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© 2015 Texas Education Agency/The University of Texas System
Handouts
Building Vocabulary and Comprehension Skills in Prekindergarten Handout 1 (1 of 5)
© 2015 Texas Education Agency/The University of Texas System
Pre
kin
der
gar
ten
Gu
idel
ines
Ali
gn
men
t Ch
art
En
d o
f P
rek
ind
erg
arte
n
Year
Ou
tcom
es
Exa
mp
les
of C
hil
d
Beh
avio
rs
The
child
:
Exa
mp
les
of I
nst
ruct
ion
al S
trat
egie
s Th
e te
ache
r:
Rea
d-A
lou
d A
ctiv
itie
s/St
eps
Dur
ing
read
-alo
ud, t
he te
ache
r:
II. L
ang
uag
e an
d c
omm
un
icat
ion
dom
ain
, D. V
ocab
ula
ry S
kil
ls
II.D
.1.
Child
use
s a
wid
e va
riet
y of
wor
ds to
la
bel a
nd d
escr
ibe
peop
le, p
lace
s,
thin
gs, a
nd a
ction
s.
Expl
ains
his
favo
rite
par
t of a
fic
tion/
non-
fictio
n bo
ok th
at
was
read
Use
s th
e ne
w w
ords
intr
o-du
ced
by th
e te
ache
r w
hile
en
gagi
ng in
them
e- o
r co
n-te
nt-r
elat
ed a
ctivi
ties
and
play
Use
s th
e ne
w w
ords
whi
le e
n-ga
ging
in c
hild
-initi
ated
pla
y
Prov
ides
way
s fo
r ch
ildre
n to
inte
ract
with
an
d us
e ne
w v
ocab
ular
y w
ords
in m
eani
ng-
ful c
onte
xts
usin
g re
al o
bjec
ts o
r pi
ctur
es
Use
s no
nlin
guis
tic re
pres
enta
tions
and
co
ntex
tual
ized
exa
mpl
es to
pre
-tea
ch n
ew
voca
bula
ry, S
TEP
1
Teac
her
enco
urag
es a
nd s
caffo
lds
use
of n
ew
voca
bula
ry w
ords
thro
ugho
ut th
e da
y, in
m
ultip
le c
onte
xts,
Ext
ensi
on A
ctivi
ties
II.D
.3
Child
dem
onst
rate
s un
ders
tand
ing
in
vari
ety
of w
ays
or
know
ing
the
mea
n-in
g of
3,0
00 to
4,0
00
wor
ds, m
any
mor
e th
an h
e or
she
use
s.
Dem
onst
rate
s un
ders
tand
ing
of n
ew w
ords
by
usin
g th
em
appr
opri
atel
y
Dem
onst
rate
s un
ders
tand
ing
of n
ew c
once
pts
by u
sing
sim
-pl
er w
ords
to e
xpla
in c
once
pts
Use
s an
d ex
plai
ns n
ew w
ords
dai
ly w
hen
spea
king
with
chi
ldre
n
Dis
cuss
es n
ew w
ord
mea
ning
s be
fore
, du
ring
, and
aft
er b
ook
read
ing,
mak
ing
con-
necti
ons
to w
hat c
hild
ren
alre
ady
know
Crea
tes
oppo
rtun
ities
for
child
ren
to e
xpe-
rien
ce n
ew w
ords
in m
ultip
le w
ays
acro
ss
mul
tiple
exp
erie
nces
Use
s no
nlin
guis
tic re
pres
enta
tions
, ges
ture
s,
cont
extu
aliz
ed e
xam
ples
to p
re-t
each
new
vo
cabu
lary
, STE
P 1
Dis
cuss
es n
ew w
ord
mea
ning
s be
fore
, du
ring
, and
aft
er b
ook
read
ing,
mak
ing
con-
necti
ons
to w
hat c
hild
ren
alre
ady
know
, STE
P 1,
2, &
3; E
xten
sion
Acti
vitie
s
Teac
her
enco
urag
es a
nd s
caffo
lds
use
of n
ew
voca
bula
ry w
ords
thro
ugho
ut th
e da
y, in
m
ultip
le c
onte
xts,
Ext
ensi
on A
ctivi
ties
Building Vocabulary and Comprehension Skills in Prekindergarten Handout 1 (2 of 5)
© 2015 Texas Education Agency/The University of Texas System
En
d o
f P
rek
ind
erg
arte
n
Year
Ou
tcom
es
Exa
mp
les
of C
hil
d
Beh
avio
rs
The
child
:
Exa
mp
les
of I
nst
ruct
ion
al S
trat
egie
s Th
e te
ache
r:
Rea
d-A
lou
d A
ctiv
itie
s/St
eps
Dur
ing
read
-alo
ud, t
he te
ache
r:
II.D
.4.
