enjoy

telling experiences from memory before the age of three. They demonstrate use of

precocious language, complicated word order, and high involvement with literature and

books (Thompson, 2003).

Language

According to Henniger (1999), “language can be defined as either oral or hand

signed communication between humans” (p.376).

 8

Literacy

Literacy is defined differently from language. Henniger (1999) described

“literacy is the ability to interpret the intended message of these symbols (reading) and to

use them to communicate information to others (writing)” (p. 377).

Language and Literacy Levels for Three

to Five Years Olds

This basically focuses on the number of vocabulary words, length and

complexity of sentence, number of abstract words, and the skill of re-telling

stories/events/experiences. Vygotsky described “verbal mediation,” as the ability to label

objects and/or process among these ages. This ability requires the children’s conceptual

development and generalization skills. And the next level is “oral language,” which is the

ability of private speech. This ability requires demonstrating their feelings aloud and

leading problem solving and coping with stressful/ frustrating situations (National

Association for the Education of Young Children, 1997).

 CHAPTER II

REVIEW OF RELATED LITERATURE

Since the author has been working with preschoolers for 10 years, she has met

some children who have had advanced skills and/or knowledge around some academic

areas. She sometimes had a hard time encouraging them to be involved in class activities,

due to their high abilities. Half of her teaching experience with preschoolers was in Japan

the other was in the United States. She has had similar feelings working with the

advanced children in the United States as well as in Japan.

The author strongly agrees that language is an important skill not only for

preschool ages but also throughout the students’ entire life (Neuman, Copple, &

Bredekamp, 2000). Some associations study gifted and talented students. The author

researched this literature and compared it with regular curriculum plans. The researcher

will continue to study the best practices for our future.

Current Trends in Gifted Education

Gifted education, nowadays, is in the developmental stage. By making the

definition of gifted and talented clear, it is possible to compare the characteristics

between the gifted and talented and other children. And then, the author clarifies how the

teachers identify the special ability and why the children need special instruction. The

theory of multiple intelligences can help to recognize them.

9
 10

All children have some strong characteristics concerning their individual

uniqueness (Siegelbaum & Rotner, 1983). Giftedness has no clear and accepted definition

even within the field (Moon, 2007). However, according to the United States federal

definition of gifted and talented students, the gifted and talented students are defined as

follows: students, children, or youth who provide evidence of high performance and show

a high level of accomplishment in one or more areas such as intellectual, artistic, creative,

leadership capacity, or in academic fields (P.L. 103-382, Title XIV, as cited in Johnsen,

2004). This definition has been adapted by the majority of the states (Johnsen, 2004). The

author will use this definition as basis of her project since she agreed with this meaning.

Olszewski-Kubilius and Limburge-Weber (2003) reviewed some researchers

and practitioners who were trying to define the two terms: giftedness and talented. They

found the term giftedness is often referred to academic types of ability such as

mathematics or science; the term talented is often referred to individuals with abilities in

the music and the arts (Olszewski-Kubilius, Limburge-Weber, 2003, p. 8). FranoÇys

Gagnĕ (1995) said, “giftedness refers to exceptional natural abilities observable in young

children who have received no special training” (as cited in Olszewski-Kubilius,

Limburge-Weber, 2003, p. 8). He also said talent “refers to systematically developed

abilities needed for high performance in a certain area” (Limburge-Weber, as cited in

Olszewski-Kubilius & Limburge-Weber, 2003, p. 8).

Callard-Szulgit (2005) interviewed many gifted children from K-12. One of

the students said, “Why do you say I’m gifted? I’m just like all my friends and really feel

funny being labeled” (p. 41). As he said, gifted children sometimes do not recognize that

their ability is higher than others. Identifying giftedness is not easy for teachers. Smutny,
 11

Walker, and Meckstrouth (1997) identified children, who show high ability around the

linguistic area, are sensitive to sounds and meanings of words and to the function.

Moreover, Siegelbaum and Rotner (1983) explained that a study demonstrated

that the definition of gifted has been changing. They clarified the definition of the term

for preschool ages. The preschool gifted children are the ones who can understand

abstract concept, show good reasoning skills and have good memory. Until now, IQ

testing was thought the strongest item to identify giftedness. Yet, we, nowadays, use a

“multiple criteria” approach to identify them. This approach focuses not only on the

result of tests but also on the children’s process of thinking and information that teachers,

parents, playmates, etc. gathered (Siegelbaum & Rotner, 1983). Howard Gardener’s

theory of multiple intelligences also helps to make the latest approach stronger.

To identify the students’ giftedness, teachers have important roles within the

class; this is hard. For instance, a teacher would not identify a child as gifted if the child

has a lack of interest in school; even though, the child may demonstrate an ability to play

several instruments (Johnsen, 2004). Indeed, the author has heard a story about a boy

whom the teacher thought lacked sociability skills, but another teacher believed he was

gifted and had advanced on the subject beyond what the whole class was working on, and

therefore felt bored.

If allowed, these gifted children will spend the most of their time engaged in

the talent area. Gifted children show great interest for practicing or playing in the area

(Olszewski-Kubilius, Limburge-Weber, 2003). When the author focuses on children who

are linguistically gifted, the children are “very adept at using visual shapes and cues to

learn words” (Olszewski-Kubilius, Limburge-Weber, 2003, p. 6).

 12

The NAGC (2008b) urged that some gifted preschool children are excluded

from the group. It is because they have intense ability and/or knowledge and are more

sensitive than other children. The association explained that gifted preschool children are

different from other children because most of them think and feel themselves different

from others. They differ as to detail, the ways of thinking: curiosity, memory, learning,

attention, reasoning, fluency, vocabulary, and sense of humor, and the ways of feeling:

idealism, sensitivity, intensity, seeking for peers, and frustrated by development are

variant. (NAGC, 2008b)

California Department of Education (2005) provided a Gifted and Talented

Education Resource Guide in 2005. The guide developed a list of Characteristics of

Giftedness Scale with Dr. Linda Silverman (p. 55):

1. Good problem solving/reasoning abilities

2. Rapid learning ability

3. Extensive vocabulary

4. Excellent memory

5. Long attention span

6. Personal sensitivity

7. Compassion for others

8. Perfectionism

9. Intensity

10. Moral sensitivity

11. Unusual curiosity

12. Perseverant when interested

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13. High degree of energy

14. Preference for older companions

15. Wide range of interests

16. Great sense of humor

17. Early or avid reading ability

18. Concerned with justice, fairness

19. At times, judgment seems mature for age

20. Keen powers of observation

21. Vivid imagination

22. High degree of creativity

23. Tend to question authority

24. Shows ability with numbers

25. Good at jigsaw puzzles

However, there are big differences among the entire individual gifted

population within the same field (Moon, 2007). So, how do teachers identify their ability?

The Gifted and Talented Education Resource Guide in 2005 (California Department of

Education, 2005) also provided a list of Gifted and Talented Identification Instruments. In

the list, there were five materials that could measure preschool ages: Kaufman

Assessment Battery for Children (K-ABC), Raven Colored and Progressive Matrices,

Stanford-Binet, Slosson Full-Range Intelligence Test, and Woodcock-Johnson III

Cognitive Ability.

In addition, Smutny et al. (1997) introduced some other instruments in their

book, Teaching Young Gifted Children in the Regular Classroom: Differential Ability
 14

Scales (DAS), Fischer Comprehensive Assessment of Giftedness Scale, Goodenough-

Harris Drawing Test, McCarthy Scales of Children’s Abilities, Peabody Picture

Vocabulary Test-Revised, Test of Early Mathematics Ability, and Wechsler Preschool and

Primary Scale of Intelligence-Revised (WPPSI-R).

Most schools, from elementary through high school, use the standardized test

for measuring the students’ intelligence. However, most of the time, the test would be a

basis of material creation for teachers (Smutny et al.). They also described that “any test

that is ‘on-level’ is probably inappropriate for gifted children” (p.123). It is because

sometimes gifted students show under achieving on the school works (Dowdall &

Colangelo, 1982). Thus, the combination of the special tests to identify their giftedness

and portfolio information is favorable. The author used the same measurement such as

“NAEYC” to check the children’s progress at the first and second semester and see their

improvement.

Sometimes gifted children are not considered in need of special help for their

academic study because they are already viewed as advanced. In truth, many gifted

children are not able to have success without extra help. Siegelbaum and Rotner (1983)

used a story of plants as the metaphor. “Just as the seed needs sun and water in order to

grow, so do gifted children need nurturing from home and school in order to realize their

maximum potential” (p. 41). They also emphasized that some gifted children would do

just enough to “pass” and follow the school direction without help; however, they could

be future leaders, inventors, and risk takers of the society or even of the world if they got

appropriate support (Siegelbaum & Rotner, 1983). As the author mentioned before, each
 15

individual child has different uniqueness; thus, adults, teachers and parents, have to

provide proper assistance for each of them.

Gifted children are learning, experiencing, developing and growing. Yet,

Thompson (2003) stated that gifted children cannot grow in an only mainstream program;

they need a “gifted-level” program in both quality and quantity. He also explained that

one of the characteristics of gifted children is self-motivated study style. Indeed, self-

motivated study differs from advanced level study. The gifted children are also in the

middle of learning. They need teachers, guides, curriculum, and programs that fit for their

level of learning. He recommended an approach where a teacher selects some of these

and lets the gifted children select others within the guidelines (Thompson, 2003).

Lovecky (1992) described five characteristics of gifted children: divergent

thinking, excitability, sensitivity, perceptiveness, and driven-ness (as cited in Peterson,

2007). Peterson (2007) concluded that five items also could be potentially problematic to

the relationship with the teachers, playgroups, and family members. Here is an example:

the child was gifted and she was very sensitive to speech. That was why she could not

make smooth conversation with others. It was because when she talked with others, she

started to think about the listener’s mind and/or response: the listener might think this,

that, and so on. Then she became stuck in the communication with others.

Deal (2003) also discussed about boredom as the gifted children’s problem at

the schools. In his discussion, “boredom is dependent on our basic needs being fulfilled”

(p. 21). Therefore, the school program has to be challenging to the gifted children, and it

must provide a quality program to encourage them to be motivated to study.

 16

Since many of the gifted children are expected by the parents, teachers, and

peers to be more matured and advanced than other students their same age, we sometimes

forget that they are also children who have the same basic needs as other children such as

love, belonging, mastery, and recognition from others (Deal, 2003).

NSW Association for Gifted and Talented Children (NSWAGTC) (2007)

introduced the idea of different types of gifts. This has been further developed by Howard

Gardener as multiple intelligences. The article from Guignon (1998) explained about the

seven intelligences that Gardener identified at first: linguistic, logical-mathematical,

musical, spatial, kinesthetic, interpersonal, and intrapersonal. The linguistic intelligence

is described as “a sensitivity to the meaning and order of words” (Guignon, 1998, para.

6).

Armstrong (1994) expanded on the description of linguistic intelligence

described in Gardener’s multiple intelligences. A person who is linguistically intelligent

has a larger capacity to use words, whether in writing or orally. Also intelligence

comprises the syntax or structure of language, the sounds of language, the meanings of

language, and the practical uses of language (Armstrong, 1994).

Having the idea of intelligence from Gardener’s theory is essential when the

teachers think about gifted education. Smutny et al. recommended that teachers plan and

arrange the learning situations that go with the elements of multiple intelligences. They

supported the statement above as “observing how a student misbehaves as yet another

way to discover highly developed intelligences. Does the child talk out of turn: indicating

linguistic intelligence?” (p. 42).

 17

Identifying giftedness is not easy. Each state has a different description for

giftedness. However, using the theory of multiple intelligences while teaching, observing,

evaluating, and interacting with children would be helpful. Good curriculum plans would

lead the gifted children to the right direction.

Tsuneyoshi (2004) mentioned that the term of “gifted” in the United States

means “ability as a gift” from god; but in Japan, people say the ability depends on

inheritance. Moreover, she described that people in Japan believe god provides same

ability to all people and the difference appears by the nurturing and the environments

while the people grow (Tsuneyoshi, 2004; Katoh, 2004). In other words, when people

study and are trained, they could be at the same level.

Compared to the style of American education, Japanese education tries to

establish the curriculum and the classroom/school atmosphere as group sessions, and

activities to build up the skills of cooperation and gain the idea of partnership. Such

opportunities reach beyond those in the United States (Tsuneyoshi, 2004).

Developmental Needs for Preschool Students

To compare gifted education and regular education, the author reviewed the

developmental needs and curriculum around language skills for preschool students. She

described what the regular preschool curriculum covers, the goals, and what the teachers

basically do.

