Pre-K ELLA Material Organized by Topic

Pre-K ELLA

Material Organized by Topic

Notebook of Pre-K ELLA In-service Resource Enrichment Materials
At each in-service workshop, various materials are distributed. After each session, I place these in a notebook including my personal notes. The following articles have been handed out in past workshops. Some of these are available on the ECEP website ( while others are on public sites. Please note that some will require a subscription to access.
  • Family Literacy: Starting out together: A home-school partnership for preschool and beyond (by J. R. Paratore & G. Jordan)
  • Home Storybook Reading in Primary or Second Language With Preschool Children: Evidence of Equal Effectiveness for Second-Language Vocabulary Acquisition (by T. A. Roberts)
  • Missing in Action: Vocabulary Instruction in Pre-K (by S. B. Neuman & J. Dwyer)
  • Oral Language Development in Children: The Importance of Social-Emotional Precursors (courtesy K. Baker)
  • Playing Within and Beyond the Story: Encouraging Book-Related Pretend Play(by J. G. Welsch)
  • Social Contracts for Writing: Shared Understandings About Text in the Preschool Years (by D. Wells)

Topic 1 – The Foundation for Language and Literacy Learning(2 hours)

Essential Materials / Materials Prepared by Trainer / Materials Provided for Participants
Transparencies/slides
Self-stick notes
Highlight Markers
Flip chart paper & Colored Markers
TV/VCR and Screen
Video: Welcome to Pre-K ELLA;
Obj.4, p.3
Learning to Read and Write: Developmentally Appropriate Practice for Young Children;Obj. 4, p.9
Association of Measurements (AOM); Obj. 5, p.10
Early Childhood Environment Rating Scale (ECERS);Obj. 5, p.13
Start Smart! Building Brain Power in the Early Years, Pam Schiller;Obj. 6, p.15
Books and Movement—A Magical Mix B.A.M.M.M.!;Obj. 6, p.15 / Introductory Activity: *My Hope Chest Poster;p.1
I Spy Language and Literacy in This Classroom;Obj. 4, p.7 (List of Pre-K ELLATopics)
B.A.M.M.M.! – Activity #7;Obj. 6, p.16
  • Colored Scarves
  • Color Dance, by Ann Jonas
  • Music and CD player
(Download this activity from: / Pre-Ella Participants’ Manual;p.1(One for each;participants must bring to each class)
Learning to Read and Write: Developmentally Appropriate Practice for Young Children;Obj. 4, p.11 (One for each;participants must bring to each class)
Association of Measurements (AOM); Obj. 5, p.12(One for each;participants must bring to each class)
Books and Movement—A Magical Mix B.A.M.M.M.!;Obj. 6, p.15(One for each participant)

* Over-sized material carried in large separate container

Contributed by Dr. Mary Gardner Page 1 9/26/2011

Pre-K ELLA Material Organized by Topic

Topic 2 – Creating Learning Environments That Are Literacy Rich(2hours)

Essential Materials / Materials Prepared by Trainer / Materials Provided for Participants
Transparencies/slides
Self-stick notes
Highlight Markers
Flip chart paper & Several different Colored Markers / Topics of Study resource books;
Obj.9, p.39
Assorted literacy props for different centers;Obj. 12,p.43 (books that would work in different centers)
7 different Center signs;Obj. 12, p.43 (Includes the 5 learning strands withvaried Arkansas Early Childhood benchmarks for the individual centers.) Download this from
  • Art  Blocks
  • Discovery  Dramatic Play
  • Library  Music
  • Sand and Water
/ Learning to Read and Write: Developmentally Appropriate Practice for Young Children;Obj. 11, p.42

Topic 3 – Supportive Social and Emotional Environments(2 hours)

Essential Materials / Materials Prepared by Trainer / Materials Provided for Participants
Transparencies/slides
Flip chart paper and Markers
Oral Language Development in Children: The Importance of Social-Emotional Precursors
Arkansas Early Childhood Education Framework Handbook for Three and Four Year Old Children;Obj. 2, p.60
Getting Children Ready Kindergarten: A Guide for Teachers and Caregivers of Preschool Children;Obj. 6, p.69
Goodnight Moon;Obj. 6, p.73
Corduroy;Obj. 6, p.73 / Can You Name this Book?; Obj. 6 p.72
Additional Children’s Books for Social/Emotional Learning:
(Some examples are)
  • The Chocolate-Covered-Cookie Tantrum
  • Guess How much I Love You
  • Have You Seen My Duckling?
  • Hello? How Are You?
  • How Are You Peeling?
  • Let’s Go Home, Little Bear
  • Little Red Rhupert
  • Pancakes for Breakfast
  • Today I Feel Silly & Other Moods That Make My Day
  • The Way I Feel
  • Whose mouse are you?
/ Goodnight Moon;Obj. 6, p.73 (One for each participant)
Corduroy;Obj. 6, p.73(One for each participant)