Child
use
s a
larg
e sp
eaki
ng v
ocab
ular
y,
addi
ng s
ever
al n
ew
wor
ds d
aily
Add
s a
rele
vant
idea
to a
pr
evio
us c
omm
ent b
y an
othe
r pe
rson
Use
s ne
w w
ords
in re
telli
ng/
actin
g ou
t a s
tory
read
by
the
teac
her
Prov
ides
feed
back
to e
ncou
rage
, cla
rify
, and
ev
alua
te c
hild
ren’
s re
spon
ses
Enco
urag
es c
hild
ren’
s ve
rbal
inpu
t dur
ing
book
read
ing,
incl
udin
g ha
ving
chi
ldre
n re
spon
d to
que
stion
s or
rela
te th
e bo
ok to
th
eir
own
expe
rien
ces.
Mod
els
turn
-and
-tal
k be
havi
ors
for
child
ren
befo
re p
air
activ
ities
, STE
P 2
& 3
Enco
urag
es, c
lari
fies,
and
eva
luat
es c
hild
ren’
s re
spon
ses
duri
ng d
iscu
ssio
n an
d tu
rn-a
nd-
talk
acti
vitie
s, S
TEP
2 &
3
Exte
nds
lang
uage
and
com
preh
ensi
on b
y co
nnec
ting
new
voc
abul
ary
and
stor
y ev
ents
to
stu
dent
s’ o
wn
expe
rien
ces,
STE
P 2,
3, &
Ex
tens
ion
Acti
vitie
s
II. L
ang
uag
e an
d c
omm
un
icat
ion
dom
ain
, E. S
ente
nce
s an
d S
tru
ctu
re S
kil
ls
II.E.
6.
Child
eng
ages
in
vari
ous
form
s of
no
nver
bal c
omm
u-ni
catio
n w
ith th
ose
who
do
not s
peak
he
r ho
me
lang
uage
(E
LL).
Resp
onds
to g
reeti
ngs
with
si
mpl
e w
ords
, ges
ture
s, a
nd
othe
r no
nver
bal b
ehav
ior
Use
s ge
stur
es to
com
mun
icat
e ba
sic
need
s
Und
erst
ands
that
ELL
s, d
epen
ding
on
thei
r co
mfo
rt a
nd p
rofic
ienc
y le
vel i
n En
glis
h, m
ay
pass
thro
ugh
a “s
ilent
” st
age,
whi
ch s
houl
d no
t be
seen
as
a re
flecti
on o
f the
chi
ld’s
ab
ilitie
s or
will
ingn
ess
to p
artic
ipat
e
Prov
ides
a n
on-in
vasi
ve e
nviro
nmen
t
Crea
tes
mul
tiple
opp
ortu
nitie
s fo
r ch
ildre
n to
use
Eng
lish
in b
oth
ESL
and
Bilin
gual
cl
assr
oom
setti
ngs
Diff
eren
tiate
s sp
eaki
ng a
ctivi
ties
base
d on
st
uden
ts’ c
omfo
rt a
nd p
rofic
ienc
y in
Eng
lish
(e.g
., ac
cept
s re
spon
ses
in c
hild
ren’
s fir
st
lang
uage
; pro
vide
s se
nten
ce s
tem
s ac
cord
-in
gly;
und
erst
ands
that
som
e st
uden
ts w
ill
be a
nxio
us a
bout
spe
akin
g in
fron
t of w
hole
cl
ass)
, All
Step
s
Use
s no
nlin
guis
tic re
pres
enta
tions
and
co
ntex
tual
ized
exa
mpl
es to
pre
-tea
ch n
ew
voca
bula
ry, S
TEP
1
Enco
urag
es a
nd s
caffo
lds
use
of n
ew v
ocab
-ul
ary
wor
ds th
roug
hout
the
day
in m
ultip
le
cont
exts
, Ext
ensi
on A
ctivi
ties
Building Vocabulary and Comprehension Skills in Prekindergarten Handout 1 (3 of 5)
© 2015 Texas Education Agency/The University of Texas System
En
d o
f P
rek
ind
erg
arte
n
Year
Ou
tcom
es
Exa
mp
les
of C
hil
d
Beh
avio
rs
The
child
:
Exa
mp
les
of I
nst
ruct
ion
al S
trat
egie
s Th
e te
ache
r:
Rea
d-A
lou
d A
ctiv
itie
s/St
eps
Dur
ing
read
-alo
ud, t
he te
ache
r:
II.E.