The preschool children, age three to five, show us their dramatic development

around literacy knowledge and skills (Bjorklund, 2005). Moreover, since they expand the

knowledge and skills drastically, the teachers have to pay constant attention to them.
 18

Bjorklund (2005) cited Benedict (1979), “it is estimated that by the time children speak

their first words, they understand approximately one hundred” (p. 301). Bjorklund (2005)

also discussed that children’s language, age between two to five, changes from baby talk

to adult-like communication. According to Kostelnik, Soderman, and Whiren (1999),

McNeil (1970), and Seefeldt (1999), adults generally study language while dividing it

into five elements. Compare to that, young ages learn phonology, semantics, syntax,

morphology, and pragmatics without any instruction (as cited in Henniger, 1999). Until

the children enter primary school, they acquire 8,000 to 14,000 words (Carey, 1978 as

cited in Bjorklund, 2005), and they expand the content and length of their sentences

(Bjorklund, 2005).

In a book, Children’s Thinking, Bjorklund (2005) showed the children’s

language development while using some citations. Most of time, the first 50 words that

children gain refer to familiar people, toys, and food; and around age two or three, the

children have understanding of broad super-ordinate categories like animal, clothes,

and/or food (Nelson, 1996 as cited in Bjorklund, 2005).

Generally, early childhood years are considered as language sensitive ages;

thus, the adults close around the children have to assist them developing language skills

(Henniger, 1999). Bjorklund (2005) explained that Brown (1973) found that children age

two to three start learning to add –ed to make a past tens verb and –s to make a plural

noun. Furthermore, children age three begin to recognize and use irregular forms of verbs

and nouns properly (Marcus, 1995; Marcus et al., 1992 as cited in Bjorklund, 2005)
 19

Most three-year-old children can relate more than one idea by connecting with

(Bjorklund, 2005b); also, children age three to four start to be able to categorize objects

at the basic level (Rosch et al., 1976 as cited in Bjorklund, 2005).

By the age of five, the children’s communication ability increase and they are

able to make longer sentences (Hymes, 1972 as cited in Bjorklund, 2005). Henniger

(1999) said the number of vocabulary words in preschool years increases amazingly, and

new words are added almost everyday. These ages are becoming more proficient at

understanding rules of communication and holding it with others (Henniger, 1999).

Syntax, the knowledge of sentence structure and grammatical rules, is developed by age

five, and the children keep learning and gaining further techniques to combine more than

one word in one sentence and how to transform a sentence into other sentences even after

five years old (Bjorklund, 2005). At the end of the preschool age, before the children

enter a primary school, they can produce sentences in the passive voice (Goodz, 1982 as

cited in Bjorklund, 2005).

Kostelnik, Soderman, and Whiren (1999) discussed that language and literacy

skill are developing by nature such as in a variety of situations that encourage children to

gain more vocabulary. However, the environment also determines the quality of content

(Kostelnik et al., 1999).

A textbook, Developmentally Appropriate Practice in Early Childhood

Programs by the National Association of the Education of Young Children (NAEYC)

(1997) illustrated the age appropriate development for preschool ages (age three to five)

around language and literacy knowledge and skills.

 20

According to the NAEYC (1997), the standard level of the age three is that the

children tend to over-generalize the meaning and find appropriate words to fit the needs,

and can make simple sentences of three or four words. They can tell people a simple story

but they rarely use the words, before, until, or after appropriately. Yet, they are able to use

words, but, because, and when at the appropriate points (Neuman et al., 2000).

The standard level of age four is that the number of vocabulary increases from

4,000 to 6,000 and individuals can speak a simple sentence of five to six words.

Moreover, they can control their volume of voice and express their emotions with facial

gestures. They also can retell the story (Neuman et al.).

At age five, the standard level raises and the number of vocabulary is from

5,000 to 8,000. They can tell and retell stories and share their experience with others.

Plus, their speech becomes more fluent in expressing ideas (Neuman et al.).

In general, families are the first environment and people to communicate with

the children; and early childhood classrooms are the second. Kostelnik et al. considered

that “both at home and in the early childhood classroom, children’s speech and language

thrive when the environment is rich in language opportunities” (p. 369). The “rich

environment” meaning includes quality conversation and modeling of language; the

situation in which they can expand their usual vocabulary in pretend/role play, poetry,

rhymes, singing, chants, tongue twisters, reading stories, and so on (Kostelnik et al.).

To provide such language and literacy rich environment for children, teachers

play important roles in the educational setting. Klein, Wirth, and Linas (2004) said, “play

fosters language skills (p. 32).” And adults’ comments and/or responses make a language

rich environment (Klein et al., 2004). Kostelnik et al. suggested some activities in their
 21

book, Developmentally Appropriate Curriculum, that support children’s development in

the language and literacy knowledge and skills.

Kostelnik et al. believe that “to optimize language and literacy acquisition,

teachers may utilize” some strategies. They indicated seven strategies (p. 384).

1. Structure a communication-rich environment.

2. Structure a print-rich environment.
3. Model and teach the importance of developing and using good listening skills.
4. Involve children every day in engaging reading experiences.
5. Involve children every day in enjoyable writing experiences.
6. Plan literacy games, songs, and other play-oriented activities to enhance
children’s phonological and print awareness.
7. Accept children’s risk taking in their listening, speaking, writing and reading.

For example, teachers could label signs on each object in the classroom such

as “window,” “chair,” “table,” etc.; could establish reading time or reading aloud time

once in a day like one book at the circle time; could provide different kinds of materials

to write and draw at a table as regularly; could encourage children to join the singing and

playing game activities, and so on (Kostelnik et al.). Garvey (1999) also recommended

pretend play helps children’s language development of interaction with others,

negotiation skills, and setting up the structures (as cited in Klein et al.).

According to NAEYC (1997), “developmentally appropriate practice (DAP)

is based on knowledge about how children develop and learn.” (p. 9) They argued that all

professionals have to ensure the programs and activities are developmentally appropriate.

They also suggested three important kinds of information or knowledge. First, what the

professionals know about children’s development and learning. Second, what the

professionals know about the individual child’s needs. Third, what the professionals

know about children’s social cultural contexts.

 22

The effective goal of the language domain is to support children’s growth of

sharing their thoughts and feelings with others. Bredekamp (1987) emphasized that

children have to be provided opportunities to encounter how reading and writing are

profitable (as cited in Billman & Sherman, 1996). Kostelnik et al. recommended the

notions as intermediate objectives for listening/viewing, speaking, writing, and reading.

For instance, increasing the children’s receptive vocabulary, demonstrating auditory

memory, expanding the children’s abilities to tell stories to others, increasing the

children’s expressive vocabulary as quality and quantity, learning how to organize ideas

in logically, response to written items in the environment, using information that the

children gain from their reading, and so on.

NAEYC (1997) stated that “the ability to represent thoughts and feelings

verbally allows children to develop new social strategies and to participate with others in

many ways” (p.109).

Successful Practice/Activities around

Language Arts for the Gifted
Preschool Students

Robinson, Shore, and Enerson (2007) believed that providing quality

programs for gifted students in school is more complex. We, currently, have several types

of programs for gifted students. The author reviewed some previous studies around gifted

programs and curriculum and analyzed them. Following this review, she discovered

possible plans and programs to be used at home, at school, and in class.

Rogers (1999) identified that the most effective type of enrichment program is

in-depth conceptual development (as cited in Robinson et al., 2007). Bloom’s taxonomy
 23

(1956) suggested that higher level thinking strategies are practical ways to create a

differential curriculum (as cited in Robinson et al.). “Many programs at all grade levels

are using problem-based learning” (p. 218) that could combine conceptual understanding,

processes, products, differentiated content, and self-directed learning into complex units

of study (Center for Gifted Education, 1997; Gallagher, 1997, as cited in Robinson et al.).

Individualization was explained by Tomlinson (1999); teachers’ response to the students’

needs in different ways such as respectful tasks, ongoing assessment, and flexible

grouping are important techniques (as cited in Robinson et al.). Robinson et al. also

introduced enrichment programs, differentiated curriculums, and individualization in

classroom, etcetera.

Many schools are using individual instruction as well as groups especially

which have gifted students in the mainstream classrooms. Smutny et al. described

individual instruction as an extension and could easily fit into any literature study.

Independent study could lead gifted students to become the “expert;” the students need

the flexible programs that allow them to explore and challenge their interests (Smutny et

al.).

Smutny et al. told us many schools are using a method called cooperative

learning to improve the students’ socialization skills efficiently; and the socialization skill

requires better language skills. “The traditional cooperative learning divides students into

groups comprised of one child of high ability, two of average ability, and one of low

ability” (p.141).

Patrick, Bangle, Jeon, and Townsend (2005) reported that they found how

useful cooperative learning was to the gifted students in the mainstream classroom. At the
 24

end of the study, the research suggested that collaborative learning could provide

valuable learning opportunities for the gifted students who were in mixed ability groups.

NAGC (2008c) mentioned that they established Pre-K-Grade 12 Gifted

Program Standards; that statements were for every level, gifted students have to have a

continuum of services. Furthermore, all the teachers are not required to have training to

gain knowledge and skills as gifted educators. However, the training requirements are

determined at the state and local levels (NAGC, 2008c). The association demonstrated

their research that indicates teachers who “have received training in gifted education are

more likely to foster higher-level thinking,” (para.6) and sensitivity to individual

students’ strengths and weaknesses, and could provide a variety of learning styles to

challenge all students.

Actually, many gifted children are having a hard time fitting in school

socially; especially expressing their own ideas and developing relationships with peers

are difficult (Smutny et al.). Therefore, having group or partner working time is one idea

to encourage the gifted children to become involved in the regular classroom as well as

individual work (Smutny et al.).

In order to identify the gifted students’ learning styles, Smutny et al.

recommended tracking each child’s learning style and work, which is also essential. The

collected documents would demonstrate what the child knew and was able to do, in order

to plan the next steps. What they strongly recommended for the planning was more

flexible and open-ended activities.

School Related Studies (SRS) was developed by Callard-Szulgit (2005) for

not only students but the parents to help their learning as “an ongoing process occurring
 25

naturally” (p. 106). This model is good for both gifted and other students. SRS was

basically invented to encourage students to develop independent study habits, help

ongoing learning even outside of the school setting, and reinforce the communication

between home and the school. Because most of the gifted children have one strong field

among their subjects, Callard-Szulgit (2005) emphasized the benefits of the model, SRS.

She described SRS as helpful for “Enjoyment in learning, increasing test scores,

increasing positive self-concept, strengthening home-school connection and

communication, reading for pleasure, applicable learning, etc.” (p. 108)

Johnsen (2004) recommended that gifted students must have a chance to

perform their advanced ability, knowledge, and/or skills. For instance, in a classroom that

the author leads, there is time for children to share “things” that they want to show/tell

other classmates about. The gifted students do not show all their talents because they do

not have enough opportunity to show them. Time for performing their potential

intelligence would be valuable to identify their “hidden” abilities which probably are not

performed constantly (Johnsen, 2004). This is still possible in the mainstream classroom.

As language activities for preschool ages, Siegelbaum and Rotner (1983)

suggested some activities such as: compare and contrast materials, “what if” game,

scrambled items (for instance scramble animals,) creative stories and taping the stories,

and so on. They suggested theses activities for the parenting idea but they are useable in

the school setting as well.

A systematic approach to planning is another helpful implement for the

smooth curriculum flow (Treffinger, Young, Nassab, & Wittig, 2004). In their book,

TITLE, there are six stages:

 26

1. prepare
2. clarify where you are now
3. decide where to go next
4. carry out programming
5. seek talents and strengths
6. ensure quality, innovation and continuous improvement. (p. 109)

When the teacher realizes the child is gifted, the teacher should respond to the

child’s needs, believe, and encourage him/her (Robinson et al.). When the teacher noticed

that the child has the advanced level in specific area, Sacks and Mergendoller (1997)

suggested different kinds of methods of instruction which may produce different

outcomes (as cited in Robinson et al.). Especially as their language developments, the

children have to be provided both formal and informal language learning opportunities

(Billman & Sherman, 1996; Henniger, 1999). Robinson et al. also recommended the

differential instruction in a class; furthermore, the each classroom should provide

meaningful and a variety of learning experiences.

At the same time, the parents could help the teachers to support the children

(Robinson et al.). The parents are the most familiar with the children’s characteristics and

the uniqueness (Stocking, 2003). Most of the schools believe the main partner is the

parents or the guardian (Olszewski-Kubilius & Limburge-Weber, 2003). Bloom (1985)

mentioned that families play important roles for the children as the mediator between the

home situations and the schools (as cited in Olszewski-Kubilius & Limburge-Weber,

2003). The parents can help the children’s literacy growth in both print materials and oral

language experiences and could report it to the teacher (Robinson et al.). Henniger

(1999), moreover, recommended making similar environment at home and school; that
 27

would be a good trigger to work on an activity or continue the activity in both

environments.

