Unit 2
Week 1
Sand and Water
Washing Dishes
NAMING WORDS
sponge
pots and pans
plates
dishes
utensils
dish soap
suds
dishwasher
dry rack
bubbles
kitchen/dish towel
ACTION WORDS
rinse
dry
pour
scrub
clean
sponge
rub
polish
squeeze
DESCRIBING WORDS
soapy
sudsy
liquid
sparkling
clean
glass
plastic
rough
soak
stuck
hardened
Comments / Questions / Expanded Conversation
RIGHT HERE:

Use Parallel Talk + Vocabulary Repetition – for example:
You are really scrubbing that pot clean! Scrub, scrub, scrub!
The sponge with the rough side is the best one for scrubbing off the food that gets
stuck in the bottom of the pan. Scrub, scrub, scrub!
I can see that you know how to really rinse a dish until all the soap is off. Rinse,
rinse, rinse!

Use Self Talk + Open Ended Question – for example:
I am washing my breakfast dishes. I had eggs and toast with jelly and my dishes are
kind of sticky. What food are you washing off of your dishes?
I give up. I can’t get the egg off! I left it without washing it all day and now the egg
hardened and it is stuck on the plate. I have to soak these dishes for a while. Why
do people sometimes soak dishes before they wash them?
CONNECT TO TEXT:
I remember that the friends in the book, The Little Red Hen (Makes a Pizza), washed
dishes. What do you remember about that book?
NON-IMMEDIATE EVENTS:
I wash the dishes at my house. I usually rinse them off in the sink and then stack
them in the dishwasher.
Who washes the dishes where you live?
How do they wash the dishes? Do they wash the dishes by hand in the sink or put
them in a dishwashing machine?
Hanson Initiative for Language & Literacy (HILL)
Based on Center Time conversation tips in Opening the World of Learning by Schickedanz & Dickinson
1
Unit 2
Week 1
Art Area: Table
Making Bowl Drums
NAMING WORDS
drum
drummer
elastic band
bowl
shopping bag band
mallet
orchestra
musical instrument
ACTION WORDS
drum
beat
pound
tap
bang
attach
fasten
elastic
DESCRIBING WORDS
rhythm
boom
high
low
quiet
loud
tight
loose
plastic
paper
deep
high
Comments / Questions / Expanded Conversation
RIGHT HERE:
 Use Self Talk to Model Morphology (how words change at the end when we
use them in sentences) – for example:
I am pulling this plastic bag tightly over the bowl. Now I am going to pull it tighter
and fasten it with an elastic band. My drum has the tightest cover of all of the drums.
When I tap lightly on the drum it makes a quieter sound. Listen…lighter and
lighter… quieter and quieter…This is the quietest drumbeat of all.
I can make a low sound with my voice like the sound of a drum. Now I am making it
lower and deeper and lower and deeper. Now it is the very lowest I can go. Can you
make a low, deep sound with your voice?
Try these words in other sentences: loud loudly louder loudest / fast faster fastest
/ slow slowly slower slowest.
 Use Forced Choices – for example:
Should we beat the drums quickly or slowly? Does my drum sound the same as
yours or different?
CONNECT TO TEXT:
There were musical instruments in a lot of books that we have read. There was a
harmonica in Oonga, Boonga and a saxophone in the book,The Little Red Hen
(Makes a Pizza). The book, Let’s Make Music, had instruments too. Let’s get it to
see which instruments are in there.
NON-IMMEDIATE EVENTS:
I love to dance to music. I also like to listen to different kinds of music. What music
do you like to listen to? Tell me about a song you like.
I listen to music in my car on the car radio. I have a friend who has an IPod that she
listens to music on. Do you listen to music at home? How do you listen to music?
Hanson Initiative for Language & Literacy (HILL)
Based on Center Time conversation tips in Opening the World of Learning by Schickedanz & Dickinson
2
Unit 2
Week 1
Art Area: Table
Making Stationery
NAMING WORDS
cards
stationery
letter
stamp
sheets
trays
initials
design
corner
top
bottom invitation
note
ink pad
border
monogram
ACTION WORDS
write
decorate
design
stamp
stencil
address
print
DESCRIBING WORDS
inside
front
back
plain
decorated blank
Comments / Questions / Expanded Conversation
RIGHT HERE:

Use Parallel Talk + Break Down and Build Up of Vocabulary – for
example:
You decorated your stationery with yellow triangles on the border.
Jose wrote his initials, the first letter of his first and last name, on the front of his card.
That is called a monogram.
Michelle designed a very fancy front on her card with flower stamps, but she left the
inside plain, so she can write a note.

Use Self Talk + Open Ended + Forced Choice Questions – for example:
I am designing an invitation to a party at my house. I am going to invite all of my
friends. I am decorating my stationery with a border made of stars. I am drawing
them and using a stamp. What are you going to do? (pause for response)
Is your stationery going to be a letter or is it an invitation like mine?
Are you going to decorate a border or leave the border plain?
What kind of decoration/design are you going to make?
CONNECT TO TEXT
In the book, A Letter to Amy, Peter used plain paper to write his letter.
NON-IMMEDIATE EVENTS:
Pretend you are having a party at home. How will you decorate your invitation?
What will it say inside? What will you do at your party? Who will you invite?
