Level 1 Implementation Checklist for a Classroom Setting
Read It Once Again’s teaching strategies instruct teachers to repeat stories and rhymes based on the individual needs of their students and bring vocabulary and story content into every activity.
If you intend to use this curriculum in the classroom setting, our research study determined that there are certain activities found within each curriculum unit that should be repeated as indicated in order for the curriculum to have maximum success.
This checklist is designed to help educators identify which activities should be repeated so that story content and related vocabulary are woven into all aspects of learning.
|
Activity Description |
Monday | Tuesday | Wednesday | Thursday | Friday |
| Send parent letter to introduce unit (once at the beginning of the unit) | |||||
| Add story props to dramatic corner (change, rotate or add)As appropriate | |||||
| Read curriculum unit storybook emphasizing a variety of cognitive concepts and vocabulary as appropriate. Daily | |||||
| Recite Mother Goose rhyme using sequencing cardsDaily | |||||
| Review Mother Goose rhymes from previous unitsDaily | |||||
| Paint object/character from story emphasizingobject/character name and color usedDaily | |||||
| Story extension activityDaily | |||||
| Fine Motor Activity related to storyDaily | |||||
| Gross Motor Activity related to storyDaily | |||||
| Cognitive Activity related to storyDaily | |||||
| Music or rhymes related to the story (in addition to Mother Goose)Daily | |||||
| Snack or foods related to the story (Adaptive Skills)At least two times a week | |||||
| Packet Day activity to conclude unitOnce at the end of the unit | |||||
| Parent letter with child assessment informationOnce at the end of the unit | |||||
| At the end of the unit, child receives an identical copy of the storybook (or teacher made storybook using the sequencing cards from each unit) that has been read each day throughout the unit* |
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