7.
Child
use
s si
ngle
w
ords
and
sim
ple
phra
ses
to c
om-
mun
icat
e m
eani
ng
in s
ocia
l situ
ation
s (E
LL).
Iden
tifies
by
nam
e a
few
fam
il-ia
r ob
ject
s
Spea
ks in
isol
ated
wor
ds, d
e-pe
ndin
g he
avily
on
gest
ures
to
expr
ess
mea
ning
Begi
ns a
ll le
sson
s by
pre
-tea
chin
g th
e vo
-ca
bula
ry a
nd le
sson
obj
ectiv
e (in
Eng
lish
and
the
hom
e la
ngua
ge, w
hen
poss
ible
)
Focu
ses
on th
e la
ngua
ge fu
nctio
n th
at th
e ch
ild w
ill n
eed
to u
se to
car
ry o
ut th
e le
sson
Focu
ses
on m
eani
ngfu
l acti
vitie
s, in
clud
ing
chor
al re
adin
g an
d si
ngin
g
Use
s no
nlin
guis
tic re
pres
enta
tions
and
co
ntex
tual
ized
exa
mpl
es to
pre
-tea
ch n
ew
voca
bula
ry (u
sing
hom
e la
ngua
ge w
hen
poss
ible
), ST
EP 1
Use
s pr
osod
y, g
estu
res,
and
pic
ture
s w
hen
read
ing
a st
ory
alou
d, S
TEP
2 &
3
Diff
eren
tiate
s sp
eaki
ng a
ctivi
ties
base
d on
st
uden
ts’ c
omfo
rt a
nd p
rofic
ienc
y in
Eng
lish
(e.g
., ac
cept
s re
spon
ses
in c
hild
ren’
s fir
st
lang
uage
; pro
vide
s se
nten
ce s
tem
s ac
cord
-in
gly;
und
erst
ands
that
som
e st
uden
ts w
ill
be a
nxio
us a
bout
spe
akin
g in
fron
t of w
hole
cl
ass)
, All
step
s
II.E.
8.
Child
att
empt
s to
us
e ne
w v
ocab
ular
y an
d gr
amm
ar in
sp
eech
(ELL
).
Com
preh
ends
and
follo
ws
sim
ple
routi
ne in
stru
ction
s fo
r cl
assr
oom
acti
vitie
s th
at
depe
nd o
n ge
stur
es a
nd o
ther
co
ntex
tual
clu
es
Gro
ups
child
ren
of s
imila
r pr
ofici
ency
leve
l in
gro
ups
of tw
o or
thre
e to
faci
litat
e in
-st
ructi
onal
con
vers
ation
s
Gro
ups
ELLs
with
nati
ve s
peak
ers
so E
LLs
can
hear
Eng
lish
spok
en re
gula
rly
Stra
tegi
cally
pai
rs/g
roup
s ch
ildre
n du
ring
in
tera
ctive
acti
vitie
s, S
TEPS
2 &
3.
Use
s re
petiti
ve, c
ompr
ehen
sibl
e la
ngua
ge
daily
whe
n im
plem
entin
g an
d tr
ansi
tioni
ng
betw
een
each
ste
p of
the
Read
-Alo
ud R
ou-
tine,
ALL
STE
PS
Building Vocabulary and Comprehension Skills in Prekindergarten Handout 1 (4 of 5)
© 2015 Texas Education Agency/The University of Texas System
En
d o
f P
rek
ind
erg
arte
n
Year
Ou
tcom
es
Exa
mp
les
of C
hil
d
Beh
avio
rs
The
child
:
Exa
mp
les
of I
nst
ruct
ion
al S
trat
egie
s Th
e te
ache
r:
Rea
d-A
lou
d A
ctiv
itie
s/St
eps
Dur
ing
read
-alo
ud, t
he te
ache
r:
II. L
ang
uag
e an
d c
omm
un
icat
ion
dom
ain
, A. L
iste
nin
g C
omp
reh
ensi
on S
kil
ls
II.A
.3.