Hanson Initiative for Language & Literacy (HILL)
Based on Center Time conversation tips in Opening the World of Learning by Schickedanz & Dickinson
3
Unit 2
Week 1
Art Area: Easel
Pizza Paintings
NAMING WORDS
pizza
crust
pan
slice
tissue
smock
easel
toppings (cheeses, sauce,
pepperoni, vegetables)
ACTION WORDS
eat
taste
bite
prepare
cook/make create
paint
stick
DESCRIBING WORDS
thin/thick crust
large/medium/small
round
rectangular
hungry
delicious
yummy
tasty
crunchy
cheesy
hot
cold
Comments / Questions / Expanded Conversation
RIGHT HERE:

Use Self Talk + Indirect and Open Ended Questions – for example:
I made a delicious pepperoni and mushroom pizza. It is large and round and has a
thick crust. Tell me about your pizza.
I am going to make a pizza with green peppers on it and mozzarella cheese. The
green tissue paper strips are the peppers and that yellow paint is the cheese. What
are the toppings on your pizza?
I am going to make a pizza with fruit on it. Apples and bananas and grapes. That is a
crazy kind of pizza. What other fruits should I put on mine? (pause, if no response,
continue) Should I put on orange slices or mango slices?
Can you think of a crazy kind of pizza to make? (pause, if no response, continue)
Would you like a candy pizza or a cookie pizza?
CONNECT TO TEXT:
In the book, The Little Red Hen (Makes a Pizza), there was mozzarella cheese on
the pizza. What other toppings were on the pizza?
NON-IMMEDIATE EVENTS:
Once, I ordered a pizza at home and it came with everything on it. It was a large,
rectangular, thick crust pizza with pineapple, pepperoni, sausage, salami, green
peppers, olives, anchovies and mushroom. What kind of pizza do you like to eat?
Hanson Initiative for Language & Literacy (HILL)
Based on Center Time conversation tips in Opening the World of Learning by Schickedanz & Dickinson
4
Unit 2
Week 1
Blocks
Family Figures Dollhouse Furniture Families in the Neighborhood
NAMING WORDS
home
apartment
condo
house
building
kitchen
bedroom
bathroom
living room
playground
elevator
stairs
steps
floors
family member names
ACTION WORDS
build
design
live
occupy
DESCRIBING WORDS
live
inside
outside
tall
low
high
Comments / Questions / Expanded Conversation
RIGHT HERE:

Use Parallel Talk + Open Ended Questions – for example:
You are building a tall building that has many floors. What kind of building is it?
It looks like that family has a lot of pets. They have cats and dogs and they seem to
be friends. Dogs like to chase cats sometimes. Why do you think dogs like to chase
cats?
A big family lives there. Tell me who all the family members are.
You connected these blocks and now you have a long sofa (or couch). What other
kinds of furniture can you make if you connect more blocks?
CONNECT TO TEXT:
In the book, A Letter to Amy, it looks like Peter lives in an apartment building. (look
at the book together) Let’s see what was in his neighborhood. What ideas do you
get from this book to add to the buildings that you are creating?
NON-IMMEDIATE EVENTS:
I live in a tall apartment building in a one bedroom apartment with my pet cat. Where
do you live? Who lives with you? Do you have any pets? Tell me about them.
Hanson Initiative for Language & Literacy (HILL)
Based on Center Time conversation tips in Opening the World of Learning by Schickedanz & Dickinson
5
Unit 2
Week 1
Puzzles and Manipulatives
Puzzles Counting Objects Stringing Beads
NAMING WORDS
beads
necklace
string
puzzle
piece
ACTION WORDS
string
combine
design
sort
place
fit
connect attach
DESCRIBING WORDS
wooden
plastic
round
large
small
tiny
opening
next to
same
similar
different
fit
difficult
easy
simple
complicated
pattern
design
Comments / Questions / Expanded Conversation
RIGHT HERE:
 Use Parallel Talk + Open Ended + Forced Choice Questions – for example:
You are having difficulty finding the puzzle piece that fits. Let’s look for one with a
similar color and a round shape. Which of these two pieces has the same color as
your piece?
That puzzle was simple for you to complete. Let’s try a more complicated one! Does
this one look simple or complicated to you?
What an interesting pattern of beads! I like your necklace design.
 Use Self Talk + Open Ended Questions
I am finding it difficult to string these tiny beads on this large yarn. Why do you think
it is not working? How do you think we could solve this problem?
CONNECT TO TEXT:
In the book, A Letter to Amy, Amy gets dressed up to go to Peter’s party. She is
wearing a dress, and a bow in her hair, but no necklace or bracelet. The boys are all
wearing ties. Everyone has a party hat. What would you wear to a party?
NON-IMMEDIATE EVENTS:
I have strings of beads that I like to wear, but they are smaller than these beads.
Why wouldn’t these beads be so good to wear around your neck? What kinds of
beads do you like to wear?
Hanson Initiative for Language & Literacy (HILL)
Based on Center Time conversation tips in Opening the World of Learning by Schickedanz & Dickinson
6
Unit 2
Week 1
Dramatic Play
Washing Dishes and Inviting Friends Over to Play
NAMING WORDS
oven
stove
cake
pizza
dinner
dessert
sponge
pots and pans
plates
dishes
utensils dish soap
sink
dishwasher
dry rack kitchen/dish
towel
bubbles
suds
visitor
ACTION WORDS
bake
rinse
cook
smell
aroma
dry
pour
scrub
clean
sponge
rub
polish
squeeze invite
call
email
play
hang out
DESCRIBING WORDS
delicious
tasty
friendly
fun
ready
soapy
sudsy
liquid
sparkling clean glass
plastic
rough
soak
stuck
hardened
Comments / Questions / Expanded Conversation
RIGHT HERE:
 Use Parallel Talk + Open Ended Questions – for example:
That smells delicious! I see a lot of pots and pans on the stove. What are you
cooking today?
