Activity Description

Preparation:

1. Create word cards for each play area or center
   1. Write these in clear, block letters large enough for students to read
   2. Capitalize only the first letter, since these are proper nouns
2. Gather sticky notes and a marker
3. Find a peg board and pegs for each area
   1. You could also use magnetic tokens on a magnet board, or just have each child make a tally or circle to mark their chosen activity

Implementation:

1. Invite students to think about which area they would like to work at during play or center time
2. Display name cards for each area at the front of the class
   1. Read each card aloud, emphasizing letter-sounds if desired
3. Distribute a peg to each student
4. Have students come up one at a time, place the peg under their chosen play area, and say the name of the area they want to work at
5. After each student chooses a play area, ask them to tell you what they are going to do
   1. Repeat their answers and elaborate on them
      • For example: So you want to paint a flower for your mother! Im sure that you will use lots of pretty colors.
   2. Ask additional follow-up questions to encourage more spoken language
6. As a class, count the number of students at each play area
   1. Record these numbers on sticky notes
7. Use these numbers to explore other math concepts, for example:
   1. Ask students which center has the most students or the least students
   2. Have students help you order the centers from the smallest to the largest number of students

Adaptations For

English Language Learners/ESL:

- Provide students with extra encouragement and support as they use their growing oral language skills

LD/Reading & Writing Difficulties:

- Make explicit connections between the number of tokens in each station and the numbers you are writing down on sticky notes

Differentiated Instruction:

- Keep students involved by allowing them to write their responses on mini white boards before coming up to the front (what station they want to work at, the number of students at each station)

Related References

Evidence:
Pullen, P. C. & Justice, L. M. (2003). Enhancing phonological awareness, print awareness, and oral language skills in preschool children. Intervention in School and Clinic, 39, 87-98.