Topic 4 – The Role of Play in Promoting Language and Literacy(1hour)

Essential Materials / Materials Prepared by Trainer / Materials Provided for Participants
Transparencies/slides
Self-stick notes
Flip chart paper and Markers
Young Children and Play, The Lasting Value of TruePlay,by David Elkind;Obj. 1, p.85
Miss Tizzy, by Libby Moore Gray;
Obj. 5, p.90 / Just Playing;Obj. 6, p 93
(Some examples are)
  1. Collection of play items:
  • Small animals
  • Small cars
  • Shells
  1. Items from nature:
  • Pine cones
  • Bark
  • leaves
  1. Fabric swatches:
  • Different textures and colors
  • Stripes
  • Plaids
  • Flower
4.Children’s Musical instruments:
  • Horns
  • Sticks
  • Flutes
/ Miss Tizzy (One for each participant);Obj. 5, p.90

Topic 5 – Fostering Children’s Emergent Literacy Development Through the Family(2 hours)

Essential Materials / Materials Prepared by Trainer / Materials Provided for Participants
Transparencies/slides
Flip chart paper and Markers
Video:Ready to Learn;Obj. 1, p.103
TV/VCR
AECE Framework Handbook;Obj. 2, p.104
The Family Connection;Obj. 2, p.106
Resources from the Division of child Care and Early Childhood education:Obj. 3, p. 107-108
  • Getting Ready for Kindergarten: A Calendar of Family Activities (Sept-Aug)
  • Picture This: Framework for Quality Care and Education for Children Three to Five
  • Link for Parents
  • Link for Teachers
/ Take home Literacy Packs; Obj. 4, p.110
1. Ask Mr. Bear
2. The Big Hungry Bear
3. Corduroy
Books for Take Home Literacy Packs; Obj. 4, p.113
Examples of Children’s Books for Spanish Speaking Families; Obj. 5, p.114(Some Examples are)
  • Buenas Noches, Luna
  • Adivina Cuanto Te Quiero
  • Music Music, For Everyone
  • Eight Animals on the Town
/ AECE Framework Handbook;Obj. 3, p.104 (One for each; participants must bring to each class)
The Family Connection;Obj. 3, p.106
Handout with the web address for the Arkansas Department of Human services so they can order materials for their classes; Obj. 3, p.107-108

(One of the following for each participant)
  • Getting Ready for Kindergarten: A Calendar of Family Activities (Sept-Aug)
  • Picture This: Framework for Quality Care and Education for Children Three to Five
  • Link for Parents
  • Link for Teachers
Handouts of: Books for Take Home Literacy Packs(One for each participant); Obj. 4, p.110
Ask Mr. Bear (One for each participant); Obj. 4 p.110
The Mouse, The Red Ripe Strawberry, and The Big Hungry Bear (One for each participant); Obj. 4, p.110

Topic 6 – Assessment Through Observation and Portfolios(2 ½ hour)

Essential Materials / Materials Prepared by Trainer / Materials Provided for Participants
Transparencies/slide
Flip chart paper and Markers
Self stick notes
Learning to Read and Write;Obj. 2, p.129
TV/VCR
Video: Child Observation: The Core of Assessing Language and literacy Development;Obj.3, p.131
AECE Framework Handbook;Obj.4, p.132 / Activity: Chart: Fact or Interpretation? You Decide!;Obj. 4, p.137(Set up before class)
Two Children’s Books:
  • Guess How Much I Love you
  • The Mouse, The Red Ripe Strawberry, and The Big Hungry Bear
/ Learning to Read and Write;Obj. 2, p.129
AECE Framework Handbook;Obj.4, p.132
Guess How Much I Love you (One for each Participant); Obj. 4, p.134

Topic 7 – Language Development(2 hours)