Your friends are helping you wash the dishes. That is very considerate and kind of
them. What do you need to do to get the dishes clean?
I can see that you are having a party! Did you send out an invitation? What did your
invitation say?
 Use Self Talk + Open Ended Questions – for example:
I am helping to get the house cleaned up before more friends come over. What else
do we need to do to get ready?
I will start making the pizza for the party. What toppings do we have? What do you
want me to put on the pizza to make it delicious?
CONNECT TO TEXT:
I remember that the friends in the book, The Little Red Hen (Makes a Pizza), washed
dishes. What do you remember about that book?
NON-IMMEDIATE EVENTS:
When my friends come over to my house, we usually sit and talk in my kitchen while I
cook dinner for them. What do you do when friends come over?
Hanson Initiative for Language & Literacy (HILL)
Based on Center Time conversation tips in Opening the World of Learning by Schickedanz & Dickinson
7
Unit 2
Week 1
Writing Center
Writing on Handmade Stationery
NAMING WORDS
card
inkpad
letter
stamp
stationery
initials
note
pencil
names
pen
mailbox
ACTION WORDS
write
send
deliver
mail
DESCRIBING WORDS
monogrammed
decorated
Comments / Questions / Expanded Conversation
RIGHT HERE:
 Use Parallel Talk + Open Ended Questions + Forced Choices – for example:
I see there are lots of blue stars on your stationery. Who are you going to send it to?
He/She will be happy to get it. How are you going to send it? (pause, if no response,
continue) Will you put it in a mail box or will you deliver it yourself?
CONNECT TO TEXT:
In the book, The Little Red Hen (Makes a Pizza), the little red hen invited her friends
to eat dinner with her by calling to them out the window. How else could she have
invited them?
NON-IMMEDIATE EVENTS:
I have some very pretty stationery at home that has the words Thank You printed on
the front. I use it to send to people who have done something nice for me. I like to
write a note to say thank you. If you were going to write a thank you note to
someone who had been kind to you, who would you send it to? What would you
say?
Hanson Initiative for Language & Literacy (HILL)
Based on Center Time conversation tips in Opening the World of Learning by Schickedanz & Dickinson
8
Unit 2
Week 2
Sand and Water
Making Sand Molds
NAMING WORDS
mold
shape
ACTION WORDS
crumble
dump
fill
jiggle
overturn
tap
remove
DESCRIBING WORDS
dry
moist
pack
Comments / Questions / Expanded Conversation
RIGHT HERE:
 Use Parallel Talk + Open Ended Question – for example:
You’re working very hard filling up that mold. I see that you are packing down the
moist sand. It looks like it will hold its shape. What kind of mold will you use next?
 Use Self Talk + Open Ended + Forced Choice Questions – for example:
I am filling my mold with sand. I am turning over my mold, tapping the bottom and
removing the mold. Oh no, the shape is crumbling. How did that happen? (wait for
response, if no response then ask a forced choice question) Was the sand too wet or
to dry? Maybe we need to add some more water to the sand to moisten it.
CONNECT TO TEXT
Let’s pretend we are making a cake like the one in the book A Letter to Amy. We will
need to make sure the sand is very moist, so it will hold its shape when we turn over
the mold.
NON-IMMEDIATE EVENTS:
We could pretend that we are making mountains or castles. What would you like to
pretend?
Hanson Initiative for Language & Literacy (HILL)
Based on Center Time conversation tips in Opening the World of Learning by Schickedanz & Dickinson
9
Unit 2
Week 2
Art Area: Table
Making Crayon Rubbings
NAMING WORDS
clipboard
design
pattern
rubbings
texture
wrappings
ACTION WORDS
insert
removed
rubbed
DESCRIBING WORDS
bumpy
over
under
Comments / Questions / Expanded Conversation
RIGHT HERE:
 Use Parallel Talk + Open Ended Question + Parallel Talk – for example:
You have created an interesting rubbing. Can you tell me how you made it? (child
demonstrates, but doesn’t say anything) Oh, you put the leaf under the paper and
rubbed the crayon over the paper and leaf. You made a bumpy rubbing.
 Promote Social Interaction – for example:
Lisa and Marissa are interested in your rubbing. I think they would like you to show
them how you put the leaf under the paper to make your bumpy rubbing. They can
make their own or maybe they will choose something different.
CONNECT TO TEXT:
I wonder what kind of rubbing you could make with a piece of corduroy, like the
corduroy material of the overalls in the book Corduroy.
NON-IMMEDIATE EVENTS:
When we go outside, what could we look for to use to make other rubbings?
Hanson Initiative for Language & Literacy (HILL)
Based on Center Time conversation tips in Opening the World of Learning by Schickedanz & Dickinson
10
Unit 2
Week 2
Art Area: Easel
Drawing with Chalk
NAMING WORDS
chalk
line
sidewalk
texture
ACTION WORDS
blend
DESCRIBING WORDS
blurred
dark
hard
light
sharp
wide
thin
Comments / Questions / Expanded Conversation
RIGHT HERE:
 Use Parallel Talk + Open Ended Questions – for example:
You’ve used so many different colors in your drawing. What happened here where
the two colors blended together?
