Meeting the Needs of All Learners

Differentiated Instruction

One of the many benefits of small-group instruction is the ability to differentiate teaching to meet individual learning needs. Frog Street Pre-K offers intentional and specific ideas at point to use that suggest a way to offer more support and a greater challenge.

Book: 'What Is Weather?'

Support

Work with a child individually. Turn to page 9. Read the definition of cloud and ask the child to point to and say cloud. Continue with tornado and wind.

Challenge

Suggest children picture walk through the book and identify more types of weather. Invite them to compare the weather recorded in the Morning Message to a picture in the book.
Patter block fish

Support

Trace the outline of the pattern block fish on a 4 x 6 card so children can more easily replicate the design.

Challenge

Challenge children to copy the fish design from memory. When children have finished putting the design together, have them compare their fish to yours and make necessary changes so it looks identical.
Letter Names

Support

Observe which letter names or sounds are difficult for a child. Practice two or three one-on-one with that child.

Challenge

Invite children to choose a letter and sound to create additional picture/word cards to add to the Letter Wall.
Polar Bear

Support

Display Photo Card (#163 polar bear). Ask children questions to engage them in describing the polar bear. Ask: What color is a polar bear? What kind of skin covering does a polar bear have?

Challenge

Encourage children to provide two adjectives to describe a marine animal: “white, furry polar bear” or “stretchy, long octopus.”

Cultural Responsiveness

Frog Street Pre-K offers a "windows and mirrors" approach allowing children to both see themselves and have exposure to experiences outside their current world view.

Book: 'Best Birthday Party Ever'

Cultural Responsiveness

Be aware that families celebrate birthdays in different ways based on their cultural and religious beliefs and values. Make a chart showing ways families in your community and children in your classroom celebrate birthdays. Be accepting of all ideas. Talk about the similarities and differences in celebrations.

Book: 'Best Birthday Party Ever'

Cultural Responsiveness

Be sensitive to the context of your community. Some children may have had an experience with police violence personally or have heard about it through the media or family or neighbors. Listen to children’s comments and questions. Validate that everyone has different experiences and perspectives.

Book: 'Best Birthday Party Ever'

Cultural Responsiveness

Encourage children to share foods their family enjoys. Use this opportunity to better understand, appreciate, and respect cultural differences.

Cultural Responsiveness

When discussing food choices, be careful that children do not criticize foods others suggest or say they like just because they are unfamiliar foods to them.

Language Support

Strategies in Teacher Guides

Frog Street Pre-K features nine powerful strategies at point of use throughout Teacher Guides to support language acquisition. Dual Language Learners (DLLs), English Language Learners (ELLs), and children with special needs can all benefit from these powerful strategies. All 9 strategies are also printed on a handy Strategy Card.

Visual Cues
Comprehension Check
Think Aloud
Translanguaging
Dialogic Reading
Anchor Text
Think-Pair-Share
Scaffolding
TPR (Total Physical Response)
Visual Cues

Dual/English Language Learners

Visual Cues

Offer pictures of various rooms in a house (living room, kitchen, bedroom, dining room). Encourage children to refer to the pictures to indicate which type of room they are building. Model using vocabulary to identify the room: You are making a kitchen.

Comprehension Check

Dual/English Language Learners

Comprehension Check

Invite children to invent a hand gesture or use a signal, such as “thumbs-up” or “thumbs-down,” to indicate which Number Dot Cube represents “more” and “fewer”

Think Aloud

Dual/English Language Learners

Think Aloud

Talk out loud to describe how to act out a movement on one of the “Animal Charades” cards. Place emphasis on key vocabulary. I am going to stretch out on my arms and flap them to show my partner that I am a bird.

Translanguaging

Dual/English Language Learners

Translanguaging

Pair a DLL/ELL with an English-speaking partner who can also speak the partner’s home language. Invite the DLL/ELL to explore a book in their home language and then take turns with the English speaker retelling the story in English.

Dialogic Reading

Dual/English Language Learners

Dialogic Reading

Select volunteers to play the part of each child guest introduced in The Doorbell Rang. Encourage children to verbally count and state the number of cookies in their fair share when the actors divide the cookies to share with new guests: I have three cookies just like Victoria, Sam, and Hannah.

Anchor Text

Dual/English Language Learners

Anchor Text

Provide background knowledge to support children’s exploration of the play dough baking activity. Refer to page 10 in ABCs of Food to introduce the names of ingredients used to make bread. If possible, bake actual dinner rolls and cornbread muffins with the children present. Take photos of the baking process to display at the center.

Think-Pair-Share

Dual/English Language Learners

Think-Pair-Share

Pair English Language Learners with native English speakers. Invite partners to select which characteristic (real or make-believe) they wish to talk about with their partner. English speakers can support their ELL partner (via translation or pantomime) if they choose to share their ideas with the whole group.

Scaffolding

Dual/English Language Learners

Scaffolding

Encourage children to point to the cube that matches the words they are using to describe their tower using this sentence stem: My tower is (point to color cube) and has (point to dot cube) cubes.

TPR (Total Physical Response)

Dual/English Language Learners

TPR (Total Physical Response)

Use the sign language on the back of the Photo Cards to connect actions with vocabulary: push and dump.

Photo Cards

The Frog Street Pre-K Photo Cards offer language development prompts to support multiple levels of language acquisition (preproduction, early production, speech emergence) as well as sign language.

Photo Cards

Special Needs Adaptations

Frog Street Pre-K includes Special Needs Adaptations within lessons at point of use. Adaptations may be necessary to make a lesson more meaningful for one or more children. All children can learn and be invited to participate in everyday routines and activities. Frog Street Pre-K offers adaptations to meet the needs of children with visual and hearing impairments, delayed motor development, emotional and behavioral challenges, sensory integration issues and more.

Fine Motor Challenges
Visual Challenges
Cognitive Challenges
Sensory Integration Issues
Limited Language
Fine Motor Challenges

Special Needs Adaptation

Invite children with fine motor challenges to place images of food or plastic food props in their bowl to create a salad instead of drawing images.

Visual Challenges

Special Needs Adaptation

Provide a 5-section egg carton. Ask children to put one frog into each section. Count one-to-one with children. Children with visual challenges will require larger counters.

Cognitive Challenges

Special Needs Adaptation

Provide children with an outline of the pattern blocks to better organize their thought process.

Sensory Integration Issues

Special Needs Adaptation

Children with sensory issues may not like the feel of the feather or the paint. Try taping the feather to a paintbrush, offering a shorter time for painting, or using water to thin the paint for a smoother texture. Have wipes available for immediate clean up.

Limited Language

Special Needs Adaptation

Invite children with limited language to use pictures to describe what they see the animals doing (eating, sleeping).

Authentic Spanish Program

All Frog Street Pre-K materials and resources are available in English and Spanish. Spanish materials are not merely a translation of English-developed resources. Spanish materials reflects authentic Spanish culture, music, and language.

Learn More About Our Authentic Spanish Program

Authentic Spanish Program