Yet, parents of gifted children also need supporters; other parents, educators,

counselors and other professionals can be those (Smutny et al.). They argued, “success at

school is more likely if parents are understanding and encouraging with their children at

home” (p. 150). The parents, as well as the gifted children, need to understand the

practices in the school, the children’s relationship with others, and the children’s growth

(Smutny et al.)

In addition, Deal (2003) mentioned “the connection between high intelligence

and boredom becomes more evident” (p. 32). The parents would know more about their

children; thus, they could support the teachers. Treffinger et al. (2004) strongly

recommend having intense relationship between the home, the school and the

community. Good community develops quality schools that educate children better.

Bus, Van Ijzendoorn, and Pellegrini (1995) found that parents who read aloud

to the children have strong effects on the children’s language development (as cited in

Robinson, et al.). Robinson et al. also mentioned that more interactions between children

and the parents can be helpful to the children’s vocabulary development, basic reading

skills, and higher level thinking skills.

Furthermore, Machado (2003) recommended taking time to make trips to the

grocery store (as cited in Henniger, 1999). There are opportunities to see names on food

containers, labels, and even road signs. Henniger’s (1999) other suggestion was making

thank you letters, birthday cards to the friends and/or the relatives. The Internet is another

attractive tool to help children send/read messages (Henniger, 1999). If the parents show
 28

a positive attitude toward reading and writing, provide active attitude to use community

service such as library, and create a positive climate to the reading environment, the

children are more likely to be motivated to linguistic activities (Robinson et al.; Henniger,

1999). The author wants to recommend having encyclopedia and dictionary (picture

dictionary) in the environments.

The gifted children also have opportunities to cultivate their uniqueness and

develop their strengths at home. Robinson et al. argued that rich reflections with the

children and a comfortable environment support the gifted children’s development.

Siegelbaum and Rotner (1983) suggested some activities that could be held at

home with the children and the parents. For instance, suggested activities suitable for the

child who is advanced in reading include: making a room which has many letters,

recalling, sequencing stories, drawing stories, and etcetera. They remind us “only if the

child is a willing participant can these activities be of benefit” (p. 44). Trelease (2006)

said students spend 900 hours in school compare to 7,800 hours outside school per year.

This indicates that the time at home is important.

Currently, audio reading is becoming a major instrument. We have good audio

tools for reading time in school, too. The audio books are good for children exposing

them to a variety of tones of voice. However, what teachers and parents must remember

is that audio books cannot be a substitute for teachers and/or parents. This would be a

great supplemental tool for children; however, they should not be used as a baby sitter

(Trelease, 2001).

In addition, Olszewski-Kubilius and Lee (2004) recommended participating

out-of-school activities that helped the gifted children’s growth in the specific areas (as
 29

cited in Robinson et al.). There may be similar level of the knowledge and skills, and the

gifted children can be stimulated.

Again, as Thompson (2003) explained, “to be good at language is to be

stronger in almost everything we do.” (p. 39) Language and literacy knowledge and skills

are essential for communication in writing, speaking and thinking; especially preschool

ages are important term to start learning language.

All children have some strong points as their “gifts,” and gifted children have

them as stronger characteristics. Each child deserves to have a quality education to

develop and grow. Language Arts is one of the strongest fields that both teachers and the

children need to cherish. To develop and grow appropriately, teachers have to know each

preschool student’s needs and hold effective relationships with the parents or the

guardians. Gifted children sometimes have social problems in school. However, the

teachers have to realize and support them to be a part of the class.

 CHAPTER III

METHODOLOGY

To create the curriculum plans, the author used her own teaching experience

from preschools both in the United States and Japan. Also, she used the existing

curriculum as a basis to create the advanced version of the activities. For the review of

literature, she read the textbooks and some articles that were for identifying the gifted

students and enhancing the students’ motivation. This was beneficial to the author.

Looking at the regular age appropriate curriculum and reviewing the preschoolers’

physical, mental, and academic development gave the author opportunities to trust the

knowledge that she already had.

The Inception Project in the

United States and Japan

The teachers’ role and the teacher-children ratio vary greatly between Japan

and California. Comparing and contrasting and knowing both styles provided great

wisdom to create better curriculum plans. The basis of the curriculum activity plans were

from National Association for Gifted Children (NAGC), Pre-K- Grade12 Gifted Program

Standards (NAGC, 2000), Developmentally Appropriate Practices for Young Children

(Neuman et al.), and the preschools where the author used to work both in the United

States and Japan: Children’s Discovery and Learning (CDL2), California and Sumire

Preschool, Tokyo.

30
 31

The Curriculum Activities

The guidebook and the activity plans were created while focusing on the

language. The plans were useful for both emergent and advanced children aged three to

five. Since it is based on traditional and common activities, it is easy to develop and/or

arrange with the new ideas by teachers who have gifted preschool students in the regular

classroom.

All the activity plans are easy to use and full of practical ideas. Each of them

has assessment ideas and the forms as well. They also have extension ideas for both

moderate and advanced level; moreover, they can be used at preschools both in the

United States and Japan.

There are a number of general teaching strategies and assessment suggestions

that the author believes to be beneficial when preparing lessons or activities; they are

listed below.

1. Rational

2. Goal

3. Objectives

4. Procedure (Interactions)

5. Assessment

6. Material / Preparation

7. Pre- activity

8. Post-activity

9. Extension
 32

10. Extension over the advanced level

11. Extension in Japanese

Each plan offers pre- and post-activities; thus, each plan flows nicely from the

beginning, preparing the children to play, through the ending with a fade out. Some of the

extension ideas and pre-, post-lessons are related to other field of academics, such as

math, social communication, fine motor, large motor, and so on.

In addition, the ten most important key points are clearly listed at the end of

all the lesson plans. Any activity providers could consult with the teacher as to how to

interact with children for the maximum effects. Teachers always have to seek children

who are excited and enthusiastic about learning.

Along with the variety in activity plans, teachers always have to consider the

best practice for each child and the best way to assess the children’s development. The

activity plans and assessment forms are just suggestions from the author; thus, you, as the

children’s teachers, should consider and reflect upon each child development and

interests.

In summary, the author hopes that many preschool teachers, who have gifted

children in the mainstream classroom, could find help in this guidebook. To create the

guidebook, the author has gained many ideas from her former experience, both in

California and Japan. Some portions of traditional Japanese ideas are used while other

portions are of traditional Californian ideas. This undertaking is meant to serve as a great

tool for gifted preschoolers, the teachers, and the parents.

 CHAPTER IV

SUMMARY, CONCLUSION, AND

RECOMMENDATION

Summary

The author concluded that language is one of the most important and

fundamental items for human life. Even one area of curriculum plans, focusing on

language, incorporates a variety of skills around it, such as reading, writing, oral,

grammar structure comprehension, and so forth. We use it in all parts of our lives, it is

not limited only to academic scenes.

The ideas and information gained from researching and reviewing the existing

body of knowledge were invaluable. It confirmed the importance of language skills,

especially at younger ages. Also, the author has gained more knowledge about education

for gifted children.

The author found that education for gifted children is uncommon for

preschool ages; moreover, it is often harder to recognize that they are gifted. However,

since she has teaching experience both in California and Japan, she definitely knew that

such gifted preschoolers do exist. The gifted children need different types of care and

education, a supportive atmosphere, and the environment. The author wondered why so

little has been done to develop gifted education for preschoolers. It is because it is hard to

recognize the advanced level at this age, and their developmental speeds vary.

33
 34

However, since the children’s developments vary, providing appropriate

practice is an important point. The author developed the activity plans that could be used

not only for emergent levels but also for advanced levels. She wants preschool teachers

and other preschool professionals to use these curriculum plans. She also hopes they will

also create new versions of curriculum based on the individual needs.

Each activity plan has extended ideas and ideas for a Japanese version. The

author created all plans to match both American and Japanese preschoolers. Therefore,

she believes the activity providers could use these ideas for any language speakers in

many countries.

Conclusion

In order to develop a variety of plans around the language area, a good deal of

research and review of curriculum plans needed to be done. The author, as a preschool

teacher, looked at her experience as well. Her old experience combined with her new

findings helped in developing many plans that can fit different levels of the children’s

individual development.

There are 12 activity plans and each of them shows a detailed plan from the

materials needed to assessment ideas. These are based on regular curriculum plans that

were from textbooks and/or the author’s previous experience in California and Tokyo.

In the United States, we have the GATE (Gifted and Talented Education)

program; however, this program is for elementary ages or older. Since advanced children

need special care and education, this guidebook will provide good materials for such
 35

preschool ages. In addition, there is room to develop these plans into your own style,

thus, providing appropriate education for each child.

Language skills comprise the foundation of our lives; developing language

skills in oral, reading, writing, and other ways are included. Overriding evidence

indicates, that gifted education is important even at preschool ages as is clearly described

in the previous research and other reviews such as ones by Johnsen, 2004; Robinson et

al.; and Smutny et al. This information should have crucial impact on current preschool

education.

Recommendation

Gifted education for preschool ages has just begun. Now, it is time for the

researchers and teachers to expand their viewpoint about gifted education to the

preschool ages. These activity plans are versatile enough to fit YOUR children in YOUR

classroom.

1. Field studies needed to be carried on. Research can define the meaning of

advanced preschoolers, and would be beneficial in developing an appropriate curriculum

within the regular classroom.

2. Other field studies are needed to show feedback from preschool teachers who

have linguistically gifted children in the regular classroom. It is imperative to address

these questions: Do you think all levels of children could attend the activity? Do you

think all children had the opportunity to struggle and succeed during the activities?

3. The gifted preschoolers should be tracked into later years. Do they exhibit

their higher knowledge and ability in their school lives? Do they expose their honest
 36

feeling and opinions to the friends without struggling and becoming frustrated? Also,

when the children go to primary schools, the teachers could see their assessment sheets.

4. This guidebook provides activities from some specific books. However,

hundreds of children’s books are published every year. It is possible to fit the children’s

needs with their favorite books.

5. In each activity plan, the author lists various exercises beyond the main idea

as pre- and post-activity and extension. These are not only language area activities but

others also. You can expand those ideas while connecting other areas of exercise along

with your children’s interests.

6. In addition to the expanded activity plans, the author suggested some ideas

using the Japanese language. Japan has a different style of education; however, the

bottom line of education to learn while playing is same.

7. In the activity plans, there are suggestions showing how to interact with

children and the gifted children within the mainstream classroom. There are sample forms

for the activities and the assessment. Indeed, even the assessment plans vary. It is

possible to look at children from a different perspective depending on where you place

your focus.

8. The author reviewed some precious studies and textbooks, some of which

were not targeting preschoolers. However, the goals for teaching and interacting with

gifted children of all ages are the same.

The goal in these recommendations is for preschool teachers and other

preschool professionals to realize the importance of appropriate education for individual

preschoolers at any level, and reconsider the curriculum plans. Hopefully, they could
 37

make a better environment and provide more appropriate activities for all children at

preschools.
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cooperative learning with gifted students. Journal for the Education of the

Gifted, 29(1), 90-108.

Peterson, J.S. (2007). A developmental perspective. In S. Mendaglio& J.S. Peterson

(Eds.), Models in counseling (pp.97-126). Waco, TX: Prufrock Press.

Robinson, A., Shore, B.M., & Enersen, D.L. (2007). Best practices in gifted education.

Waco, TX: Prufrock Press.

Siegelbaum, L., & Rotner, S. (1983, January/ February). Ideas and activities for parents

of preschool gifted children. G/C/T, 26, 40-44.

Smutny, J.F. Walker, S.Y., & Meckstroth, E.A. (1997). Teaching young gifted children in

the regular classroom: Identifying, nurturing, and challenging ages 4-9.

Minneapolis, MN: Free Spirit Publishing.

Stocking, V.B. (2003) Relationships between families and schools. In P. Olszewski-

kubilius, L. Limburg-Weber, & S. Pfeiffer (Eds.), Early gifts: Recognizing

and nurturing children’s talents (pp.157-172). Waco, TX: Prufrock Press.

Thompson, M.C. (2003). Developing talent in language arts during the elementary years.

In P. Olszewski-kubilius, L. Limburg-Weber, & S. Pfeiffer (Eds.), Early gifts:

Recognizing and nurturing children’s talents (pp. 39-58). Waco, TX:

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Trelease, J. (2001). The read-aloud handbook (5th ed.). New York, NY: Penguin Books.
 43

Trelease J. (2006). The read-aloud handbook (6th ed.). New York, NY: Penguin Books.

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expanding gifted programs: The levels of service approach. Waco, TX:

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Educational Policy, 18(2), 364-394.