Some of your lines are thin and others are wide. How did you make this very wide
line?
 Use Self Talk + Forced Choice Questions – for example:
I want to make a drawing like yours. This chalk has a different texture from crayons.
Should I make the lines thin and sharp or wide and blurred?
CONNECT TO TEXT:
In the book Mathew and Tilly, remember how Tilly used chalk to draw numbers and
squares on the sidewalk. You are using chalk to draw a design on brightly colored
construction paper.
NON-IMMEDIATE EVENTS:
If you could use chalk on the sidewalk, like Tilly did in the book, Mathew and Tilly,
what would you draw?
Hanson Initiative for Language & Literacy (HILL)
Based on Center Time conversation tips in Opening the World of Learning by Schickedanz & Dickinson
11
Unit 2
Week 2
Blocks
Materials for Making a Playground
NAMING WORDS
ladder
playhouse
pool
slide
swing
toys
playground
gate
figure
climbing structure
family member names
ACTION WORDS
build
design
live
climb
jump
DESCRIBING WORDS
inside
outside
tall
high
low
wide
noisy
Comments / Questions / Expanded Conversation
RIGHT HERE:
 Use Parallel Talk + Indirect Question – for example:
You have used many different size blocks. This section is very high, and this part
over here is low and wide. Tell me about what you have built here. (if the child’s
response is limited, say, I see and then use specific vocabulary to label the props for
the playground)
 Use Encouragement to Support Cooperative Play – for example:
It looks like Lisa is holding some family figures. I think they would like to visit your
building (playground or whatever the child has labeled the structure). Where is the
door (or gate) to come in? (observe the play and then comment on any cooperative
play that occurs)
CONNECT TO TEXT:
Lisa didn’t mean to knock over your slide. Remember in the book Mathew and Tilly
how Matthew and Tilly both got so mad at each other because of an accident.
Matthew broke Tilly’s crayon by accident.
NON-IMMEDIATE EVENTS:
What do you like to do when you go to the playground?
Hanson Initiative for Language & Literacy (HILL)
Based on Center Time conversation tips in Opening the World of Learning by Schickedanz & Dickinson
12
Unit 2
Week 2
Puzzles and Manipulatives
Letter Tiles and Word Cards; Alphabet and Name Memory Games
NAMING WORDS
alphabet
game
letter
name
picture
story
tile
word
ACTION WORDS
match
DESCRIBING WORDS
uppercase
round
straight
Comments / Questions / Expanded Conversation
RIGHT HERE:
 Use Parallel Talk + Forced Choice + Indirect Questions – for example:
You have a card with a name that starts with the uppercase letter M. There are two
children in this class whose name begins with the letter M. Is that name Mandy or
Meredith? I wonder where the match is.
 Use Self Talk + Model How to Play the Game – for example:
Sometimes I have a hard time remembering. If the cards are all lined up straight, it is
easier for me to remember where I saw a card. I always try to put the card back in
the same place where I found it. Then I watch when the other players turn over cards
looking for a match.
CONNECT TO TEXT:
Here’s a cake, just like in the book, A Letter to Amy. The word cake begins with the
sound /k/. Let’s find the letter we use to write /k/. That’s right, we can use the letter K
for /k/ and we can also use the letter C as we do when we write cake.
NON-IMMEDIATE EVENTS:
Some children are absent today. Let’s think about their names and what letter tiles
we would need to begin their names.
Hanson Initiative for Language & Literacy (HILL)
Based on Center Time conversation tips in Opening the World of Learning by Schickedanz & Dickinson
13
Unit 2
Week 2
Dramatic Play
Grocery Shopping Props
NAMING WORDS
bill
bread
cereal
cheese
dinner
fruit
grocery store list
lunch
money
paper
ingredients
supermarket
shopping basket
shopping cart
ACTION WORDS
shopping
write
jot (down)
drive
ride
push
carry
buy
DESCRIBING WORDS
busy
crowded
full
Comments / Questions / Expanded Conversation
RIGHT HERE:
 Use Self Talk + Open Ended Questions – for example:
I would like to go with you to the grocery store, if you don’t mind. I need a pencil and
a piece of paper to jot down a few things on a list first. I need some fruit, bread and
cereal. What are you planning to buy at the grocery store?
 Use Parallel Talk + Open Ended Question + Forced Choice Question:
Look at all the ingredients you bought at the supermarket! What are you going to
make? (wait for a response, if child doesn’t respond, ask a forced choice question)
Are you going to make pizza or bake cookies?
 Model Problem Solving – for example:
My, this is a busy store. It’s very crowded today and there are no more shopping
carts. What should we do? (as children offer ideas) That’s an idea! What else could
we do? (offer a forced choice between two ideas) Should we ____ or _____?
CONNECT TO TEXT:
Remember in the book, The Little Red Hen (Makes a Pizza), when the hen went
shopping, she did not make a list and then she forgot to buy Mozzarella cheese.
NON-IMMEDIATE EVENTS:
I remember riding in shopping carts when I was little. What do you remember about
going to the grocery store?
