should be able to… common opposites in context. For example, ask sort familiar objects your child… Try this activity with your child to into organized “I see that the dog on this help him/her practice classifying categories (e.g. page is really big, but the objects. shapes, foods, mouse is the opposite. colors). What word would you use identify the to describe the mouse?” opposites of common Ask your child questions to Help your child to match the verbs and adjectives help them make pictures with their opposites. (e.g. tall/short, connections between smile/frown). words they encounter in make explicit reading and real life… connections between “Do you know any people Try some or all of the activities as word meanings and who [are short, funny, etc] your drive around with your child. real life (e.g. identify like this character?” family members who “[This character] like to are tall) play soccer. What sports act out the meanings do you like to play? What Play the game with your child. Help of similar verbs are some other sports you him/her to choose the correct words describing the same haven’t tried?” with similar definitions to the given general action to Introduce your child to wrods. Then try to think of demonstrate words with similar additional examples together. recognition of the meanings by using them in differences (e.g. walk, context (e.g. “It is really march, prance, skip) cold outside today! It’s freezing and very icy. Can you think of another word to describe the weather right now?”) Language Students must be able to use Prompt your child to use new Skills Grade new vocabulary –learned vocabulary when he/she speaks or PK Standard from reading, speaking with writes. Try some or all of these activities with your 6 others, etc. child to encourage him/her to begin to use (L.PK.6) Ask him/her… newly acquired vocabulary in a variety of ways. “What is it called when…” “Do you remember another word that means…”
should be able to… sort familiar objects into organized categories (e.g. shapes, foods, colors). identify the opposites of common verbs and adjectives (e.g. tall/short, smile/frown). make explicit connections between word meanings and real life (e.g. identify family members who are tall) act out the meanings of similar verbs describing the same general action to demonstrate recognition of the differences (e.g. walk, march, prance, skip) common opposites in context. For example, ask your child… “I see that the dog on this page is really big, but the mouse is the opposite. What word would you use to describe the mouse?” Ask your child questions to help them make connections between words they encounter in reading and real life… “Do you know any people who [are short, funny, etc] like this character?” “[This character] like to play soccer. What sports do you like to play? What are some other sports you haven’t tried?” Introduce your child to words with similar meanings by using them in context (e.g. “It is really cold outside today! It’s freezing and very icy. Can you think of another word to describe the weather right now?”) Try this activity with your child to help him/her practice classifying objects. Help your child to match the pictures with their opposites. Try some or all of the activities as your drive around with your child. Play the game with your child. Help him/her to choose the correct words with similar definitions to the given wrods. Then try to think of additional examples together. Language Skills Grade PK Standard 6 (L.PK.6) Students must be able to use new vocabulary –learned from reading, speaking with others, etc. Prompt your child to use new vocabulary when he/she speaks or writes. Ask him/her… “What is it called when…” “Do you remember another word that means…” Try some or all of these activities with your child to encourage him/her to begin to use newly acquired vocabulary in a variety of ways.
Pre-Kindergarten-ELA-WORD.docx