APPENDIX A
Curriculum Guides for
Preschool Teachers

Focusing on the
Students’ Language Skills

Written By: Yoko Yoshikawa

45
 47

I About the Guidebook

The ideas and information in this guidebook was created for preschool

teachers, who have linguistically gifted children in the regular classroom and the

gifted children themselves. The purpose of this project was that all preschool

children at any levels could be provided education that was sufficient for the

children.

These resources are easy to use and full of practical ideas, providing

assessment ideas and sets of extension ideas for both moderate and advanced

level children in America and Japan.

The Author’s Previous Work

The author has teaching experience at preschools both in the United

States and Japan. Besides the experiences at preschools, another influential

person, the author’s younger sister who is ten years younger than the author,

gave impetus to this research project. The author believes she is gifted;

therefore, she had a hard time adjusting to school in grades eight to eleven.

She did not need to attend classes because reading on her own

enabled her to grasp the contents of textbooks with enough understanding to

pass the subscription exams. She did not feel teachers were knowledgeable

enough to satisfy her curiosity, also she did not feel comfortable with her

teachers. She dropped out of the one high school and transferred to a different

high school twice before she discover a school which could provide an

appropriate level of study for her. Unfortunately, she never had any close friends
 48

at school and there were not many teachers she admired. Her mother recognized

her advanced knowledge and skills around academic and tried to help daughter.

The author would say the mother was the only person with whom the sister could

open her mind, talk, ask, and discuss honestly. The author thought the education

in Japan was woefully inadequate because there is no provision made for

advanced students like her sister. All schools and curriculum plans are for

promoting all students to the same level at the end of the school year.
 49

I How to Use the Guidebook

This guidebook is easy-to-use and teacher friendly with all formats for

the activities and the assessments. Teachers and/or even parents could utilize

these forms. Hopefully, these lesson plans and the forms could be the starting

point for inspiring you to develop your own ideas the year round.

Organization of the Guidebook

These are separated into three categories: Books, Dramatic Play, and

Others. Each category has four lesson plans in it. Each activity demonstrates the

idea of flow from pre-activity through post-activity.

 Focus within the Language-Related Activities

Although we call it a “language-related activity,” there are all different kinds of

focus: reading, writing, oral, reasoning skills, language structure, memory,

sense of humor, understanding abstract concepts, meaning of language,

enlarging vocabulary, and reasoning skills. This guidebook shows where the

activity provider needs to focus. This also suggests a recommended number

of participants.

 Related to the other field

Each activity provides pre- and post-activity and extension ideas. They are

focusing not only on language skills but also a variety of skills such as math,

social communication, fine motor, large motor, music, and etcetera.

 50

 Pre- and Post-activity

All activities are teacher directed activities and pre-actual-post activities are

recommended.

When we work out, warming up and cooling down periods are important to

gain peak effectiveness during the actual exercise. It is the same in

education. Children need to warm up before they really concentrate on their

main lesson. Also, if the lesson was cut off right after the actual activity, the

children may feel uncomfortable and reluctant to finish it. As well as yearly,

monthly, weekly, daily plan, each activity plan needs flow like up and down to

make the learning smooth and natural.

 51

I Keys for Success

For the children to warm up, a comfortable environment and

atmosphere are key points. It is the teachers’ job to establish the appropriate

environment and provide a quality atmosphere to play.

Teachers are a part of the environment and they can affect the children

through their tone of voice, speed of speech, attitude, and

interaction/communication. Although teachers have important roles, they should

not control the children’s play.

Moreover, observing the activity process and children’s developmental

process is important. Teachers may comment about the children’s action or help

them to re-phrase words when it as needed to help children and ensure their

development.

However, some activities require the teachers’ specific guidance. These

age groups, especially the gifted children, need opportunities to talk in front of

people and classmates. Also, gifted children need a chance to become a leader.

This gives them confidence in their ability. At a same time, it is necessary to give

them the opportunity to be un-successful. So they can learn from their mistakes.

If you, as an activity provider, looked at each child, you would see what

he/she was interested in and wants to learn. At last, you, as a provider, need to

look a few minutes ahead to predict what the children may think, do, act, and say

next.
52
 53

I Lesson Plans I
 Activity with Stories
A is for Zebra
We have many books that talk about the first letter of the word. However, this book is

talking about the last letter of the word. This is newly published with nice rhythmical

rhymes, and all pictures are comical. These make the young readers enthusiastic.

Scranimal
This story is one hundred percent dream world. This age group is good at being a part of

a “dream world” and has good humor. This book also will give more opportunities for

children to have a sense of humor and to be creative in the fantasy world.

If You Give A Mouse A Cookie

This story can be circulated; the ending of the story reminds the readers of the beginning

of the story. A boy, who is the main character in the story is almost the same age as

preschoolers, and that helps the young readers feeling familiar with the story.

The Blue Little Engine That Could

This book is a very old and classic story, but still has a lot of readers. All different kinds

of trains can stimulate the young readers’ creativity. Not visible objects but invisible

personalities of each character are good items for crating pictures in their minds.

 Activity as Dramatic Play

Post Office
Mom and Dad get mail almost every day but with this age group, even pretend mail

within the classroom setting is very exciting. This makes children enthusiastic and

interested in writing.
 54

Grocery Shopping
Shopping is a daily custom. The parents and/or caregiver sometimes take children

grocery shopping. If the children have their own basket and own purse, even if it is a

pretend one; they find it exciting.

Weather Report
Many of the children watch TV almost everyday and so do the parents. News and

weather reports are on every major channel. Using fancy materials, making a “box” into a

TV, can make this activity more fun.

School
They come to school and they meet the teachers. Sometimes children spend more time at

school than any other place. Teachers could be among their favorite adults. If they can be

a mini-teacher; that would be an interesting experience.

 Other Activities
Karuta
This idea comes from a traditional Japanese card game, called “Karuta.” For beginning

readers, letters are the same as an image. Karuta can help children to remember the letters

as shapes and to realize the letters would become words later on. This activity clearly

reflects the developmental process. Also, you can develop these cards as newer version,

class original version and all children could enjoy the game through the year.

Create Signs
After the children get the idea of “letters,” they realize the letters could become words.

Signs are everywhere, and these are good materials to familiarize them with words,

because even after school, they will see those signs on the street. The stronger letter
 55

awareness makes difference in the children’s literacy skills in their later lives. This

activity can be continued through the day.

Structure Game
Once they have the idea of “word,” they would realize these words could be developed

into sentences. While using different thinking from different children, the sentence

sometimes can be interesting or even weird. This also could provide chance to know the

weird-ness of “language.”

“ME” Book
Finally, once the children gain the idea of a sentence, they can talk about themselves.

This age group likes to talk about themselves and introduce themselves to someone else.

This activity can be continued to the end of the school year and they could enjoy into

their future development.

56
 57

“A is for ZEBRA”
BOOK

 Contents of the Story

Each page has one sentence with one letter in alphabetical order. Each of the

letter is the one at the end of the word like A is for ZEBRA.

“A is for ZEBRA”
By Mark Shulman
Sterling Publishing Co., Inc.

 Rationale:

This activity focuses on reading letters and alphabets. Depending on the

children’s development, the alphabet letters and sounds are emphasized.

These are the first important perspectives to be interested in letters. Later on, at

the advanced level, children have opportunities to realize that letters are the

factor of words.
 58

 Goals

Each student will

Moderate: realize what letters are in the words

Difficult: realize the sounds each letter made

Most difficult: realize other words which have same letters while using the

dictionary/word lists

 Objectives

Each student will be able to

Moderate: find each letter in the words

Difficult: read the words while using phonics

Most difficult: find other words using same letter at the end or at first in the

children’s dictionary

 Procedure (Interactions)

 recommend having a week or several days to repeat the similar activities

I. Put alphabet poster on a wall

II. Having conversation about letters with the poster

III. Ask children about the sounds and the shape of letters (upper / lower

case)

***at these three stages, you can give some opportunities to children

to take a look at the alphabet poster and talk about the letters and the

pictures on it. This could be good start to talk about letters.

 59

eg. “Hey, there is an Apple. I like apples. Do you like it? An apple is

round shape but his alphabet is like a triangle…, How about this

(pointing a letter O)?”

IV. Read the book, “A is for ZEBRA”

***you can invite some children into a group sitting at a table or on

the floor. Show the pictures of the page long enough. For the children

to start remembering the pictures and the letters as images slowly.

V. Ask children where the letter from the page was in the alphabet poster

VI. Ask children how to make the sounds of the letters

VII. Ask children other possible words which have the same letters

***at these stages, you can ask the questions to the individual child

or to the group. If you want someone specific to answer the question,

you can ask the child.

***this could be a good chance for the children to talk to the group of

friends.

eg. “What’s the first letter of your name?”

VIII. (show dictionary)

***this is the most difficult activity in here. You can pick a child or a

couple of children who could use dictionary / encyclopedia. When

they found a word in it, you can share with other children in the

group.

***this could be an opportunity for them to be a leader.

***giving them the chance to be un- successful is sometimes good to

motivate them.
 60

 Assessment

Moderate: you can make a list of which letters each of the children could

recognize (Assessment Form A)

Difficult: you can make a checklist which sounds each of the children know

(Assessment Form A)

Most difficult: you also can make a word list (Assessment Form B)

You also can use the list for the activity as well as the dictionary as “word list”

Also, anecdotal notes: this helps you to collect data about how much the children

understood.

 Materials / Preparations

- Alphabet poster

- A book, “A is for ZEBRA”

- Children’s dictionary

 Pre-activity

ABC songs (ABC melody, ABC rock, etc.)

 Post-activity

Make a card game “KARUTA” (see the pages of “other”)

 61

 Extension

You can use other books such as the children’s favorite books.

- Pick some major words in the page

eg. monster, dinosaur, puppy, etc.

- Ask children about the alphabet letters in the words

- Ask children about the sounds of the alphabet

- Encourage children to find the match to the letters in their names

- Encourage children to find some letters in the dictionary

Other alphabet related books:

 “Chicka Chicka Boom Boom” scholastic inc.

By Bill Martin, Jr. & John Archambault

All alphabet play around a coconut tree…

 “alphabet mystery” scholastic inc.

By Audrey Wood & Bruce Wood

One night, a little x was disappeared because Charley never use

letter x. But finally, Charley uses x…

 Extension over the Advanced level

Encourage children to use dictionary / picture-dictionary at other time

Another alphabet related book for advanced level:

 “A is for Salad” The Putnam & Grosset Group

By Mike Lester

A is not really for salad, but an illustration of alligator eats the salad;

A is for something hiding in the illustration…

 62

 Extension (in Japanese)

- Ask children what the letters are.

- Ask children what words we could make with the letters.

- Encourage children to find the match to the letters in their names.

- Encourage children to find some letters in the dictionary.

 63

Book: A is for Zebra

Assessment Form A
mark K under the alphabet that children Knew
mark S under the alphabet that children knew the Sound of the alphabet

name A B C D E F D E F G H I J K

L M N O P Q R S T U V W X Y Z
 64

Book: A is for Zebra

Assessment Form B
put words under the alphabet that children found

name A B C D E
 65

F G H I J K

L M N O P Q
 66

R S T U V
 67

W X Y Z
 68

“Scranimals”
BOOK

 Contents of the Story

Two children explore a wacky island. There are many wacky animals living…

For instance, there is “bananaconda,” which has anaconda’s head and banana

on his tail…

“Scranimals”
By Jack Prelutsky
Greenwillow Books. (2002)

 Rationale:

This activity is focusing on children’s understanding about the abstract ideas.

Depends on the children’s development, the children could show their sense of

humor through the story.

 69

 Goals

Each student will

Moderate: listen to the whole story

Difficult: express their feeling, opinion, etc.

Most difficult: describe their original story

 Objectives

Each student will be able to

Moderate: understand the story and the meaning of the creatures

thoroughly

Difficult: explain the wacky creatures

Most difficult: create new animals

 Procedure (Interactions)

I. Set a white board for the teacher

II. Invite children (recommend 4-6 children in one time) to the table or on

the floor

III. Read the book “scranimals”

***at this stage, you can give longer time to children to look at the

animals

IV. Ask children what kind of animals they think to live in that island

V. Point the animals’ picture and explain the detail of the animal

*** children will need longer time to look at the strange animals and to

catch the idea

 70

VI. Write down the two words and show the children the parts that overlap

ex. banana + anaconda = bananaconda

VII. After reading the story, ask children what animals were living in the

island, and what was their favorite animals

***you can ask to the group or individuals

VIII. Ask children what animal might be still hiding in the island; what kind of

animals would they like to have

***you can ask to the group, or individuals

- Can you show an example

- Can you give some clue what is in the teachers’ idea…

ex. Popcorn + horse = Popcorse

Spaghetti + tiger = Spaghettiger

Apple + leopard = Appleopard

 Assessment (Assessment Form A)

Moderate: ask children which animal they liked in the story

Difficult: ask children about the animals in the book

ex. Why does the animal have such a hairstyle?

ex. Why does the animal have such a long name?