Hanson Initiative for Language & Literacy (HILL)
Based on Center Time conversation tips in Opening the World of Learning by Schickedanz & Dickinson
14
Unit 2
Week 2
Writing Center
Writing Captions for Class Photo Album
NAMING WORDS
album
author
camera
caption
cooperation flash
friendship
photograph
ACTION WORDS
develop
help
make up
share
DESCRIBING WORDS
happy
sad
helpful
funny
friendly
thoughtful
laughing
Comments / Questions / Expanded Conversation
RIGHT HERE:
 Use Parallel Talk + Open Ended Questions – for example:
You found the photograph of you and your friend in the grocery store. What would
you like me to write about this picture before we put it in the album?
 Use Self Talk + Open Ended Questions – for example:
I remember taking this photograph in the classroom with my camera. What was
happening here?
 Model Talking About Feelings – for example:
This photograph of you laughing tells me you are having fun.
Jose looks so serious, he looks like he is thinking hard.
Here children are being helpful, picking up the blocks together. It feels good to help
someone else.
CONNECT TO TEXT:
At the end of the book, Matthew and Tilly, they are being friends. I wonder what they
would do next?
NON-IMMEDIATE EVENTS:
At home, I have a favorite photograph with my mother, my sister and me all together.
Tell me about your favorite photographs.
Hanson Initiative for Language & Literacy (HILL)
Based on Center Time conversation tips in Opening the World of Learning by Schickedanz & Dickinson
15
Unit 2
Week 3
Sand and Water
Road Construction Vehicles
NAMING WORDS
back hoe
bulldozer
cement mixer cones
front loader
surface
dump truck
vehicle
construction
gravel
pot hole
danger
ACTION WORDS
construct
fill
dump
remove
roll
protect
mix
pour
DESCRIBING WORDS
safe
dangerous
noisy
full
smooth
Comments / Questions / Expanded Conversation
RIGHT HERE:
 Use Parallel Talk + Open Ended Questions – for example:
I see you put cones around the big hole to warn people of the danger. It’s important
to keep people safe at the construction site. What kind of vehicles are you using? (if
the child does not respond, continue by labeling the vehicles) I see a back hoe for
digging and the bulldozer for pushing.
 Use Encouragement to Support Cooperative Play – for example:
Patrick, it looks like you need more gravel to finish your road. Antonio has filled his
dump truck to bring you a load. You can work as a team to build this road.
CONNECT TO TEXT:
Let’s look at the book, Road Builders, to learn the names of some of these trucks.
NON-IMMEDIATE EVENTS:
I saw a dump truck on my street when they were filling a pot hole to make a smooth
surface. Where have you seen vehicles like these?
Hanson Initiative for Language & Literacy (HILL)
Based on Center Time conversation tips in Opening the World of Learning by Schickedanz & Dickinson
16
Unit 2
Week 3
Art Area: Table
Making Clay Dough Cookies/Pizza
NAMING WORDS
butter
eggs
flour
sugar
water
dough
cookie cutter oven
cookie sheet recipe
cheese
peppers
mushrooms
sauce
pepperoni
pizza
slices
toppings
pizza pan
ACTION WORDS
bake
cook
cool
mix
stir
roll
prepare
DESCRIBING WORDS
crisp
chewy
thin
thick
cold
hot
Comments / Questions / Expanded Conversation
RIGHT HERE:
 Use Parallel Talk + Forced Choice Question – for example:
I notice you are rolling the dough. When you roll it thin, the cookies will be crisp.
When the dough is thick, the cookies will be chewy. Are you going to make crisp
cookies or chewy ones?
 Use Self Talk + Open Ended Question – for example:
Pizza is one of my favorite foods. Let me think about how to prepare my pizza. I
think I’ll put peppers, mushrooms, sauce and cheese on top. What toppings are you
putting on your pizza?
CONNECT TO TEXT:
In the book, The Little Red Hen (Makes a Pizza), do you remember all the work the
little red hen did making the pizza and nobody helped? I’m glad we are all helping to
make pizza.
NON-IMMEDIATE EVENTS:
When I go to buy pizza, I like to watch the pizza being made. What do you think that
they do to make a pizza?
Hanson Initiative for Language & Literacy (HILL)
Based on Center Time conversation tips in Opening the World of Learning by Schickedanz & Dickinson
17
Unit 2
Week 3
Art Area: Easel
Painting with a Basic Set of Colors
NAMING WORDS
bristles
easel
paintbrush
smock
roller
edge
illustrator
shade
ACTION WORDS
dab
drip
mix
rinse
spread overlap
illustrate
DESCRIBING WORDS
vivid
bright
dark
Comments / Questions / Expanded Conversation
RIGHT HERE:
 Use Parallel Talk + Open Ended Questions – for example:
Marcus, you covered your whole paper with paint! I see that you created a new color
here when you mixed blue and red—purple. That is such a vivid color. Tell me about
your painting.
 Use Indirect Question to Encourage Experimentation – for example:
You put some blue paint here, and then you dabbed on some bright, yellow over
there. I wonder what will happen if you overlap and mix the yellow and the blue.
CONNECT TO TEXT:
In the book, The Little Red Hen (Makes a Pizza), the illustrator used a lot of bright
colors like the ones you have here in the easel tray. But, in the book Mathew and
Tilly, the illustrator chose darker colors and used many shades of brown. What
colors would you choose if you were going to illustrate a book?
NON-IMMEDIATE EVENTS:
At home, I painted my daughter’s room with light green paint. I used a paint brush for
the edges and a roller for the walls. I had to stand on a ladder to reach all the way to
the ceiling.
