Description Q1-What ideas did you try or have you tried before with your kids? For example: - I pr ...

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Description Q1-What ideas did you try or have you tried before with your kids? For example: - I practiced vocabulary with children utilizing puppets during transitions by singing songs learning new words reading books talking about our day during large group and small group with our new puppet friend and sharing it with all the children by taking turns.  -clapping out their names. They love it and it gets their attention. Q2 Look at these preschoolers playing. Write down one thing that may be of interest to them. Then suggest something you could do to take advantage of their interest and develop their language and literacy skills . Q3- What expressive (listening) and receptive (speaking) language skills does Elmo demonstrate? Watch the below Video Q4- Now share a tip on the reflection forum about listening to children's stories and how you might “spotlight” them for others in the classroom community. These questions can help you think about tips to share: • How am I a good listener? How do kids know I hear themand I’m interested in the stories they share?  • How can I let kids and their families know that their stories (whether personal or invented) are important?  For example: As children become more aware of their laughter, they will see it as something desirable that they want to repeat. Q5- Name five ways conversation and storytelling help children develop literacy skills. Q6- Watch how this teacher engages the child's interest while reading the book. Q7-Share a tip on the Discussion Forum of the strategy that you find most helpful. These questions can help you think about tips to share: • Which of these strategies do I already use in my classroom? How can I amplify the use of these ideas to engage children and build new vocabulary? • What strategies can I teach families to use during storytimeat home? For example: • When reading to a group, call on individual children and ask them questions to bring them into the experience and keep them actively engaged. Kids are eager to share their opinions on what’s happening in a story. If you have a group of more than three children, turn the book around so that everyone can see the pictures. •  Invite a child to read with you one-on-one. Children love getting a grown-up’s attention all to themselves. •  Run your finger along the text as you read or point out words that children may recognize. •  Kids want to show off what they know. Pause occasionally to allow children to physically demonstrate actions that are happening in the book. •  Keep listeners engaged by asking questions. You can ask children to retell what just happened, ask what they would do if they were in the same situation as a character in a story, and ask children to make guesses about what characters are feeling or what they think might happen next. •  Restate the events in the story every once in awhile and touch on the concepts of beginning, middle, and end. Ask children “Where was ___ at the beginning of the story? Then what happened? What happened next? What happened at the end?” Q8- Which of the following is an example of environmental print? Street signs Both of these Food labels Q9- Post one of your own "writing tricks" of the trade on the reflection forum. For example:  Invite parents and caregivers to read a book to the class. Reassure the adults who might not be as confident to be themselves when reading out loud. Guide children to engage and respond during the story. If they need help selecting books, ask what the family enjoys and offer suggestions based on their interests. Q10- How old might this child be based on the writing you see? How do you know? 3-4 years old 5 Q11- Share one activity or example in the article that you found helpful. Ask yourself these questions and share the answers: Is it similar to what you do? What is unique about their suggestions? Read the responses of other participants and expand on their thoughts as well.  For example:  Hold writing tools, such as pencils and markers. » Scribble letter-like forms. » Explain what their scribbles mean or illustrate. » Start to match some letter sounds that closely relate to their letter name, such as /b/, /t/, /m/, /s/. » Recognize and name letters in their own names. » Begin to match uppercase letters with lowercase letters. » Begin to create representational drawings. For example, a child draws two circles within a larger circle to represent a face. » Older three-year-olds may . . . • Write some letters correctly. • Create separate groups of letters with spaces in between. • Recognize as many as ten uppercase let Q12- Which of the following is one of “The Magic Six” skills that support reading success? Comprehension and text structure Communication and speaking Vocabulary All of these Writing Phonological Awareness Print and alphabet knowledge