Most difficult: you can write the name of the animals that the children created

Also, anecdotal notes: this helps you to collect data about how much the children

understood.
 71

 Materials / Preparations

- A book, “Scranimals”

- A white board and the markers

- (and your creativity!)

 Pre-activity

Dramatic play “camp”

Pretend the group is going to camp on a tiny island. Set some animals around

and find them from the tent with the binoculars

 Post-activity

Play with the “Create Creature”

 Extension

Set a station (or in a sensory table) with some rocks, sand cocoa hulls, and the

small paper-made wacky animal from the story. Talk about the animals to help

the children’s imagination work

 Extension over the Advanced level

Encourage children to look at the encyclopedia and find good words to put

together make new words

 72

 Extension (in Japanese)

Basically same as English.

Here is some sample new creatures…

→ ウサギター（うさぎ＋ギター）

→ ライムギオン（ライ麦＋ライオン）

→ ラムネコ（ラムネ＋ネコ)
 73

BOOK: Scranimal
Assessment Form A
check or fill in the blank
moderate difficult most difficult
name Favorite anima Could answer Could NOT answer New creature
 74

“If You Give A Mouse A Cookie”

BOOK

 Contents of the Story

“If you give a mouse a cookie, he’s going to ask for a glass of milk....

And that’s only the beginning!”

“If You Give A Mouse

A Cookie”
By Laura Joffe Numeroff
Scholatic Inc. (1985)

 Rationale:

This activity focuses on reasoning skills. Depending on the children’s

development, this can focus on reading skills. Later on, at the advanced

level, children could have opportunities to talk about past, present, and future

tense in the text.

 75

 Goals

Each student will

Moderate: concentrate listening to the whole book

Difficult: understand the cycle of the story contents

Most difficult: pretend reading along the pictures

 Objectives

Each student will be able to

Moderate: know the relations from one page to the next

Difficult: guess what would happen to the mouse when the story is finished

Most difficult: tell what would happen to the mouse at the end of the story

finish and explain why

 Procedure (Interactions)

 recommend having a couple days for the children to understand the story

thoroughly and remember the story

 recommend reading the books at least 2-3 times before you do the activity

 recommend having 3-4 children at one time

I. Invite children on the rug or at a table and read the book

II. Ask children about the story

ex. “What do you think he wants next?” “What do you think he

needs, he made a mess by trimming?” “He drew a picture of his

family. Where does he want to put the picture?”

 76

III. Encourage children to guess the story by the picture and action of the

mouse

***at these three stages, you can give some opportunities for the

children to take a look at the picture and talk about their lives.

ex. “Hey, he drank milk and I wondered if he had a mustache.

Where would he check?”

IV. After reading the book, you can ask children what might happen next

V. Encourage them to complete the puzzle in order on the floor or the table

(form A)

VI. You may some times need to remind them about the sequence of the

story to support the children completing the story puzzle

VII. After completing the puzzle, you can turn back to the pages of the book

to check the story order with children

 Assessment (Assessment Form A)

You can ask questions around the story and fill in the assessment form

You can analyze the children’s answers

Moderate: “What is next?”

Difficult: “Why did this happen?”

Most difficult: “Guess the next event” “Tell me why you think so”

Also, anecdotal notes: this helps you to collect data about how well the children

understood the reasoning.

 77

 Materials / Preparations

- A table with a few chairs or a space on the floor

- A book, “If You Give A Mouse A Cookie”

- Story puzzle (form A)

 Pre-activity

Talk about the day from waking up till falling asleep in order

ex. Wake up, breakfast, change dress, brush teeth, school-play, circle

time, lunch, nap, play, back home, grocery shopping, play with friend,

shower, dinner, reading books, fall sleep

 Post-activity

You can talk about the “circulation” of any objects.

ex. recycle paper (paper could be paper again)

ex. cycle of rain (rain, evaporate, rain again)

 Extension

You can use other books to play the similar activity.

 “The Tiny Seed” scholastic inc.

By Eric Carl

The tiny seed from a flower has been flown by the wind and traveled all

different places. It had finally landed and bloomed and…

 78

 “If You Give A Pig A Pancake” scholastic inc.

By Laura Joffe Numeroff

If you give a pig a pancake, she might ask you to bring syrup that was

sticky, so she needs…

 Extension over the Advanced level

Making other stories

- Encourage children to make other stories that show the circulation of the

contents

- You can help children to draw a pictures or write the texts while they are

telling the story

 Extension (in Japanese)

- We have Japanese version of “The Tiny Seed” by Eric Carl

- Mostly the same, only using Japanese

 79

BOOK: If You Give A Mouse A Cookie

form A: story puzzle 1& 15

“IF YOU GIVE

A MOUSE
A COOKIE”

By Laura
J. Numeroff
Scholatic Inc. (1985)

form A: story puzzle 2&3

 80

form A: story puzzle 4&5

form A: story puzzle 6&7

 81

form A: story puzzle 8&9

form A: story puzzle 10&11

 82

form A: story puzzle 12&13

form A: story puzzle 14 & extra card

 83

BOOK: If You Give A Mouse A Cookie

Assessment form A: answer the questions
fill in the blank how the children answer
level 1 level 2 level 3 level4

name what is next? why did this happe guessed next evenguessed reason
 84

“The Little Engine That Could”

BOOK

 Contents of the Story

This classic and old story is about a kind brave little blue engine. It was first

published in 1930 and has been cherished by readers for more than 70 years.

“The Little Engine

That Could”
By Watty Piper
Scholastic Inc.
(1930)

 Rationale:

This activity focuses on memory and visualization skills. Depending on the

children’s development, children could guess the invisible idea behind the text

such as the personality of the character

 85

 Goals

Each student will

Moderate: listen to the story with picture or at least half of it without pictures

Difficult: listen to the story without picture and answer the questions

Most difficult: tell the details when the teacher asks them

 Objectives

Each student will be able to

Moderate: listen to the whole story without picture

Difficult: answer the reading questions afterward

Most difficult: play with the flannel board, along with the story

 Procedure (Interactions)

(Day 1)

I. Invite the children to the floor

II. Encourage them to listen to the story while they lay down on their

stomachs and close their eyes

 recommend to make this the only textbook with you (form A)

III. Encourage them to visualize the story

- Give simple explanations about the trains (size, color, etc.)

- Ask questions while reading (ask them raising their hands to answer

the questions is good to keep concentrating the story)

ex. Who wants to have a blue-eyed, yellow-haired doll on your birthday?

 86

ex. Who has the funniest clown at home?

ex. Who had creamy milk this morning?

ex. Who likes lollypops for an after meal treat?

 Not too much asking during the story that it will not disturb their

concentration

 Give some small explanation around the story and items in the story

 Use children’s names sometimes

ex. “the little clown called out” which is like Allie has…

ex. “I think I can” this phrase is like Tyler often says…

IV. After reading whole story, encourage them to get up and open their eyes

V. Ask same questions about trains

ex. What did the broken train carry?

ex. Where was she going to go?

ex. Do you think all good boys and girls got their favorite toys and

good food?

(Day 2)

VI. Read aloud the same story while showing picture

VII. Ask more questions

ex. What color was the tired old train?

ex. What did the little engine looked like?

ex. What else do you think she carried?

VIII. Use flannel board for putting some items from the story
 87

 Assessment (Assessment Form A)

You can ask the children “after-reading” questions while using the assessment

form (Assessment Form A)

Anecdotal notes: this helps you to collect data about how much the children

understood the reasoning.

 Materials / Preparations

(Day 1)

- Copy of the text (if you need it) (form A)

- List of questions that you are going to ask (if you need it)

(Day 2)

- The book “The Little Engine That Could”

- List of questions that you are going to ask (if you need it)

- Flannel Board

- Butcher paper with pictures

 Pre-activity

- Train and track on floor

- Train art

Put water color on the train wheels and roll on the papers to make

train track on the paper

 Post-activity

- Flannel board that you used on the Day 2

 88

 Extension

You can read any book without showing picture like this activity

However, you also can use books below which is basically teacher/parents read

and children listen without picture now.

/ “You Read to Me, I’ll Read to You” scholastic inc.

By Mary Ann Hoberman

There are many short stories in a book. Three volumes are published

 Extension over the Advanced level

- You can read the first half of a story and the last half of the story could be

developed by children

- Make the story have a happy ending, a sad ending etc.

- Teachers could give some tips about how to create the story

 Extension (in Japanese)

- You can use any Japanese story

 89

BOOK: The Little Engine That Could

Form A
The Little Engine That Could
By Watty Piper

Chug, chug, chug. Puff, puff, puff. Ding-dong, ding-dong. The little train rumbled over the

tracks.

She was a happy little train for she had such a jolly load to carry. Her cars were filled full

of good things for boys and girls.

There were toy animals ---giraffes with long necks, Teddy bears with almost not necks at

all, and even a baby elephant.

Then there were dolls ---dolls with blue eyes and yellow curls, dolls with brown eyes and

brown bobbed heads, and the funniest little toy clown you ever saw.

And there were cars full of toy engines, airplanes, tops, jack-knives, picture puzzles, books,

and every kind of thing boys or girls could want.

But that was not all. Some of the cars were filled with all sorts of good things for boys and

girls to eat ---big golden oranges, red-cheeked apples, bottles of creamy milk for their

breakfasts, fresh spinach for their dinners, peppermint drops, and lollypops for after-meal

treats.
 90

The little train was carrying all these wonderful things to the good little boys and girls on

the other side of the mountain.

She puffed along merrily. Then all of a sudden she stopped with a jerk. She simply could

not go another inch. She tried and she tried, but her wheels would not turn.

What were all those good little boys and girls on the other side of the mountain going to do

without the wonderful toys to play with and the good food to eat?

“Here comes a shiny new engine,” said the funny little clown who jumped out of the train.

“Let us ask him to help us.”

So all the dolls and toys cried out together, “Please, Shiny New Engine, wont you please pull

our train over the mountain? Our engine has broken down, and the boys and girls on the

other side won’t have any toys to play with or good food to eat unless you help us.”

But the Shiny New Engine snorted: “I pull you? I am a Passenger Engine. I have just carried

a fine big train over the mountain, with more cars than you ever dreamed of. May train had

sleeping cars, with comfortable berths; a dining car where waiters bring whatever hungry

people want to eat; and parlor cars in which people sit in soft armchairs and look out of big

plate--glass windows. I pull the likes of you? Indeed not!”

And off he steamed to the roundhouse, where engines live when they are not busy. How sad

the little train and all the dolls and toys felt!
 91

Then the little clown called out, “The Passenger Engine is not the only one in the world.

Here is another engine coming, a great big strong one. Let us ask him to help us.”

The little toy clown waved his flag and the big strong engine came to a stop. “Please, ho,

please, Big Engine,” cried all the dolls and toys together. “Won’t you please pull our train

over the mountain?

Our engine has broken down, and the good little boys and girls on the other side won’t have

nay toys to play with or good food to eat unless you help us.”

But the Big Strong Engine bellowed: “I’m a Freight Engine. I have just pulled a big train

loaded with big machines over the mountain. These machines print books and newspapers

for grown-ups to read. I am a very important engine indeed. I won’t pull the likes of you!”

And the Freight Engine puffed off indignantly to the roundhouse.

The little train and all the dolls and toys were very sad. “Cheer up,” cried the little toy

clown. “The Freight Engine is not the only one in the world. Here comes another. He looks

very old and tired, but our train is so little, perhaps he can help us.” So the little toy clown

waved his flag and the dingy, rusty old engine stopped.

“Please, Kind Engine,” cried all the dolls and toys together. “Won’t you please pull our train

over the mountain? Our engine has broken down, and the boys and girls on the other side

won’t have any toys to play with or good food to eat unless you help us.” But the Rusty Old

Engine sighed, “I am so tired. I must rest my weary wheels. I cannot pull even so little a
 92

train as yours over the mountain. I can not. I can not. I can not.” And off he rumbled to the

roundhouse chugging, “I can not. I can not. I can not.”

Then indeed the little train was very, very sad, and the dolls and toys were ready to cry.

But the little clown called out, “Here is another engine coming, a little blue engine, a very

little one, maybe she will help us.”

The very little engine came chug, chugging merrily along. When she saw the toy clown’s flag,

she stopped quickly. “What is the matter, my friends?” she asked kindly.

