Recognizes name in print. The classroom is clearly labeled with pictures, words, and symbols. Walking trips indoors and outdoors are used to seek out environmental print and symbols. Meaningful writing models are provided. Students' names are clearly used as much as possible throughout the room on art work, place cards, lockers, cubbies, helper charts, bus tags, etc.
Name cards are available for models or matching.
The teacher provides developmentally appropriate materials for recognizing letters, shapes, and numbers such as games, magnetic letters, alphabet puzzles, big books, alphabet and number cookie cutters, little books to take home, alphabet stories, wooden and plastic letters in the water table, sponge painting with letter sponges, alphabet rubber stamps, alphabet walks, songs and chants, and other interactive activities. Uses pictures to retell stories. Recognizes that stories have a beginning, middle, and end . The teacher reads aloud and encourages interactive discussion before, during and after the story is read, stopping when appropriate to ask summative, predictive, and inferential questions. Teacher provides materials such as picture cards, felt i mages, or props that allow children to retell or act out a story in sequence.