Hanson Initiative for Language & Literacy (HILL)
Based on Center Time conversation tips in Opening the World of Learning by Schickedanz & Dickinson
18
Unit 2
Week 3
Blocks
Setting Up and Shopping at the Grocery Store
NAMING WORDS
bagger
cashier
stock person
bread
butter
can goods
cereal
cheese
crackers
dairy
fruits
groceries
juice
milk
vegetables
customers
ACTION WORDS
price
stock (the shelves)
arrange
purchase
shop
DESCRIBING WORDS
more
enough
prepared
ready
closed
open
Comments / Questions / Expanded Conversation
RIGHT HERE:
 Use Encouragement to Support Social Skills (delayed gratification) – for
example:
The sign says “Closed,” that means we will have to wait until tomorrow to use the
grocery store. Sometimes it is hard to wait, but everyone will have a turn.
 Use Self Talk + Open Ended Question – for example:
I need to write my shopping list, otherwise I forget to purchase something I need. Let
me check the ads to see what I might add to my list. What are you going to put on
your list?
 Use Parallel Talk + Open Ended Question – for example:
I see that you are the cashier. You have to add up all of the prices of the items that
your customers want to purchase. Who is going to be the bagger to put all of the
groceries in the bags?
CONNECT TO TEXT:
In the book, The Little Red Hen Makes a Pizza, remember when the hen went
shopping? What were some of the groceries that she bought?
NON-IMMEDIATE EVENTS:
I do the grocery shopping in my family and everyone helps to put away the food
when I bring it home. Who shops for the groceries in your family? How do you help?
Hanson Initiative for Language & Literacy (HILL)
Based on Center Time conversation tips in Opening the World of Learning by Schickedanz & Dickinson
19
Unit 2
Week 3
Puzzles and Manipulatives
Beginning Sound Pictures and Letter Font Matching
NAMING WORDS
(use storybook words)
parrot/pizza
crayon/candle
bouquet/ bike
mailbox/money
ACTION WORDS
match
compare
represent
starts
DESCRIBING WORDS
straight
across
down
similar
different
Comments / Questions / Expanded Conversation
RIGHT HERE:
 Use Self Talk + Open Ended Question – for example:
I found an uppercase letter T, just like the sign at the subway. Let’s compare all of
these letter Ts. They look similar. They all have a straight line down and a line
across at the top. They are not exactly the same; they are a little different. What is
different about them?
 Use Parallel Talk + Open Ended Question – for example:
Yes, that is a parrot. Parrot, /p/. Parrot starts with the sound /p/. Is there a picture of
something else with a name that starts with the sound /p/?
CONNECT TO TEXT
We know a boy from the books that we have been reading whose name starts with
/p/. Yes, that’s right, Peter. Let’s look for the letters that represent the first sounds in
the names Mathew and Tilly.
NON-IMMEDIATE EVENTS:
My niece’s name is Jess. Her name starts with the sound /j/. Who do you know
whose name starts with /j/?
Hanson Initiative for Language & Literacy (HILL)
Based on Center Time conversation tips in Opening the World of Learning by Schickedanz & Dickinson
20
Unit 2
Week 3
Dramatic Play
Grocery Store Play
NAMING WORDS
breakfast
cereal
cheese
dinner
fruit
dairy
list
lunch
money
paper
pencil
ingredients
recipes
shelves
coupons
store ads
grocery store
supermarket
shopping basket
shopping cart
ACTION WORDS
shopping
write
jot (down)
drive
ride
push
carry
buy
cook
check
save
plan
DESCRIBING WORDS
busy
crowded
full
heavy
special
Comments / Questions / Expanded Conversation
RIGHT HERE:
 Use Parallel Talk + Open Ended Question – for example:
You did a lot of shopping. Your basket is full. It looks like it may be heavy to carry.
I can help you put things away. Where should I put these canned goods?
 Use Self Talk + Open Ended Questions – for example:
I want to read over these supermarket ads and check the coupons. I can save some
money if I buy this ice cream with the coupon. What can you find a coupon for?
What else are you planning to buy?
CONNECT TO TEXT:
It’s fun to go grocery shopping with someone else. In the book, The Little Red Hen
(Makes a Pizza), the little red hen had to go to the store all by herself. How do you
think she felt about that?
NON-IMMEDIATE EVENTS:
I used a special recipe to make cookies last night. I had to go to the supermarket to
buy the ingredients. What ingredients would you buy to make cookies?
Hanson Initiative for Language & Literacy (HILL)
Based on Center Time conversation tips in Opening the World of Learning by Schickedanz & Dickinson
21
Unit 2
Week 3
Writing Center
Recording Captions for Class Photo Album
NAMING WORDS
album
author
camera
caption
friendship
flash
photograph
tape
tape recorder
ACTION WORDS
develop
help
make up
share
record
stop
play
listen
talk
DESCRIBING WORDS
friendly
busy
loud / louder
Comments / Questions / Expanded Conversation
RIGHT HERE:
 Use Parallel Talk + Open Ended + Forced Choice Questions – for example:
You selected a photograph of your friends on the slide and you look ready to record a
caption. What do you plan to say? (wait for response – if child doesn’t respond ask a
forced choice question) Would you like to say, my friends are on the slide or my
friends are sliding?
 Use Encouragement to Support Cooperation – for example:
You are using teamwork to record the captions. Joel pushes the button to start and
Jose holds the microphone. You are cooperating to make the recordings.