“Oh, Little Blue Engine,” cried the dolls and toys. “Will you pull us over the mountain? Our

engine has broken down and the good boys and girls on the other side won’t have any toys

to play with or good food to eat, unless you help us. Please, please help us, Little Blue

Engine.”

“I’m not very big,” said the Little Blue Engine. “They use me only for switching trains in the

yard. I have never been over the mountain.” “But we must get over the mountain before the

children awake,” said all the dolls and the toys. The very little engine looked up and saw the

tears in the dolls’ eyes. And she thought of the good little boys and girls on the other side

of the mountain who would not have any toys or good food unless she helped.

The she said, “I think I can. I thinking, I can. I think, I can.” And she hitched herself to

the little train. She tugged and pulled and pulled and tugged and slowly, slowly, slowly they

started off.
 93

The toy clown jumped aboard and all the dolls and the toy animals began to smile and cheer.

Puff, puff, chug, chug, went the Little Blue Engine. “I think I can --- I think I can --- I

think I can --- I think I can --- I think I can --- I think I can --- I think I can --- I think I

can --- I think I can.”

Up, up, up. Faster and faster and fast the little engine climbed, until at last they reached

the top of the mountain. Down in the valley lay the city.

“Hurry, hurry,” cried the funny little clown and all the dolls and toys. “The good little boys

and girls in the city will be happy because you helped us, kind Little Blue Engine.”

And the Little Blue Engine smiled and seemed to say as she puffed steadily down the

mountain…

“I thought I could. I thought I could. I thought I could.

I thought I could.

I thought I could.

I thought I could.”
 94

BOOK: The Little Engine That Could

Assessment form A: answer the questions
fill in the blank how the children answer
Day 1
name questions answers

What did the broken

train carry?

Who did give help to the

broken train?

Do you think all good boys and girls

got their favorite toys and good food?

 95

Assessment form A: answer the questions

fill in the blank how the children answer
Day 2
name questions answers

What color was the old

tired train?

How was the little engine

looked like in the book?

what else do you think

she carried?
96
 97

“Post Office”
DRAMATIC PLAY

 Rationale:

This activity focuses on writing letters. Depending on the children’s development,

this activity could be a good expressional activity compare to reading which is an

integrated activity. Later on, at the advanced level, children could express their

feelings, opinions, or thoughts.

 Goals

Each student will

Moderate: scribble/pretend making letters

Difficult: copy the alphabets using the stencils

Most difficult: copy the letters to make mail from adults’ model writings

 Objectives

Each student will be able to

Moderate: be interested in writing letters

Difficult: figure out the shapes of each letter of the alphabet

Most difficult: realize the letters make words and the words make

sentences

 Procedure (Interactions)

- The teachers’ role will be to support the children’s play along the story

development and assist the children’s play by asking questions

 98

- You can ask questions about the post office; for instance, “I want to send

this letter to my office. This is important document. How long will it take?”

“How many stamps do I need?”

- You can describe their play; for instance, “You’ve got a mail” “The mail box

is full of letters!”

- You can suggest other ideas; for instance, “You can put the date stamp on

it” “Can you deliver this to the teachers’ office”

- You can direct the children to imagine the post office and the officers’ job

and you will have interaction with the children about it, but never direct the

play

 Assessment

Anecdotal notes: this helps you to collect data about how much knowledge the

children have gained in their language skills

Portfolio: make folders for each child and collect the children’s work them. This

helps you to analyze the children’s understanding and development

***if the children want to bring them home, you could make photo copies to save

for school

 Materials / Preparations

***On the Table***

- Papers (blank/lined)

- Post cards

- Envelopes
 99

- Stickers

- Stamps & stamp pads: EXPRESS MAIL, FIRST CLASS, AIR MAIL, etc.

- Postal stamps

- Alphabet chart (upper case, lower case)

- Alphabet stencils

- Pencils

- Markers

***Around the Table***

- Post office mail boxes

- Individual mail box for each child

- Delivery costumes: caps, bags, jackets etc.

 Pre-activity

Reading aloud books about the post office

/ “The Post Office Book: Mail and How It Moves” Harper Trophy Book

By Gail Gibbons

/ “A Day with A Mail Carrier” Children’s Press

By Jan Kottke

/ “Will Goes to the Post Office” R&S Books

By Olof Landstrom
 100

 Post-activity

Give opportunities to all children to make cards for someone

eg.,. Mother’s Day cards to thank their mothers for all they do

eg.,. Invitations to Parents’ Day OR to invite other classes to visit their

classroom

 Extension

- You can set the “mail box” regularly. Then encourage children to send mail

to each other

- Place “mail sets” around the writing station such as envelopes, stamps,

and letter paper & cards in one drawer.

 Extension over the Advanced level

- Encourage children to make safety signs or other kinds of signs in the

classroom

- Encourage children to write a memo whenever they need something

eg. Lunch menu board can be written by the children

eg. The children could write reminders like “read this book at circle

time” etc.

 Extension (in Japanese)

- Mostly the same, but in Japanese

- You can give a chart of “Chinese characters” as well as a chart of regular

Japanese letters
 101

“Weather Report”
DRAMATIC PLAY

 Rationale:

This activity focuses on oral skills in both casual and formal speech and expands

their vocabulary. Depending on the children’s development, these activities could

give them chance to read the “report” in the fake screen.

 Goals

Each student will

Moderate: attend the activity as either reporter/audience

Difficult: say something as a reporter

Most difficult: say something in a different type of speech than their usual

voice (pretend to be a TV reporter)

 Objectives

Each student will be able to

Moderate: pretend to be a TV reporter

Difficult: report something about the weather

Most difficult: use formal speech and weather related vocabulary

 Procedure (Interactions)

- Encourage children to use the weather related vocabulary (form A)

- Teachers’ role will be to support the children’s play along the story

development and assist them by asking questions

 102

- You can ask questions to the weather reporter; for instance, “What will the

weather be like tonight?” “What will the temperature be tomorrow?”

- You can describe their play; for instance, “Look at that! We will have storm

tonight!” OR “I like the hot weather”

- You can direct the children to imagine the weather report and what the

reporters do and you will have interaction about it, but never direct the

play

 Assessment

Anecdotal notes: this helps you to collect data about how much the children are

interested in talking and how much knowledge / skills they have gained

around language and new vocabulary about weather

Portfolio: make folders for each child and collect the children’s work in them. This

helps you to analyze the children’s understanding and development

***if the children become a TV reporter, it is helpful to take pictures to create

visual data

 Materials / Preparations

***On/around the Table***

- Cardboard-made box to use as a TV (form B)

- A couple of couches (to make the living room setting)

- A globe & maps

***On/around the wall***

- A map of the state or the United States on a butcher paper

 103

- A pointer (to point the map)

- A reporter’s jacket

- Weather markers (with tape on the back) (form C)

- A few chairs (for the audience)

 Pre-activity

- Reading aloud books about weather

- Making a TV with a cardboard box for the main activity (form D)

 Post-activity

- Drawing / Coloring a TV show with blank TV (form E)

- Coloring activity: to make a map of the of the United States and weather

markers (Form F)

 Extension

- You can leave the TV that the children made at the dramatic play area and

they could use it as a TV or someone could be a reporter

- You can keep talking about weather; for instance, “today’s weather” at the

circle time etc.

 Extension over the Advanced level

Encourage the children to talk about maps with names of the states and weather

(more vocabulary) (form A)

 104

 Extension (in Japanese)

- Mostly the same, but in Japanese

- Use a map of Japan or map of the regions in Japan

 105

DRAMATIC PLAY: Weather Report

form A: vocabulary list
wind temparature rain feeling sunny
mild hot sprinkle sticky bright
breez warm cat and dog dry clear
soft heat shower humid sunny
gentle toasty hard dry partially sunny
hard chilly comfortable
shaking cold uncomfortable
gust cool relax
zephyr freezing nervous
cyclone frosty
draft icy
monsoon
twister
head wind
tail wind
 106

1. Hollow a screen
out in the box
2. Hollow a hole out on the
bottom
to put the children’s head in

3. Put TV button
around the screen
 107

OTHER: Weather Report form C: weather markers

 108

1. Put a white
paper as screen

2. Put TV button
around the screen

DRAMATIC PLAY: Weather Report form E: coloring / drawing

 109

OTHER: Weather Report form F: map of the United States

OTHER: Weather Report

form F: map of California
 110

OTHER: Weather Report form F: coloring form 1

cloudy

sunny

OTHER: Weather Report form F: coloring form 2

partially cloudy

rain
 111

OTHER: Weather Report form F: coloring form 3

lightning

windy
 112

“Grocery Shopping”
DRAMATIC PLAY

 Rationale:

This activity is focuses on reading and writing skills. Depending on the children’s

development, reading/writing numbers and calculation could be incorporated.

 Goals

Each student will

Moderate: collect food from the display to place in the basket/shopping

basket

Difficult: pretend to be the customer or the shop keeper

Most difficult: talk about the words on the price cards and the packages

 Objectives

Each student will be able to

Moderate: realize that there are some letters on the packages, the price

cards, etc.

Difficult: be interested in reading the letters and numbers on the packages

and the price cards

Most difficult: make price cards, labels, and advertisements

 Procedure (Interactions)

- The teachers’ role will be to support the children’s play along the story

development and assist the children’s play by asking questions

 113

- You can ask questions; for instance, “How much are these?” “What do I

need to buy to bake a fancy birthday cake?”

- You can describe their play; for instance, “These are very cheap chicken!”

“You have lots of good food!”

- You can suggest other ideas; for instance, “You can discount some

seasonal fruits” “You can advertise more to invite more customers”

- You can direct the children to imagine the grocery shop, the shop keepers,

and the customers and you will have interaction about them, but never

direct the play

 Assessment

Anecdotal notes: this helps you to collect data about how much knowledge/skills

the children have gained and interested in letters and words

Portfolio: make folders for each child and collect the children’s work into them.

This helps you to analyze the children’s understanding and development

***taking pictures is helpful to make visual data

***if the children want to bring home the label that they made, you can make

photo copies of them

 Materials / Preparations

- Tables (for displaying foods and cash registers)

- Pens and pencils

- Note pad for memo

- Shopping baskets and carts

 114

- Empty boxes (ex. cereal, butter, pasta, cracker, raison, etc.)

- Pretend foods (ex. bread, bagels, vegetable, fruits, etc.)

- Empty bottles, containers, cans (ex. peanut butter, tomato soup, coffee,

tea, fruits juice, laundry soap, etc.)

- Empty tray with pretend foods (ex. fish, meat, etc.)

 All of these have labels and price on it

- Price cards

- Cash registers machines

- Pretend money and credit cards

- Coupons

- Advertisement

- Purses

- Shopping bags

 Pre-activity

- Interview the children about where they go grocery shopping and with

whom, and what they buy

- Make some pretend foods to display

ex. noodles/pasta with yarn & chopped paper to sprinkle on top

ex. make a ball with newspaper and wrap with brown paper for meat

ex. colored play-dough could be useful to make some foods

 115

 Post-activity

- Leave some materials to make foods, labels, price cards, and

advertisement paper on the table with markers

 Extension

Leave pretend money and purses in the dramatic play area

 Extension over the Advanced level

- Encourage the children to make their own name cards to put on their

cubbies etc.

- Encourage the children to make labels for the boxes / furniture and so on

in the classroom

 Extension (in Japanese)

- Mostly same, just not English but Japanese

- Origami activity can be the pre-activity to make some food by an origami

paper
 116

“School”
DRAMATIC PLAY

 Rationale:

This activity is focuses on reading, writing, and oral skills. Depending on the

children’s development, the children could read books with the pages facing to

the audience, serve some food just like teachers do while using the teacher’s

language.

 Goals

Each student will

Moderate: enjoy being “teacher” or “children”

Difficult: remember what teachers do

Most difficult: pretend to do what teachers do

 Objectives

Each student will be able to

Moderate: attend the dramatic play

Difficult: pretend to do one of the teacher’s jobs (1-3 min.)

ex. reading books to the audience, have lunch table etc.

Most difficult: pretend to do one of the teacher’s jobs (more than 3 min.)

ex. reading books to the audience, have lunch table etc.

 117

 Procedure (Interactions)

- The teachers’ role will be to support the children’s play along the story

development and assist them by asking questions

- You can ask questions around teachers’ job and school life; for instance,

“What’s for lunch today?” “What is your favorite song during circle time?”

- You can describe their play; for instance, “Today’s lunch teacher is Sarah,

Teacher Sarah!” “That is my favorite book!”

- You can suggest other ideas; for instance, “We can use the flannel board”

“Teacher, can we have chairs to look at the books?”