Child
sho
ws
un-
ders
tand
ing
of
the
new
lang
uage
be
ing
spok
en b
y En
glis
h-sp
eaki
ng
teac
hers
and
pee
rs
(ELL
).
Follo
ws
a se
t of r
outin
es fo
r ac
tiviti
es a
nd c
an m
ake
sens
e of
wha
t’s h
appe
ning
Turn
s to
a p
artn
er a
nd re
peat
s in
stru
ction
s: th
ink,
turn
, tal
k
Prov
ides
sca
ffold
s fo
r us
ing
stra
tegi
es, s
kills
, an
d co
ncep
ts
Adj
usts
ow
n us
e of
Eng
lish
to m
ake
con-
cept
s co
mpr
ehen
sibl
e
Alw
ays
give
s ch
ildre
n th
ink
time
befo
re
aski
ng fo
r a
resp
onse
Use
s th
e ch
ild’s
hom
e la
ngua
ge a
s ba
se to
su
ppor
t the
dev
elop
men
t of E
nglis
h or
al
lang
uage
use
Allo
ws
child
ren
to re
spon
d in
hom
e la
n-gu
age
Use
s re
petiti
ve, c
ompr
ehen
sibl
e la
ngua
ge
daily
whe
n im
plem
entin
g an
d tr
ansi
tioni
ng
betw
een
each
ste
p of
the
Read
-Alo
ud R
ou-
tine,
ALL
STE
PS
Use
s no
nlin
guis
tic re
pres
enta
tions
and
co
ntex
tual
ized
exa
mpl
es to
pre
-tea
ch n
ew
voca
bula
ry (u
sing
hom
e la
ngua
ge w
hen
poss
ible
), ST
EP 1
Use
s pr
osod
y, g
estu
res,
and
pic
ture
s w
hen
read
ing
stor
y al
oud,
STE
P 2
& 3
III.
Em
erge
nt L
iter
acy–
Rea
din
g D
omai
n, A
. Mot
ivat
ion
to R
ead
Sk
ills
III.A
.1.
Child
eng
ages
in
pre-
read
ing
and
read
ing-
rela
ted
activ
ities
.
Mak
es p
redi
ction
s ab
out t
he
cont
ent o
f the
sto
ry o
r te
xt
Enga
ges
in a
cting
out
a re
ad-
alou
d du
ring
circ
le ti
me
or
smal
l gro
up in
stru
ction
Reen
acts
a fa
vori
te s
tory
with
pu
ppet
s, p
rops
, or
felt
boar
d ch
arac
ters
Read
s bo
oks
with
sto
rylin
es a
nd c
hara
cter
s th
at a
re e
asy
for
the
child
to u
nder
stan
d,
rem
embe
r, an
d re
enac
t
Incl
udes
bot
h fic
tion
and
nonfi
ction
boo
ks in
re
ad-a
loud
sel
ectio
ns
Whe
n se
lecti
ng b
ooks
for
read
-alo
uds,
the
teac
her
cons
ider
s th
e fo
llow
ing
crit
eria
:
The
stor
y co
ncep
ts a
re a
ge-a
ppro
pria
te.
The
stor
y is
rele
vant
to s
tude
nts’
bac
kgro
und
and
expe
rien
ces.
Book
s in
clud
e a
vari
ety
of g
enre
s/ty
pes
(fic-
tion
and
nonfi
ction
).
Befo
re re
ad-a
loud
, the
teac
her
scaff
olds
st
uden
ts in
mak
ing
pred
ictio
ns,
STEP
1
Dur
ing
read
-alo
ud, t
he te
ache
r m
odifi
es “
re-
telli
ng”
activ
ities
to in
clud
e re
-ena
ctm
ents
, pr
ops,
pup
pets
, etc
., ST
EP 2
Building Vocabulary and Comprehension Skills in Prekindergarten Handout 1 (5 of 5)
© 2015 Texas Education Agency/The University of Texas System
En
d o
f P
rek
ind
erg
arte
n
Year
Ou
tcom
es
Exa
mp
les
of C
hil
d
Beh
avio
rs
The
child
:
Exa
mp
les
of I
nst
ruct
ion
al S
trat
egie
s Th
e te
ache
r:
Rea
d-A
lou
d A
ctiv
itie
s/St
eps
Dur
ing
read
-alo
ud, t
he te
ache
r:
III.