Essential Materials / Materials Prepared by Trainer / Materials Provided for Participants
Transparencies/slides
Self-stick notes
Flip chart and Markers
Getting Ready for Kindergarten: A Calendar of Family Activities (English & Spanish version);Obj. 7, p.157
Wordless books;Obj. 9, p.160
  • Pancakes for Breakfast
  • Deep in the Forest
Learning to Read and Write;Obj. 9, p.161 / Family Photo to share (your choice);Obj 9, p.163
Language materials and games;Obj. 9, pp.165-167
(Some examples are)
  • It Looked Like Spilt Milk: Homemade Milk Cow, PVC pole, heavy twine, latex gloves, & fresh skim milk
  • Feely Box/Bag
  • Loto/Bingo
  • Discussion Pictures
  • Telephone (PVC pipe phone & tube phone)
/ Learning to Read and Write;Obj. 9, p.161
Pancakes for Breakfast(One for each participant);Obj. 9, p.162
Deep in the Forest (One for each participant);Obj. 9, p.162

Topic 8 – Phonological Awareness(1 hours)

Essential Materials / Materials Prepared by Trainer / Materials Provided for Participants
Transparencies/slides
Flipchart paper and markers
Self-stick notes
AECE Framework Handbook;Obj.2, p.179
Put Reading First;Obj. 4, p.181
Listen to the Rain, by Bill Martin;Obj. 5, p.183
In the Tall, Tall, Grass;Obj. 5, p.183 / Magnet Literacy : Rhyming Words, & (Onset and Rime) Beginning & Ending Consonants; Obj. 4, p.181-182
Baby Bumblebee;Obj. 5, p.184
The Sound Story: Gracie the Cow, Obj. 5, p.188(Laminated pictures of the animals to hold display)
Rhyming Box: “Knock, knock, What do I have in my rhyming box?”;Obj. 5, p.190
Laminated pictures ofHickory, Dickory, dock;Obj. 5, p.190
Laminated pictures ofLittle Bo Peep; Obj. 5, p.190
Example of books that demonstrate alliteration;Obj. 5, p.191
(Some examples are)
  • Oh, My Gosh, Mrs. McNosh!
  • Click, Clack, Moo Cows That Type
  • Llama, Llama Red Pajama
/ AECE Framework Handbook;Obj.2, p.173
In the Tall, Tall, Grass;(One for each participant);Obj. 5, p.183
The Sound Story: Gracie the Cow(One for each participant);Obj. 5, p.183

Topic 9 – Mother Goose Rhymes, Fingerplays, Poetry and Songs(2 hours)

Essential Materials / Materials Prepared by Trainer / Materials Provided for Participants
Transparencies/ slides
Flip chart paper and markers
A Collection Of Mother Goose Books;Obj. 4, p.198
(Some examples are)
  • Mary Engelbreit’s Mother Goose
  • Tomie dePaola’s Mother Goose
  • The Real Mother Goose
  • My Very First Mother Goose
  • Will Moses Mother Goose
Mother Goose charts (different one for each group);Obj. 5, p.199
Read-Aloud Rhymes for the Very Young selected by Jack Prelutsky, Illustrated by Marc Brown;Obj. 8, p.204
Over in the meadow Illustrated by Ezra Jack Keats;Obj. 10, p.208 / *Mother Goose posters;Obj.2, p.196
*Mother Goose Hat (and outfit if you can put one together);Obj. 2, p.196
Mother Goose Match Mixer (Questions and answers cut into separate strips); Obj. 2, p.196
Several Examples of Mother Goose characters colored and laminated chose from the following;Obj. 5,
pp.199-201(Appendix G)
  • Hickory Dickory Dock
  • Little Miss Muffet
  • Humpty Dumpty
  • Little Jack Horner
  • Baa, Baa, Black Sheep
  • Hey Diddle, Diddle
  • Little Bo Peep
  • Jack and Jill
  • One, Two Buckle My Shoe
  • Old Mother Hubbard
  • Jack be Nimble
  • Little Boy Blue
*Our Favorite Mother Goose Book Graph;Obj. 5, p.200
Home made Illustrated Rhyme Charts;Obj. 5, p.201
*Homemade small Poetry Stand;Obj. 8, p.205(Appendix I)
The Frog on the Log, by Ilo Orleans; Obj. 8, p. 205
Spin the Song Bottle, A collection of song starters;Obj. 10, p.208
Lollipops;Obj. 10, p.209 / Mother Goose charts to distribute to participants(Two for each participant)
Obj.5, p.199

Topic 10 – Storytelling(2 hour)