- You can direct the children to imagine the teachers’ job and school life and

you will have interaction about it, but never direct the play

***corner A***

- Set up a table just like you have at the lunch time

ex. milk pitcher, kids’ cups, plates, spoons, folks, table wipes etc.

- Set up one chair for “teacher”

- Set up a few chairs for “children”

- Encourage children to show the “menu of the day” to read

- Encourage the “teacher” to talk like real teacher

ex. “Let’s use the magic word to ask for something!”

*** the teachers’ job at lunch/snack tables really varies depending on the facility

*** encourage children to remember what the teachers usually do at school

 118

***corner B***

- Set up the circle time situation

- Set up teacher’s chair

- Set up a few small piece of carpets on the floor for the “children”

- Set up a flannel board

- Set up a book stand with some books around

- Encourage children to sing their favorite songs

- Encourage children to read their favorite books while showing the pages to

the “children”

- Encourage children to use flannel board while telling a famous story or

singing songs

***the teacher can be one of the children and ask questions, make comments and/or

start playing with other children while supporting the “teacher”

***the teacher’s job at the circle time really varies depending on the facility

***encourage children to use teachers’ phrases like “Let’s zip your mouth and open

your eyes wide and turn on your ears…click, click!”

***recommendation books for the “teacher”***

/ “Go Away Big Green Monster” By E Embereley

/ “There was an Old Lady Swallow a Fly” By S Taback (retold)

/ “Brown Bear, Brown Bear, What do you See?” By Eric Carl

/ “A Very Hungry Caterpillar” By Eric Carl

/ “Three Little Pig” By James Marshall (retold)

/ “We’re Going on a Bear Hunt” By H Rosen

 119

***recommendation songs with flannel board for the “teacher”***

/ “Five Little Monkeys Jump on the Bed” By E Christelow

/ “Brown Bear, Brown Bear, What do you See?” By Eric Carl

/ “Peanut Butter and Jelly” (a play rhyme)

/ “There was an Old Lady Swallow a Fly” By S Taback (retold)

/ “Five Speckle Frogs” (a play rhyme)

/ “Five Little Monkeys Swinging on a Tree” By E Christelow

 Assessment

Anecdotal notes: this helps you to collect data about how much knowledge/skills

the children remember

Portfolio: make folders for each child and collect the children’s work in them. This

helps you to analyze the children’s understanding and development

***taking pictures is helpful to collect visual data

***recording with audio tape or videotape is helpful to analyze their language

development (children could enjoy watching the videos as well)

 Materials / Preparations

***corner A***

- A table

- A few chairs

- A pretend milk pitcher

- Paper cups and plates

- Spoons and folks

 120

- Table wipes

- A menu board

*** and whatever you have at your lunch/snack table

***corner B***

- A chair

- A few small carpets

- A flannel board

- Some set of children’s favorite flannel board stories

- A book stand

- Some of the children’s favorite books

*** and whatever you have at your circle time

 Pre-activity

- Set up flannel board in the regular environment

- Set up book stand in the regular environment

 Post-activity

- Encourage children to speak to one another when they notice someone is

doing inappropriate things

- Leave a flannel board and/or book stand in the regular environment

 121

 Extension

- You can actually invite children to the circle time as a mini-teacher of the

day

- You can ask children to distribute cups, paper plates, and utensils to

friends at the lunch/snack table

 Extension over the Advanced level

- You can ask children to make labels in the cabinets, name tags for their

cubbies, or to write friends’ names on the weekly/monthly news letter for

parents to bring home

 Extension (in Japanese)

- Mostly the same, but in Japanese

- In Japan, many teachers use a piano in the classroom, so you can

encourage children to use the piano as well

122
 123

“Card Game: Karuta”

 Rationale:

This activity is focuses on reading skills. Also, having a good memory helps to

enjoying the game. Depending on the children’s development, the players could

be reading to themselves or reading to others. Reading to others could be a good

opportunity for the advanced level children to practice reading.

 Goals

Each student will

Moderate: find the card that the reader reads while matching the letters to

the pictures

Difficult: read the letters on the card as both the reader and the taker

Most difficult: read the letters without the pictures

 Objectives

Each student will be able to

Moderate: be familiar with the card game, “Karuta”

Difficult: read most of the alphabets with the pictures

Most difficult: read all alphabets without the pictures

 Procedure (Interactions)

+ recommend having 4-6 children at one time

I. Make a big circle with a group of children at a table or on a floor

 124

II. Spread the “pick up cards (form A)” on the table/floor

III. The teacher holds the “reading cards (form B)” in the hands

(mix up the order of the alphabets)

IV. Children keep their hands on their back while the teacher/reader reads

the cards

V. Teacher reads the card, children look for the card and get it

***children can be a “reader”

If there are many children who want to read the cards, the teacher

holds the cards and children pick them from the pile one by one

*** difficult version:

Put the “reading cards” on the floor and reader can use “extreme

cards (form C)” that has only words on it

***difficult version:

Karuta of “A is for Zebra” is more difficult than the regular alphabet

one. It is because the texts are all longer sentences

 Assessment

Moderate: you can check who and how long in minutes it takes the children to

attend (concentrate) to this card game (Assessment Form A)

Difficult: you can ask the child, who got the card, what the letter is and what the

sound is, then you can mark on the check sheets (Assessment Form A)

Most difficult: You can also mark on the check sheets, which letters the

children already know (Assessment Form B)

 125

Also, anecdotal notes: this helps you to collect data about how much the children

understood.

 Materials / Preparations

- Alphabet card set (form A, B, & C)

- A table or a big space on the floor

 Pre-activity

Treasure hunting at the sand box

- Create big size alphabets with cardboard and bury them in the sand box

- Encourage the children to talk about what letter they got from the sand

box A table or a big space on the floor

 Post-activity

Treasure hunting at the sand box

- Make a chart to check what letter they get (form D)

- Encourage the children to make words with the alphabet from the sand

box

 Extension

You can use different Karuta with different words (ex. of word list: form E)

 Extension over the Advanced level

Encourage children to use Karuta with lower case letters on it (form F)

 126

 Extension (in Japanese)

- Mostly the same, but in Japanese

- You can add voiced consonant and popped consonant letters

You also can add “Chinese characters” as well as regular Japanese letters
 127

Form A: Pick Up Cards

A pple Dog

B anana Egg

Cat Fox

Form A: Pick Up Cards

Goat J acket

Hat King

Ink Ladybug
 128

Form A: Pick Up Cards

M onkey P opcorn

Nest Queen

O ctopus Rabbit

Form A: Pick Up Cards

Snake Violin

Table Witch

U mbrella X-ray
 129

Form A: Pick Up Cards

Yoyo

Zip
 130

Form B: Reading Cards

A is for D is for
Apple Dog

B is for E is for
Banana Egg

C is for F is for
Cat Fox

Form B: Reading Cards

G is for J is for
Goat Jacket

H is for K is for
Hat King

I is for L is for
Ink Ladybug
 131

Form B: Reading Cards

M is for P is for
Monkey Popcorn

N is for Q is for
Nest Queen

O is for R is for
Octopus Rabbit

Form B: Reading Cards

S is for V is for
Snake Violin

T is for W is for
Table Witch

U is for X is for
Umbrella X-ray
 132

Form B: Reading Cards

Y is for
Yoyo

Z is for
Zip
 133

Form C: X-treme Cards

A is D is
for for
Apple Dog

B is E is
for for
Banana Egg

C is F is
for for
Cat Fox

Form C: X-treme Cards

G is J is
for for
Goat Jacket

H is K is
for for
Hat King

I is L is
for for
Ink Ladybug
 134

Form C: X-treme Cards

M is P is
for for
Monkey Popcorn

N is Q is
for for
Nest Queen

O is R is
for for
Octopus Rabbit

Form C: X-treme Cards

S is V is
for for
Snake Violin

T is W is
for for
Table Witch

U is X is
for for
Umbrella X-ray
 135

Form C: X-treme Cards

Y is
for
Yoyo
Z is
for
Zip
 136

OTHER: Card Game "Karuta"

form D
put name and alphabet the children found

name alphabets the children found

 137

list of other words

A Ant N Neck
B Book O Ostrich
C Candy P Penguin
D Doll Q Quail

E Elephant R Rainbow

F Fish S Sun
G Glasses T Tiger
H Horse U Unicorn
I Ice cream V Vegetable

J Jam W Warm

K Key X Xirophone

L Lion Y Yarn

M Mouse Z Zebra
 138

Form F: Pick Up Cards

a pple dog

banana egg

cat fox

Form F: Pick Up Cards

goat j acket

hat king

ink ladybug
 139

Form F: Pick Up Cards

m onkey p opcorn

nest queen

o ctopus rabbit

Form F: Pick Up Cards

snake violin

table witch

u mbrella x-ray
 140

Form F: Pick Up Cards

yoyo

zip
 141

Form F: Reading Cards

a is for d is for
apple dog

b is for e is for
banana egg

c is for f is for
cat fox

Form F: Reading Cards

g is for j is for
goat jacket

h is for k is for
hat king

i is for l is for
ink ladybug
 142

Form F: Reading Cards

m is for p is for
monkey popcorn

n is for q is for
nest queen

o is for r is for
octopus rabbit

Form F: Reading Cards

s is for v is for
snake violin

t is for w is for
table witch

u is for x is for
umbrella x-ray
 143

Form F: Reading Cards

y is for
yoyo

z is for
zip
 144

OTHER: Card Game "Karuta"

Assessment Form A
put children's name and the attendant minutes
then circle the name of object when the child knows the pictur
circle the alphabet in alphabet colomn when the child knows the alphabet
circle the alphabet in sound colomn when the child knows the sound of the

name attend time picture alphabet sound

Apple A A
Banana B B
Cat C C
Dog D D
Egg E E
Fox F F
Goat G G
Hat H H
Ink I I
Jacket J J
King K K
Ladybug L L
Monkey M M
Nest N N
Octopus O O
Popcorn P P
Queen Q Q
Rabbit R R
Snake S S
Table T T
Umbrella U U
Violin V V
Witch W W
X-ray X X
Yoyo Y Y
Zip Z Z
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OTHER: Card Game "Karuta"

Assessment Form B
check the alphabet on the check sheets, which alphabet the children already know

name A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
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“Create Signs”

 Rationale:

This activity is focuses on reading and writing skills and understanding of the

signs’ meaning or purpose. Depending on the children’s development, they could

become creative sign makers

 Goals

Each student will

Moderate: cut signs from sheets (form A)

Difficult: create signs while using sheets and some materials (form A)

Most difficult: create signs by themselves while using shapes and cut

letters (form B)

 Objectives

Each student will be able to

Moderate: become familiar with the signs

Difficult: recognize what the sign is used for

Most difficult: recognize the meaning and purpose of signs and use them

 Procedure (Interactions)

+ recommend 4-6 children in one time

Set up a table with markers, scissors, glue sticks, popsicle sticks, scotch tape,

sheets (form A&B), and few chairs

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*** for moderate children ***

- Encourage the children to find their favorite signs and cut the shapes from

the sheets (form A)

- Ask what the shape is and explain what the sign is for, where they can see

it

*** for advanced children ***

- Encourage the children to find their favorite signs and cut the shapes from

the sheets (form A)

- Ask children what the meaning is and purpose of the signs

- Encourage the children to put the sign in the classroom environment in

appropriate way (use tape, strings, popsicle sticks, etc.)

*** for very advanced children ***

- Encourage the children to write letters on the shapes or find letters to

make word on the shapes

- The children could use the shapes that the teacher made, but they also

could cut shapes out from a piece of paper

 Assessment

You can use the assessment form A

Moderate: How familiar has the child become with the signs?

Difficult: How well does the child understand the meaning of signs?

Most difficult: How much does the child knows about the purpose of the signs?
 148

Also, anecdotal notes: this helps you to collect data about what the children were

thinking and how much they understood

 Materials / Preparations

- A table for 5 children with chairs

- Markers

- Scissors

- Glue sticks

- Scotch tape

- Popsicle sticks (small/big)

- String/yarn

- Shapes (form A)

- Cut letters (form B)

 Pre-activity

Red light / green light

- Make two different colors of circles with popsicle sticks and use those as

lights

ex. Use these with tricycles

ex. Use these at the entrance of the bathroom

 Post-activity

- Keep signs on display at appropriate spots

- Go for a walk to find real signs on the street

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 Extension

Matching game with words and shapes (form C)

 Extension over the Advanced level

Encourage children to make signs in the classroom

ex. cubbies, mail box, etc.

