Kum Anaokulu /Speak’n Play (Level2)

•    Follow one-step directions 
•    Listen intently to a short children’s book 
•    Increase vocabulary and comprehension 
•    Participate in the give-and-take of conversations 
•    Listen and move to music
We learned it by;
•    Engaging in group or individual activities that require following simple directions
•    Listening to books read aloud
•    Exploring books independently 
•    Conversing with teachers who model communications both one-on-one and in groups
•    Participating in group songs, rhymes, and games 

•    Increase vocabulary, particularly names of objects and actions
•    Use one or more words to describe a feeling, drawing, or picture in a book 
•    Initiate short conversations with teachers and peers 
•    Ask short questions in conversation
We learned it by;
•    Looking at and describing language-rich photographs, books, and matching games that stretch our vocabulary 
•    Talking to teachers and peers at eye level  
•    Having conversations with teachers and friends about daily experiences and activities such as cooking or art creations

•    Focus during read-aloud time 
•    Increase short-term memory and recall 
•    Increase vocabulary 
•    Develop preferences for familiar books and stories
We learned it by;
•    Participating in songs and finger plays 
•    Participating in read-aloud time or retelling favorite stories to ourselves or our friends
•    Exploring books quietly on our own  
•    Noticing written labels on classroom objects
 

•    Understand concepts such as under/over, inside/ outside, on/off and up/down
•    Describe our actions using spatial term
We learned it by;
•    Moving through a simple obstacle course while a teacher describes our actions: “You are going down the slide and through the tunnel.” 
•    Hearing teacher’s talk continually about what we are doing: “You are standing next to the bookshelf.”
 

•    Understand quantity: identify one, more than one, less, etc. 
•    Count to two or three 
•    Discriminate sizes: big vs. small, long vs. short
We learned it by;
•    Hearing quantity labels expressed in conversation: “You have one cracker. Would you like one more?” 
•    Following snack setup instructions: “Let’s give everyone a napkin. Put one here and one there.” 
•    Teachers modeling language: “How many crackers do you have?” 
•    Manipulating stacking and nesting toys in  various shapes and sizes from the Math Counts manipulative shelf  
 

•    Indicate the end of an event with words 
•    Use a word or words to indicate a past or future event
We learned it by;
•    Listening to teachers talk about time: “Now we are reading a book. We will play game after we finish reading.” 
•    Hearing time words in daily interactions with teachers: “Yesterday it was colder than it is today. You had to wear your heavy coat yesterday
 

•    Identify similar items from a variety of objects 
•    Match an appropriate block to the correct shape on a toy
We learned it by;
•    Playing sorting games: “Show me all the plastic cats.”
•    Experimenting with placing blocks in shape boxes or pieces in simple puzzles
 

•    Identify a problem verbally
•    Explore possible solutions before attempting to solve a problem
We learned it by;
•    Listening to stories read aloud that feature simple problems and solutions
•    Exploring answers to questions such as “What do you think will happen?”  
•    Articulating and solving day-to-day problems together with teachers  
•    Experimenting with shape sorters, puzzles, and busy boxes

•    Use an object as a tool to complete a task 
•    Understand the basic concepts of balance and weight
We learned it by;
•    Exploring materials and activities that engage our sense of touch, taste, smell, sound, and sight  
•    Manipulating playdough with tools such as cookie cutters, safe scissors, and small rolling pins  
•    Building, stacking, and balancing blocks of varied shapes and sizes 

•    Experiment with volume 
•    Demonstrate ability to define space
We learned it by;
•    Filling, dumping, and comparing containers with varied materials including water, sand, and rice 
•    Building things like a fence from blocks or a bus out of chairs

•    Question when exploring materials 
•    Formulate “why, what, and how” questions
We learned it by;
•    Describing and discussing our observations and experiences with teachers 
•    Creatively (and sometimes messily) experimenting with paints and easels, sand play, and creative movement

•    Identify emotions by name 
•    Regulate our emotions 
•    Develop a sense of self as both separate from and connected to others
We learned it by;
•    Talking about our feelings, with the support of teachers  
•    Bringing items from home to share with the group
 

•    Make friends and develop positive relationships 
•    Be aware of and respect physical differences in people 
•    Express compassion or empathy
We learned it by;
•    Playing together in learning center 
•    Looking at books and hearing stories about people of different cultures or ethnicities
•    Drawing self-portraits 
•    Sharing our toys, being sensitive to classmates’ feelings, and showing other acts of compassion