Essential Materials / Materials Prepared by Trainer / Materials Provided for Participants
Transparencies/slides
Flipchart paper and markers
Flannel & or Magnetic story board
Books for Storytelling
A Story A Month;Obj.7, p.231
What a Wonderful World, byG. D. Weiss, B. Thiele, Illustrated by Ashley Bryan;Obj. 7, p.232
CD and player for song:What A Wonderful World;Obj. 7, p. 232 / Cards with story titles for storytelling charades; Obj. 3, p. 227
Materials for Storytelling: (Choose from the following a selection of books and stories, have somelaminated colored cutoutsfrom A Story A Montheither magnet or flannel board ready)Obj. 4, p.227-228;
(Some examples are)
  • Participation: Caps for Sale; The Three Billy Goats Gruff
  • Predictable: The Little Red Hen
  • Classic Folk Tales Fairy Tales: The Three Bears
  • Cumulative Tales: The Napping House; Are You My Mother
  • Circle Stories: Pumpkin, Pumpkin;If You Give a Mouse a Cookie
  • Picture Books:Corduroy
Cue Cards, The Three Bears, The Very Hungry Caterpillar;Obj.5, p.228-9
Storytelling Chart;Obj. 6, p.230
What A Wonderful World cut outs colored and laminated;Obj. 7, p.232 / The Little Red Hen; Obj. 4, p.227 (One for each participant)

Topic 11 – Dramatic Play(2 hours)

Essential Materials / Materials Prepared by Trainer / Materials Provided for Participants
Transparencies/slides
Self-stick notes
Highlight Markers
Flip chart paper & Several different Colored Markers
AECE Framework Handbook;Obj. 2, p.237
Learning to Read and Write: Developmentally Appropriate Practice for Young Children;Obj. 3, p.238
Early Childhood Environmental Rating Scale-Revised [ECERS];Obj. 3, p.238
The Creative Curriculum® for Preschool;Obj. 3, p.238
10 children’s books Appropriate for Creative Drama;Obj. 8, p.243
The Three Billy Goats Gruff; Obj. 8, p.243 / Prop Boxes for the Dramatic Play Area;Obj. 4. p.239(Make two to four;some examples are)
  • Birthday
  • Flower Shop
  • Medical
  • Garden
Drama is Natural: Don’t Squelch It!!;Obj. 6, p.241
Free mask templates; Obj. 6, p.239
Make four flip charts one for each season: Fall, Winter, Spring and Summer;Obj. 6, p.241 (Make for each class)
*Creative Drama:Goldilocks and the Three Bears(Three sizes of bowls, towels [for Beds], and 3 chairs of different sizes);Obj. 8, p.243 / AECE Framework Handbook;Obj. 2, p.237
Learning to Read and Write: Developmentally Appropriate Practice for Young Children;Obj. 2, p.238
Drama is Natural: Don’t Squelch It!! (One copy for each participant);Obj. 6, p.241
The Three Billy Goats Gruff(One for each Participant); Obj. 8, p.243

Topic 12 – Read Aloud (2 hours)

Essential Materials / Materials Prepared by Trainer / Materials Provided for Participants
Over Transparencies/slides
Flipchart paper and markers
Flannel & or Magnetic story board
TV-VCR
Video: Read It Again! Experience the Joy of Reading Aloud with Children;Obj. 3, p.255-7 & Obj. 5, p.259
Collection of children’s books for read aloud;Obj. 5, p.261-2
On the Go,by Ann Morris, Photographs by Key Heyman;Obj. 6, p.265
Caps for Sale;Obj. 7, p.265 / 4Posters “Welcome to Read Aloud”;Obj. 1, p.253
Mr. Giggles;Obj.1, p.253
A Selection of Favorite Books for Reading Aloud with Children;Obj. 5, p.261(Some Examples are)
  • Picture books
  • Participation stories
  • Predictable stories
  • Concept books
  • Interactive books
  • Alphabet books
  • Cumulative tales
  • Circle stories
  • Folk and Fairy Tales
A Selection of Information Books for Reading Aloud with Children;Obj. 6, p.265(Choose your own)
Some examples of themes are:
  • Science
  • Our World
  • Me
  • Differently Abled child
/ Caps for Sale;Obj. 7, p.268(One for each participant)
Pumpkin, Pumpkin;Obj. 7. p.269(One for each participant)
Mr. Gumpy’s Outing;Obj. 7,p.269(One for each participant)