CONNECT TO TEXT:
In the books we have been reading there have been friends, but in the stories no one
took photographs. Which friends might have liked having a picture taken?
NON-IMMEDIATE EVENTS:
I have a photo album at home where I keep the photographs that I took of my
children when they were little, but I didn’t put captions on them. Without captions or
labels, someone else looking at my pictures wouldn’t know who the children or their
friends are.
Hanson Initiative for Language & Literacy (HILL)
Based on Center Time conversation tips in Opening the World of Learning by Schickedanz & Dickinson
22
Unit 2
Week 4
Sand and Water
Building and Playing with Roads
NAMING WORDS
road
truck
car
billboard
cement
highway
gutters
signs
curb stone sidewalk
ACTION WORDS
pave
pour
construct
curves
DESCRIBING WORDS
smooth
rough
warning
Comments / Questions / Expanded Conversation
RIGHT HERE:
 Use Parallel Talk + Forced Choice Question– for example:
It looks like your roads are ready. Which are you going to put up first, the road signs
or billboards?
 Expand Children’s Comments – for example:
Child: “Make road” Teacher: “You made a smooth road that curves.”
CONNECT TO TEXT:
Let’s look at the picture in Matthew and Tilly. See Tilly sitting where she drew the
hopscotch game on the sidewalk. This is the curb stone and the gutter at the edge of
the street, next to the sidewalk.
I think I see some trucks that are just like the trucks in the book Road Builders.
Which ones can you find?
NON-IMMEDIATE EVENTS:
When we go outside to the playground, let’s look for the sidewalk, curb stone and the
gutter. Do you think the road will be rough or smooth? We can listen when a truck
goes by—if the road is rough the truck will make lots of noise.
Hanson Initiative for Language & Literacy (HILL)
Based on Center Time conversation tips in Opening the World of Learning by Schickedanz & Dickinson
23
Unit 2
Week 4
Art Area: Table
Decorating Our Piñata
NAMING WORDS
eyes
tail
thread
yarn
ribbon
piñata
pom-poms glue
ACTION WORDS
attach
decorate
DESCRIBING WORDS
fluffy
Comments / Questions / Expanded Conversation
RIGHT HERE:
 Use Parallel Talk + Forced Choice Question – for example:
You have so many things to use to decorate the piñata. Are you going to attach the
yarn or the ribbons or the fluffy pom-poms?
 Use Encouragement to Support Initiative – for example:
What a good idea you had, you looked in the dress up clothes for some more ribbon
to decorate the piñata.
 Model Acceptance of Differences – for example:
I think there is room for both of you to glue. One person wants to use ribbon and the
other person wants to use yarn. They both work.
CONNECT TO TEXT:
Let’s look at the book Hooray, a Pinata to see how the different piñatas are
decorated. Here are the pictures of the piñata store. What do you see?
NON-IMMEDIATE EVENTS:
I like to talk with my friends at parties. Tell me about a time that you went to a party.
Hanson Initiative for Language & Literacy (HILL)
Based on Center Time conversation tips in Opening the World of Learning by Schickedanz & Dickinson
24
Unit 2
Week 4
Art Area: Table
Crayon Resist and Watercolors
NAMING WORDS
bead
droplet
sponge paper towel
blend
ACTION WORDS
absorb soak up
cover repel
rinse
DESCRIBING WORDS
squiggly spiral
Comments / Questions / Expanded Conversation
RIGHT HERE:
 Use Parallel Talk + Open Ended Questions – for example:
You used the crayon to write your name. Do you think you’ll still be able to see your
name if you paint over it? Try it and see what happens!
 Use Encouragement to Support Effort – for example:
You worked so hard to make those pictures. You tried different colors of crayons and
watched the watercolors bead up and not soak into the area with the crayon
squiggles.
CONNECT TO TEXT
Ezra Jack Keats was both the author and illustrator of the book, A Letter to Amy.
Let’s look at the illustrations to see how he used water colors. See how the colors
blend into each other, especially the pictures with the reflections of the raincoats on
the pavement.
NON-IMMEDIATE EVENTS:
Have you noticed how when we spill water or water colors, we need something to
soak it up, like a sponge or paper towel? Wax paper is like the wax crayons, it will
not absorb the water.
Hanson Initiative for Language & Literacy (HILL)
Based on Center Time conversation tips in Opening the World of Learning by Schickedanz & Dickinson
25
Unit 2
Week 4
Blocks
Shopping at the Grocery Store
NAMING WORDS
cashier
customer
price
line
items
basket
shop
ACTION WORDS
buy
drive
ride
push
carry
bag (groceries)
check out
DESCRIBING WORDS
wait
hurry
long
short
full
empty
Comments / Questions / Expanded Conversation
RIGHT HERE:
 Use Parallel Talk + Open Ended Questions + Forced Choice Questions – for
example:
You are a busy cashier. You have a long line of customers waiting to check out and
pay for the groceries. How could someone help? (wait for response, if child does not
say anything ask a forced choice question) Would you like someone to bag the
groceries or tell you the prices?
 Use Self Talk + Open Ended Questions + Model Social Skills – for example:
This seems like a long line, I guess I’ll have to wait a long time. How long have you
been waiting? You have a full basket, I just have two items in my basket, may I go
ahead of you in line? Thank you that is very nice of you to let me go first.
