Language and Literacy
What You Need to Know About Language and Literacy Development in Preschoolers (This article discusses vocabulary skills in children, how to make reading fun, and how asking questions can boost vocabulary skills).
Read books. You can picture read or read the words. While reading, encourage your child to talk about the book. You can ask your child questions about the book, about the characters, and about the problem and solution of the book. You can also act out the book with your child.
Talk about the letters that you see in your home. You may see letters in the kitchen, bathroom, and bedroom. You may see letters on food labels, food boxes, shampoo bottles, household appliances, and anywhere else you see letters. Along with this, you can make a connection to the child’s name. Seek out letters in your home that are also in your child’s name.
Write your child’s name on a piece of paper. Your child can trace their name and practice writing their name. Your child can trace their name with crayons, markers, paint with Q-tips, popsicle sticks, glue sticks with glitter, or your even trace with your finger!
Talk with your child during mealtime. Reminisce about your day, talk about what you’re having to eat, what you’re going to do after you eat, and you and your child’s interests!
Stories.audible.com - free to students during this time
Nativevilliage.org – Free readings about Native American history and issues
Getepic.com or Epic! App (Will need class code – Masek's class code is tkv6281)
Books by native authors or telling native stories on Epic!
We Are Grateful: Ostaliheliga by Traci Sorrell
Chukti Rabbit’s Big, Bad Bellyache told by Greg Rodgers
Buffalo Bird Girl by SD Nelson
Secret of the Dance by Andrea Spalding and Alfred Scow
First Laugh, Welcome, Baby! By Bo Flood and Rose Ann Tahe
Baby Rattlesnake told by Te Ata Adapted by Lynn Moroney
The Apple Tree by Sandy Tharp-Thee
Sometimes I Feel Like a Fox by Danielle Daniel
Little You by Richard Van Camp
My Heart Fills with Happiness by Monique Gray Smith
We Sang You Home by Richard Van Camp
When I was Eight by Christy Jordan-Fenton
https://www.pbis.org/ This is the positive behavior intervention services website.. Parents can find resources on the early childhood tab at the bottom of the resources page.
https://www.naeyc.org/resources/pubs/yc/mar2018/promoting-social-and-emotional-health This article explains why social emotional health matters and some tools for parents toolbox for social emotional skills.
|cotton balls||popsicle sticks||sponges|
|spoons/forks||leaves or sticks||feathers|
|pine bough or cones||ribbons||
Items you could use to paint on:
https://www.naeyc.org/resources/pubs/tyc/feb2014/process-art-experiences This article is great for parents to gain knowledge on the difference between process art and product art. It also explains the benefits of process art for children.
Music and Movement
https://teachpreschool.org/2013/09/16/15-fabulous-fingerplays-and-facts/ - This article has finger play facts and how they enhance early childhood development. The website also has finger play activities to do with your child.
Balance and Self-Care
Reading Recommendations - Contact Elementary staff Anthony West to access
· Standing Bear of the Ponca—Virginia Driving Hawk Sneve
· Grandfather Big Elk An Omaha Chief—Written by Katharine Sire; inspired by Omaha descendant Cornelius Levering (https://www.amazon.com/Grandfather-Big-Elk-%C3%93nphontonga-Nikagahi/dp/0984409424)
· The Trickster and the Troll by Virginia Driving Hawk Sneve
· When Thunders Spoke by Virgina Driving Hawk Sneve
Reading recommendations – Native American students contact NICE staff (Ethan Duncan/Cornelius Levering) to access
|Black Elk Speaks – John G. Neihardt|
|Bury My Heart at Wounded Knee – Dee Brown||Lame Deer Seeker of Visions – John (Fire) Lame Deer and Richard Erdoes|
See Traci Bradley (N.I.C.E.)
Omaha Public Schools does not discriminate on the basis of race, color, national origin, religion, sex, marital status, sexual orientation, disability, age, genetic information, citizenship status, or economic status in its programs, activities and employment and provides equal access to the Boy Scouts and other designated youth groups. The following individual has been designated to address inquiries regarding the non-discrimination policies: Superintendent of Schools, 3215 Cuming Street, Omaha, NE 68131 (402-557-2001).
Las Escuelas Públicas de Omaha no discriminan basados en la raza, color, origen nacional, religión, sexo, estado civil, orientación sexual, discapacidad , edad, información genética, estado de ciudadanía, o estado económico, en sus programas, actividades y empleo, y provee acceso equitativo a los “Boy Scouts” y a otros grupos juveniles designados. La siguiente persona ha sido designada para atender estas inquietudes referentes a las pólizas de no discriminación: El Superintendente de las Escuelas, 3215 Cuming Street, Omaha, NE 68131 (402-557-2001).