Topic 13 – Shared Reading(2 hour)

Essential Materials / Materials Prepared by Trainer / Materials Provided for Participants
Transparencies/slides
Self-stick notes
Highlight Markers
Flip chart paper & Several different
Colored Markers
AECE Framework Handbook;Obj. 3, p.279
Big Book:
*I Went Walking, by Sue Williams, Illustrated by Julie Vivas;Obj. 6, p.280
*Several Big Books to share;Obj. 6, p.280
(Some examples are)
  • Silly Sally,
  • Early Emergent:Miss Wishy Washy
  • Emergent:Miss Wishy Washy
*Mother Goose rhyme chart: Humpty Dumpty;Obj. 7, p.284 / AECE Framework Handbook;Obj. 3, p.279

Topic 14 – Learningabout Letters, Sounds and Words(2 hours)

Essential Materials / Materials Prepared by Trainer / Materials Provided for Participants
Transparencies/slides
Lakeshore products designed with learning in mind;As introduction, p.293
AECE Framework Handbook;Obj. 2, p.298
LINK Booklets for Parents and Teachers: The Kindergarten Readiness Indicator Checklist;Obj.2, p.298
Association of Measurements (AOM);Obj. 2,p.299
Learning to Read and Write: Developmentally Appropriate Practice for Young Children;Obj. 2-3, p.298-300
Collection of alphabet books;Obj.4, p.302
Alphabet bingo or lotto;Obj.6, p.307 / Introductory Activity: Alphabet manipulativesand Cookie sheets
(Example: collect magnetic, foam, rubber, sandpaper letters, letter stamps, alphabet puzzles);As introduction, p.293
Activities with Children’s Own Names to Make Letters Meaningful;Obj.5, p.300
  • Textured Name Cards
  • Name puzzles
  • Names in a Red Box
Games to make Letters Meaningful;Obj. 5, p.303
(Some examples of games are:)
  • What Am I?
  • Basic Skills for Early Leaning
ABC accordion book;Obj.6, p.306 / AECE Framework Handbook;Obj. 2, p.298
Association of Measurements (AOM); Obj. 2,p.299
Learning to Read and Write: Developmentally Appropriate Practice for Young Children;Obj. 2-3, p.298-300
Chicka Chicka Boom Boom;(One for each participant)Obj.4, p.302

Topic 15 – Environmental Print(1 hour)

Essential Materials / Materials Prepared by Trainer / Materials Provided for Participants
Transparencies/slides
Self-stick notes
Highlight Markers
Flip chart paper
The Impact of Environmental Print Instruction on Early Reading Ability by Patricia Kuby and Jerry Aldridge;Obj. 3, p.315
Children’s books about environmental print;Obj. 5,p.317
*Two large paper sacks for each participants, lots of colorful duct tape;Obj. 5, p.317(Appendix N) / A Big Book made with Paper Sacks(With examples of environmental print inside); Obj. 5, p.317(Appendix N)
Teacher made books;Obj. 5, p.317(Some examples are:)
  • I can read Traffic Signs
  • Let’s Learn about safety,
  • Accordion Book: I Like To Eat (Appendix J)
  • Big Book:My Favorite Cereals
Environmental Print Games;Obj. 5, p.317-19(Choose your own; some examples of themesare :)
  • Concentration
  • Puzzles
  • Coupon Match
  • I Went Shopping
  • Graphs of My Favorite Snack Food or Cereal
/ If time allows have each participant make “A Big Book” out of Paper Sacks;Obj. 5, p.317(Appendix N)

Topic 16 – Writing in the Preschool Classroom (2 ½ Hours)

Essential Materials / Materials Prepared by Trainer / Materials Provided for Participants
Transparencies/slides
Self-stick notes
Highlight Markers
Flip chart paper
The Inclusive Early Childhood Classroom;Obj.4,p.324
Learning to Read and Write;Obj.14, p.343 / Collected samples representative of the sequence through which children progress as they begin to write;Obj. 5, pp.328-31
  • Stage 1 –Scribbles
  • Stage 2 – Mock Letters
  • Stage 3 – Recognizable Letters
  • Stage 4 – Phonemic Spelling
Fold-a Page Book;Obj. 6, p.334(Appendix O) / Learning to Read and Write;Obj.14, p.343
The Kissing Hand;(One for each Participant)

* Over-sized material carried in large separate container

Contributed by Dr. Mary Gardner Page 1 9/26/2011