Em
erge
nt L
iter
acy–
Rea
din
g D
omai
n, D
. Com
pre
hen
sion
of T
ext R
ead
Alo
ud
Sk
ills
III.D
.1.
Child
rete
lls o
r re
en-
acts
a s
tory
aft
er it
is
read
alo
ud.
Rete
lls a
nd s
eque
nces
the
mai
n ev
ents
of a
sto
ry
Conn
ects
per
sona
l exp
erie
nces
to
an
even
t in
a st
ory
Crea
tes
orig
inal
or
alte
rnat
e en
ding
s fo
r st
orie
s
Tells
wha
t mig
ht h
appe
n ne
xt if
th
e st
ory
conti
nued
Prov
ides
sto
ry c
ards
to a
ssis
t chi
ldre
n in
se
quen
cing
and
rete
lling
of s
tori
es
Exte
nds
the
stor
y in
to c
ente
rs fo
r ch
ildre
n to
con
tinue
the
stor
y lin
e, c
hara
cter
s, o
r co
ncep
ts in
oth
er w
ays
Read
s te
xts
that
are
cul
tura
lly re
leva
nt to
ch
ildre
n on
a re
gula
r ba
sis
Scaff
olds
stu
dent
s in
mak
ing
pred
ictio
ns
befo
re s
tory
, STE
P 1,
and
aft
er, S
TEP
3
Enga
ges
in re
telli
ng a
nd/o
r re
enac
ting
ac-
tiviti
es. U
ses
prop
s as
app
ropr
iate
, STE
P 2;
Ex
tens
ion
Acti
vitie
s
Exte
nds
lang
uage
and
com
preh
ensi
on
thro
ugh
disc
ussi
on a
ctivi
ties
that
enc
oura
ge
stud
ents
to c
onne
ct s
tory
to p
erso
nal e
xper
i-en
ces,
STE
P 3;
Ext
ensi
on A
ctivi
ties
Sele
cts
book
s th
at a
re c
ultu
rally
rele
vant
on
a re
gula
r ba
sis
III.D
.3.
Child
ask
s an
d an
swer
s ap
prop
riat
e qu
estio
ns a
bout
the
book
.
Mak
es c
omm
ents
abo
ut th
e ch
arac
ters
or
actio
ns w
ithin
th
e st
ory
Ask
s qu
estio
ns a
bout
the
stor
y or
info
rmati
on in
the
text
Acti
vely
par
ticip
ates
whi
le b
e-in
g re
ad to
by
pred
ictin
g w
hat
mig
ht h
appe
n ne
xt in
the
stor
y
Dis
cuss
es o
ther
way
s a
stor
y m
ight
end
, or
wha
t wou
ld
happ
en if
cha
ract
ers
wer
e di
ffere
nt
Enga
ges
child
in th
inki
ng a
bout
the
stor
y by
st
oppi
ng a
t str
ateg
ic p
oint
s in
a s
tory
and
ha
ving
chi
ld p
redi
ct w
hat m
ight
hap
pen
next
Hel
ps c
hild
cre
ate
new
end
ings
to s
tori
es
usin
g pr
ops,
pup
pets
, and
/or
dict
ation
Has
chi
ld p
artic
ipat
e in
cre
ating
cla
ss-m
ade
book
s w
ith a
ltern
ate
endi
ngs
Scaff
olds
stu
dent
s in
mak
ing
pred
ictio
ns
befo
re s
tory
, STE
P 1,
and
aft
er, S
TEP
3
Enga
ges
in re
telli
ng a
nd/o
r re
enac
ting
activ
i-tie
s. U
ses
prop
s as
app
ropr
iate
, STE
P 3
Exte
nds
lang
uage
and
com
preh
ensi
on
thro
ugh
activ
ities
that
enc
oura
ge s
tude
nts
to
conn
ect s
tory
to p
erso
nal e
xper
ienc
es, S
TEP
3, p
lus
Exte
nsio
n A
ctivi
ties
Enco
urag
es a
nd s
caffo
lds
use
of n
ew v
ocab
-ul
ary
wor
ds th
roug
hout
the
day,
in m
ultip
le
cont
exts
, Ext
ensi
on A
ctivi
ties
Building Vocabulary and Comprehension Skills in Prekindergarten Handout 2 (1 of 3)
© 2015 Texas Education Agency/The University of Texas System
Observation/Reflection Form
Before Reading
Step 1: Teacher introduces/previews the story and 1–2 new vocabulary words:• Shows and reads the front and back covers of the text• Previews the text, activating and building students’ background/prior knowledge• Engages students in making predictions about the text and in brief discussions about
concepts related to the text• Introduces 1–2 words that students do not already know • Has students say and repeat target vocabulary and provides student-friendly definitions • Displays words in written form, along with a nonlinguistic representation
OBSERVATIONS:
Building Vocabulary and Comprehension Skills in Prekindergarten Handout 2 (2 of 3)
© 2015 Texas Education Agency/The University of Texas System
During Reading
Step 2: Teacher reads a chunk of text and then guides students in discussion, focusing on retell-ing to build comprehension:
• Immediately prior to reading, sets explicit instructional goals (e.g., tells children to listen for vocabulary and give a “thumbs up” when they hear the words or poses a question for students to answer after reading)
• Reads passage aloud without stopping, emphasizing ideas and events through prosody• Encourages students’ use of new vocabulary during guided discussion• Asks children questions (e.g., retell) to build comprehension and provides model sen-
tences or sentence stems, if necessary• Gives students the opportunity to turn and talk during discussion
OBSERVATIONS:
Step 3: Teacher rereads chunk of text, drawing attention to the new vocabulary:• Reviews words and meanings with students• Checks for students’ recognition of new vocabulary (e.g., thumbs up or other gesture)• Stops at vocabulary words and asks children to repeat a word they recognize and provide
an explanation • Guides/scaffolds children in creating their own original sentences using vocabulary
words encountered in the text• Creates a summary statement with students, using the vocabulary words• Gives students the opportunity to turn and talk during the vocabulary activities while
connecting to their own experiences• Summarizes what was read, including the main events and ideas, and reviews new vo-
cabulary words
OBSERVATIONS:
Building Vocabulary and Comprehension Skills in Prekindergarten Handout 2 (3 of 3)
© 2015 Texas Education Agency/The University of Texas System
After Reading: Extend Language and Comprehension
Teacher extends comprehension, focusing on deep processing of vocabulary knowledge. List observed activities. (Activities vary.)
OBSERVATIONS:
Building Vocabulary and Comprehension Skills in Prekindergarten Handout 3.1 (1 of 2)
© 2015 Texas Education Agency/The University of Texas System
Rea
d-A
lou
d R
outi
ne
Wee
kly
Pla
nn
ing
Exa
mp
leBo
ok T
itle
:
C
ontr
ibut
ed B
y:
Ag
e/G
rad
e:
Dis
tric
t:
1st C
hu
nk
Pag
es _
___
to _
___
Voc
abul
ary
Wor
ds
and
St
uden
t-Fr
iend
ly D
efin
itio
ns:
Prev
iew
ing
Act
ivit
y:
Que
stio
ns to
Gui
de
Dis
cuss
ion
and
Ret
ell:
Sent
ence
Fra
mes
for
Scaf
fold
ing
Chi
ldre
n’s
Use
of
Voc
abul
ary:
2nd
Ch
un
kPa
ges
___
_ to
___
_
Voc
abul
ary
Wor
ds
and
St
uden
t-Fr
iend
ly D
efin
itio
ns:
Prev
iew
ing
Act
ivit
y:
Que
stio
ns to
Gui
de
Dis
cuss
ion
and
Ret
ell:
Sent
ence
Fra
mes
for
Scaf
fold
ing
Chi
ldre
n’s
Use
of
Voc
abul
ary:
Cor
duro
y by
Don
Fre
eman
19
Sigh(
ed)—
Whe
n yo
u mak
e a
long
soun
d with
you
r br
eath
bec
ause
you
are
tir
ed, a
littl
e an
gry,
or u
pset
Won
der(ed
)—Th
inking
abo
ut som
ethin
g be
caus
e yo
u wa
nt to
know
mor
e ab
out it
Hav
e yo
u ev
er see
n a
stuff
ed a
nimal
in a
store
tha
t yo
u re
ally
want
ed, b
ut
you
could
n’t bu
y be
caus
e yo
ur p
aren
ts sa
id “no”
? How
did
you
feel?
Tur
n to
you
r pa
rtne
r an
d tell him
or
her
abou
t it.
Wha
t if
that
stu
ffed
anim
al fe
lt sa
d to
o be
caus
e he
wan
ted
to g
o ho
me
with
you
?