 Extension (in Japanese)

- Mostly the same, but make the signs in Japanese

 150

OTHER:Create Signs form A: shapes

OTHER:Create Signs form A: shapes

 151

OTHER:Create Signs form A: shapes

OTHER:Create Signs form A: shapes

 152

OTHER:Create Signs form A: shapes

OTHER:Create Signs form A: shapes

 153

OTHER:Create Signs form A: shapes

OTHER:Create Signs form A: shapes

 154

OTHER:Create Signs form A: shapes

OTHER:Create Signs form A: shapes

 155

OTHER:Create Signs form A: shapes

OTHER:Create Signs form A: shapes

 156

OTHER:Create Signs form A: shapes

OTHER:Create Signs form A: shapes

 157

OTHER:Create Signs form A: shapes

 158

OTHER:Create Signs form B: letters

OTHER:Create Signs form B: letters

 159

OTHER:Create Signs form B: letters

OTHER:Create Signs form B: letters

 160

OTHER:Create Signs form B: numbers

OTHER:Create Signs form B: numbers

 161

OTHER:Create Signs form C

OTHER:Create Signs form C

 162

OTHER:Create Signs form C

OTHER:Create Signs form C

 163

OTHER:Create Signs form C

OTHER:Create Signs form C

 164

OTHER:Create Signs form C

OTHER:Create Signs form C

 165

OTHER:Create Signs
form C

OTHER:Create Signs
form C
 166

OTHER:Create Signs form C

OTHER:Create Signs
form C
 167

OTHER: Create Signs

Assessment Form A
fill in the answers in the colomn

child's name

question answer

level 1 What shape is this?

What color is this?

level 2 Where do you see this sign?

What is this sign for?

level 3 What does it say?

Why do we need this sign?

 168

“Structure Game”

 Rationale:

This activity is focuses on comprehension of grammar structure, meaning, and

humor. Depending on the children’s development, you could focus on the writing

/ reading skills as well.

 Goals

Each student will

Moderate: attend and try the game

Difficult: answer the question cards

Most difficult: make an image of the sentence

 Objectives

Each student will be able to

Moderate: answer the teacher’s question to find the word

Difficult: find the appropriate words from the cards

Most difficult: read the question cards then think of the words

 Procedure (Interactions)

+ maximum 5 children at one time

I. Invite children to participate the “Structure Game” at a table

II. Children take turns picking a “word card” (form A)

1. Child A picks one from “when” cards

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2. Child B picks one from “where” cards

3. Child C picks one from “who” cards

4. Child D picks one from “with who” cards

5. Child E picks one from “what did” cards

III. Encourage children to read the words that they picked

IV. Encourage children to think about the words or the teacher may ask

questions to answer the question cards

ex. ”Who will you choose as the subject to answer your ‘who’

question card?”

ex. “Which place will you choose?”

V. Help children to make sentence with those words using the correct word

order

VI. You write down the sentence on butcher paper when the children have

figured out the order of the sentence

Encourage children to read the whole sentence and to picture it in

their mind

 Assessment

You can use the assessment form A

Moderate: Did the child answer the WH questions?

What was the answer to the WH questions?

Difficult: Did the child find the letter?

What letter did the child find?

 170

Most difficult: Did the child read the question?

Did the child find the word?

Also, anecdotal notes: this helps you to collect data about what the children were

thinking and how much they understood

 Materials / Preparations

- A table for 5 children with chairs

- Word cards (form A)

- Markers

- Butcher paper

 Pre-activity

Prompt the children at the circle time to image something

ex. What would you do if you had bike?

ex. Where would you go if you had plane?

ex. Who would you like to invite if you had marshmallow party?

 Post-activity

Encourage the children to draw a picture of the stories they made

 Extension

Make a variety of “word cards” from words they already know to be the lottery

from which they choose

 171

- Preferably words related to the children’s lives from: preschool the name

of familiar places in town, etc.

 Extension over the Advanced level

- You can make “wh-cards” and children can think about the words

depending on what the cards say (form B)

- After each child has made a word, they show all the cards and make

sentences with them

 Extension (in Japanese)

- Mostly the same, but in Japanese

 172

Structure Game: Word Cards

Form A: “wh”questions (when)

In the early
morning Last night

At the bed time Tomorrow

After school At lunch time

Structure Game: Word Cards

Form A: “wh”questions (where)

At school At the park

At teacher’s
At home office

At supermarket At lunch table

 173

Structure Game: Word Cards

Form A: “wh”questions (who)

A puppy We

A dinosaur A monster

A banana An alligator

Structure Game: Word Cards

Form A: “wh”questions (with who)

A baby A humongous
raccoon elephant

A lot of A silly
dinosaurs ghost

A smiling
banana All teachers
 174

Structure Game: Word Cards

Form A: “wh”questions (what did)

have a cup
dance
of tea

eat many enjoy making

tiny cherries funny face

gallop playing soccer

Structure Game: “wh” question cards

Form B: “wh”questions (blank)
 175

Structure Game: “wh” question cards

Form B: “wh”questions (blank)

Structure Game: “wh” question cards

Form B: “wh”questions (blank)
 176

Structure Game: “wh” question cards

Form B: “wh”questions (blank)

Structure Game: “wh” question cards

Form B: “wh”questions (blank)
 177

OTHER: Structure Game

Assessment Form A
1. Answer the WH question
2. Find word
3. Read question and find word

1.0 2 3

name wh answer wh answer wh answer

 178

“ ‘Me’ Book”
 Rationale:

This activity is focuses on reading and writing skills. Depending on the children’s

development, they could make long sentence or paragraphs

 Goals

Each student will

Moderate: be interested in the journal book about “ME”

Difficult: enjoy answering all different kinds of questions and talking about

their book

Most difficult: start writing answers by themselves

 Objectives

Each student will be able to

Moderate: answer the simple yes/no questions that the teacher asks

Difficult: answer the simple “wh” questions that the teacher asks

Most difficult: write yes/no answers on the notebooks and try writing other

answers

 Procedure (Interactions)

+ recommend 2-4 children in one time

I. Invite children to make their own journal about “ME”

II. Encourage them to find their names from the bunch of notebooks
 179

III. Encourage them to pick questions from the YES/NO Question Collection

Box and WH Question Collection Box (form A) depending on their level

IV. Encourage them to read the questions or you read the questions for the

children

V. Encourage them to answer those questions and write the answers or you

write the answers

OR

You can ask yes/no questions or open-ended questions depending on

their level

Then encourage them to answer those questions and write the answers

or you write the answers

VI. The children glue the question sentences on the page

 Assessment

The notebook itself could be assessed

Don’t forget to write the date on the page

Also, anecdotal notes: this helps you to collect data about what the children were

thinking and how much they understood

 Materials / Preparations

- A table and a few chairs

- Markers

- Notebooks with children’s names on the front page

 180

- Glue sticks

- Question Collection Box with some questions (form A)

 Pre-activity

Today’s question board (form B)

- Set up “today’s question board” at the classroom entrance

- The board is magnetized and has one “yes/no question” everyday (form

C)

- Children will find their name, which is magnetize as well, and put it on yes

or no

 Post-activity

Make a special time to share the story in the book

(recommend a couple of children at one time)

The teacher reads a couple of pages

Children listen and ask question about the story

(recommend at circle time)

 Extension

A child brings their “school” notebook home overnight and ask them to write (or

the parents write) what they did after they got home

- Then we can share the after school story at school

 181

 Extension over the Advanced level

Ask children what question they would like to ask the teachers and the teachers

can make their own “ME” book, too

 Extension (in Japanese)

- Mostly the same, but in Japanese

 182

OTHER: “ME”book form A: Question Collection

YES/NO QUESTIONS
Is pizza your favorite Is blue your favorite
food? color?

Did you have breakfast? Do you like rainy day?

Do you like to play Can you run fast?

soccer?

OTHER: “ME”book form A: Question Collection

YES/NO QUESTIONS
Are you an animal? Are you a boy?

Do you like to read? Do you like snow?

Do you like to draw? Are you a girl?

 183

OTHER: “ME”book form A: Question Collection

YES/NO QUESTIONS
Is ice cream your
favorite food?

Did you come to

school by car?

Is orange your
favorite color?

OTHER: “ME”book form A: Question Collection

WH QUESTIONS
What is your favorite What is your name?
color?

Where do you live? How old are you?

How did you come

to school today? What is your last name?
 184

OTHER: “ME”book form A: Question Collection

WH QUESTIONS
What is your favorite What is your favorite
food? animal?

Where is you favorite What is your favorite

place to play? book?

How do you spell What is your favorite

your name? song?

OTHER: “ME”book form A: Question Collection

WH QUESTIONS
What was your
breakfast?

What do you want

to eat tonight?
 185

OTHER: “ME”book form B: Today’s question, sample board

Is pizza your favorite food?

Mark
Sue
Sydney
Tyler
 186

OTHER: “ME”book form C: Today’s question

TODAY’S QUESTIONS

Do you like today’s weather?

Are you going to ride a bike?
Is tuna sandwich your favorite lunch at school?

Are you an animal?

OTHER: “ME”book form C: Today’s question

TODAY’S QUESTIONS
Did you eat breakfast?
Are you going to play with blocks?

Is peanut butter sandwich your favorite food?

Can you sing a song?

 187

OTHER: “ME”book form C: Today’s question

TODAY’S QUESTIONS
Do you like dinosaurs?
Are you happy?
 188

Ten Keys For Success

All educators and related professionals have their own original style of

teaching and leading students. Preschool educators also have to think about

creating the best environment and preparing the best materials to enhance the

children’s development.

The more ideas and more skills you have as teachers the better things will

go. As teachers, we need to constantly develop our skills and gain new

knowledge. We attend conferences to learn new concept and to expand our

perspectives; furthermore, we engage in self-assessment to reflect on how to

make the next lesson more effective.

Following is a simple list of ten important key points for the preschool

teachers who have regular classroom and/or gifted children in the regular

classroom. Of course these are practical to your current lessons.

 The environment and the atmosphere are key points

 Teachers’ tone of voice, speed of speech, attitude, and

interactions/communication are also important keys

 Teachers should not control the children’s play

 Teachers should enjoy the activity process and children’s developmental

process
 189

 Teachers need to make frequent comments directed toward the children’s

action

 Teachers need to re-phrase and describe the children’s speech and action

when necessary

 The preschool age groups, especially the gifted children, need

opportunities to talk in front of people and classmates.

 Gifted children need the chance to be a leader

 The teacher needs to give children the opportunity to be unsuccessful

 Teachers must anticipate, what the children may think, do, act, and say

moments before them

 190

 Resources for the Activities 

Carl, E. (1969). The very hungry caterpillar. New York, N.Y.: Philomel Books.

Carl, E. (1987). The tiny seed. New York, N.Y.: Scholastic Inc.

Carl, E. (1996). Brown bear, brown bear, what do you see?. New York, N.Y.: Henry Hold

& Company.

Cartwheel. (2003). Five green and speckled frogs. New York, N.Y.: Cartwheel Books.

Christelow, E. (1998). Five little monkeys jumping on the bed. New York, N.Y.: Clarion

Books.

Christelow, E. (1993). Five little monkeys sitting in the tree. Long Beach, WA: Sandpiper.

Dyssegaard, E.K. (2001). Will goes to the post office. Stockholm, Sweden: R&S Books

Embereley, E. (1992). Go away, big green monster! New York, N.Y.: Scholastic Inc.

Gibbons, G. (1986). The post office book: Mail and how it moves. New York, N.Y.:

Harper Trophy.

Hoberman, M.A. (2005). You read to me, I’ll read to you. New York, N.Y.: Scholastic Inc.

Lester, M. (2000). A is for salad. New York, N.Y.: Putnam & Grosset.

Landstrom, O. (2000). A day with a mail carrier. Danbury, CT: Children’s Press.

Martin, B., & Archambault, J. (1989). Chicka chicka boom boom. New York, N.Y.:

Scholastic Inc.

Marshall, J. (1989). The three little pigs. New York, N.Y.: Dial Books for Young Readers.

Numeroff, L.J. (1985). If you give a mouse a cookie. New York, N.Y.: Scholastic Inc.

Numeroff, L.J. (1998). If you give a pig a pancake. New York, N.Y.: Scholastic Inc.

Peanut butter and jelly: a play rhyme. (1987). New York, N.Y.: Scholastic Inc.

Piper, W. (1930). The little engine that could. New York, N.Y.: Scholastic Inc.
 191

Prelutsky, J. (2002). Scranimals. New York, N.Y.: Greenwillow Books.

Rosen, H. (1989). We’re going on a bear hunt. New York, N.Y.: Margaret K. McElderry

Books.

Shulman, M. (2006). A is for zebra. New York, N.Y.: Sterling Publishing Co., Inc.

Taback, S. (1999). There was an old lady who swallowed a fly. New York, N.Y.:

Scholastic Inc.

Wood, A., & Wood, B. (2003). Alphabet mystery. New York, N.Y.: Scholastic Inc.