CONNECT TO TEXT
Remember all the different stores that the little red hen had to go to in the book, A
Little Red Hen (Makes a Pizza). She went to the hardware store to buy the pizza pan.
And then she went to the supermarket and bought….(encourage children to name
items). And then she went to the delicatessen and bought…(encourage children to
name items.)
NON-IMMEDIATE EVENTS:
Do you help shop at the supermarket? What do you like to do at the supermarket?
Hanson Initiative for Language & Literacy (HILL)
Based on Center Time conversation tips in Opening the World of Learning by Schickedanz & Dickinson
26
Unit 2
Week 4
Puzzles and Manipulatives
Upper and Lowercase Letter Matching—Picture Word Story Cards
NAMING WORDS
(use storybook words)
parrot / pizza
crayon / candle
bouquet / bike
mailbox / money
cash register / cat
dandelion / dog
lemon / letter
ACTION WORDS
match
find
recognize
name
DESCRIBING WORDS
uppercase
lowercase
Comments / Questions / Expanded Conversation
RIGHT HERE:
 Use Parallel Talk + Indirect + Open Ended Questions – for example:
You found the picture of the dandelion. Dandelion, starts with the letter D and the
sound /d/. There is the upper case D and the lowercase d. Let’s see if we can find
another picture that starts with /d/. Dog starts with /d/. What is the next word card
you want to match?
 Use Self Talk + Open Ended Questions – for example:
I’m going to match the uppercase letters with the lowercase letters. Here is an
uppercase S. Where is that lowercase s? Oh, there it is, I think S is an easy letter to
match. Which letter should I try to match now? The uppercase Q is a tricky one.
These lowercase letters look so much alike, p, q, d, b. I am going to look at the
alphabet chart on the wall to help me figure it out.
 Use Specific Encouragement, Not General Praise – for example:
You are looking carefully to find the upper and lower case matches.
CONNECT TO TEXT:
Remember in the book A Letter to Amy how Peter wanted to write an invitation to
Amy because writing made it special? Let’s look at the book to see if wrote with
uppercase or lowercase letters.
NON-IMMEDIATE EVENTS:
When I first learned to write my name, I wrote it in all uppercase letters.
Hanson Initiative for Language & Literacy (HILL)
Based on Center Time conversation tips in Opening the World of Learning by Schickedanz & Dickinson
27
Unit 2
Week 4
Dramatic Play
Grocery Store Play (Plan to Cook)
NAMING WORDS:
cheese
dinner
fruit
dairy
list
lunch
pencil
ingredients
recipes
shelves
grocery store
supermarket
shopping basket
shopping cart
ACTION WORDS
shopping
write
jot (down)
carry
buy
cook
bake
DESCRIBING WORDS
busy
crowded
full
Comments / Questions / Expanded Conversation
RIGHT HERE:
 Expand Children’s Comments – for example:
Child: Bake cake. Teacher: You are baking a cake with the ingredients you bought
at the store. What kind of cake are you baking? Child: Birthday. Teacher: You are
baking a birthday cake. Mmm! I really like birthday cakes.
 Use Self Talk + Open Ended Questions -- for example:
This kitchen looks crowded. I would like to do some cooking too. I just went
shopping and bought lots of ingredients to make my favorite soup. I think some hot
vegetable soup will be just what I want for lunch. Let me make sure I bought
everything on my shopping list. What are you cooking?
CONNECT TO TEXT
There were birthday cakes in both books, A Letter to Amy and Hooray, A Piñata!
Let’s look at the pictures and guess what type of birthday cakes they served.
When I think of parties, I think of birthday parties, but in Dandelion it was a different
type of party. It was a tea and taffy party. What other kinds of parties are there?
(Goodbye parties, teddy bear parties, graduation parties, anniversary parties)
Hanson Initiative for Language & Literacy (HILL)
Based on Center Time conversation tips in Opening the World of Learning by Schickedanz & Dickinson
28
Unit 2
Week 4
Writing Center
Dandelion Word Cards and Fancy Ink Pens
NAMING WORDS:
cane
ink
letter
mailbox
pen
invitation
ACTION WORDS
sign
write
invite
draw
share
help
DESCRIBING WORDS
fancy
sparkle
glitter
bright
Comments / Questions / Expanded Conversation
RIGHT HERE:
 Use Self Talk + Forced Choice Question – for example:
This fancy pen reminds me of the one in the book, Dandelion, that Jennifer Giraffe
used to write her invitation to Dandelion. Are you planning to use the pen to write or
to draw with?
 Model Social Skills (Sharing and Helping) – for example:
May I have the glittery pen when you are done with it? Thank you for sharing.
I think Alyssa could help you fold the letter. Why don’t you ask her to help? She
knows how to fold letters so they will fit into the envelope. I am sure she could teach
you how to do it too. Thank you, Alyssa, for helping.
CONNECT TO TEXT:
In the books, A Letter to Amy and Dandelion, they wrote invitations to their parties.
Peter wrote an invitation to Amy and Jennifer Giraffe wrote an invitation to Dandelion.
I do not remember that Clara sent invitations to her party in the book, Hooray, A
Pinata. How do you think her friends knew about her party?
NON-IMMEDIATE EVENTS:
I received an invitation to a party that came in the mail. It had a special stamp on it
that had a picture of the person who invited me.
Hanson Initiative for Language & Literacy (HILL)
Based on Center Time conversation tips in Opening the World of Learning by Schickedanz & Dickinson
29