Whe
n I t
hink
abou
t stu
ffed
anim
als, I w
onde
r _
____
____
____
.
My
mom
sigh
ed w
hen
____
____
____
__.
Why
was
Cor
duro
y sa
d? W
hat did
he
decid
e to
do
when
he
foun
d ou
t he
was
miss
ing a
but
ton?
Wha
t do
you
pre
dict will ha
ppen
?
Building Vocabulary and Comprehension Skills in Prekindergarten Handout 3.1 (2 of 2)
© 2015 Texas Education Agency/The University of Texas System
3rd
Ch
un
kPa
ges
___
_ to
___
_
Voc
abul
ary
Wor
ds
and
St
uden
t-Fr
iend
ly D
efin
itio
ns:
Prev
iew
ing
Act
ivit
y:
Que
stio
ns to
Gui
de
Dis
cuss
ion
and
Ret
ell:
Sent
ence
Fra
mes
for
Scaf
fold
ing
Chi
ldre
n’s
Use
of
Voc
abul
ary:
4th
Ch
un
kPa
ges
___
_ to
___
_
Voc
abul
ary
Wor
ds
and
St
uden
t-Fr
iend
ly D
efin
itio
ns:
Prev
iew
ing
Act
ivit
y:
Que
stio
ns to
Gui
de
Dis
cuss
ion
and
Ret
ell:
Sent
ence
Fra
mes
for
Scaf
fold
ing
Chi
ldre
n’s
Use
of
Voc
abul
ary:
Building Vocabulary and Comprehension Skills in Prekindergarten Handout 3.2 (1 of 2)
© 2015 Texas Education Agency/The University of Texas System
sigh
wonder
Building Vocabulary and Comprehension Skills in Prekindergarten Handout 3.2 (2 of 2)
© 2015 Texas Education Agency/The University of Texas System
When you make a long sound with your breath because you are tired, a
little angry, or upset
Thinking about something because you want to know
more about it
Building Vocabulary and Comprehension Skills in Prekindergarten Handout 3.3 (1 of 2)
© 2015 Texas Education Agency/The University of Texas System
Rea
d-A
lou
d R
outi
ne
Wee
kly
Pla
nn
ing
Exa
mp
leBo
ok T
itle
:
C
ontr
ibut
ed B
y:
Ag
e/G
rad
e:
Dis
tric
t:
1st C
hu
nk
Pag
es _
___
to _
___
Voc
abul
ary
Wor
ds
and
St
uden
t-Fr
iend
ly D
efin
itio
ns:
Prev
iew
ing
Act
ivit
y:
Que
stio
ns to
Gui
de
Dis
cuss
ion
and
Ret
ell:
Sent
ence
Fra
mes
for
Scaf
fold
ing
Chi
ldre
n’s
Use
of
Voc
abul
ary:
2nd
Ch
un
kPa
ges
___
_ to
___
_
Voc
abul
ary
Wor
ds
and
St
uden
t-Fr
iend
ly D
efin
itio
ns:
Prev
iew
ing
Act
ivit
y:
Que
stio
ns to
Gui
de
Dis
cuss
ion
and
Ret
ell:
Sent
ence
Fra
mes
for
Scaf
fold
ing
Chi
ldre
n’s
Use
of
Voc
abul
ary:
Building Vocabulary and Comprehension Skills in Prekindergarten Handout 3.3 (2 of 2)
© 2015 Texas Education Agency/The University of Texas System
3rd
Ch
un
kPa
ges
___
_ to
___
_
Voc
abul
ary
Wor
ds
and
St
uden
t-Fr
iend
ly D
efin
itio
ns:
Prev
iew
ing
Act
ivit
y:
Que
stio
ns to
Gui
de
Dis
cuss
ion
and
Ret
ell:
Sent
ence
Fra
mes
for
Scaf
fold
ing
Chi
ldre
n’s
Use
of
Voc
abul
ary:
4th
Ch
un
kPa
ges
___
_ to
___
_
Voc
abul
ary
Wor
ds
and
St
uden
t-Fr
iend
ly D
efin
itio
ns:
Prev
iew
ing
Act
ivit
y:
Que
stio
ns to
Gui
de
Dis
cuss
ion
and
Ret
ell:
Sent
ence
Fra
mes
for
Scaf
fold
ing
Chi
ldre
n’s
Use
of
Voc
abul
ary: