Lesson Plan: “Pre-K Teachers Are Making House Calls and Helping Kids Succeed.”
II. While Reading Activities
- sibling |ˈsibliNG| noun each of two or more children or offspring having one or both parents in common; a brother or sister.
- adapt |əˈdapt| verb become adjusted to new conditions: a large organization can be slow to adapt to change.
- rapport |raˈpôrrəˈpôr| noun a close and harmonious relationship in which the people or groups concerned understand each other’s feelings or ideas and communicate well: she was able to establish a good rapport with the children | there was little rapport rapport between them.
- nonprofit |ˌnänˈpräfit| adjective [attributive] not making or conducted primarily to make a profit: charities and other nonprofit organizations.
- mutual |ˈmyo͞oCH(o͞o)əl| adjective (of a feeling or action) experienced or done by each of two or more parties toward the other or others: a partnership based on mutual respect and understanding | my father hated him from the start, and the feeling was mutual.
- devise |dəˈvīz| verb [with object] plan or invent (a complex procedure, system, or mechanism) by careful thought: a training program should be devised | a complicated game of his own devising.
- unique |yo͞oˈnēk| adjective particularly remarkable, special, or unusual: a unique opportunity to see the spectacular Bolshoi Ballet.
- mandatory |ˈmandəˌtôrē| adjective-required by law or rules; compulsory: wearing helmets was made mandatory for cyclists.
- stigma |ˈstiɡmə| noun (plural stigmas or especially in sense 2 stigmata |stiɡˈmätə, ˈstiɡmətə| ) 1 a mark of disgrace associated with a particular circumstance, quality, or person: the stigma of having gone to prison will always be with me | debt has lost its stigma and is now a part of everyday life.
- implement |ˈimpləˌment| verb [with object] put (a decision, plan, agreement, etc.) into effect: the regulations implement a 1954 treaty.
Source: New Oxford American Dictionary
Grammar Focus: Structure and Usage
The box contained children’s books.
Many schools have early childhood programs.
Teachers are usually paid for each visit.
Most of the home visits across the nation are funded by Title I, a federal antipoverty program for the country’s poorest schools, she said. Without Title I funding, schools sometimes must rely on a patchwork of grants, state funding or other types of federal funding to pay for the visits.
Identify Speakers from the Article
“We like to get to know the family, let the family get to know us…” Zoe Hardy, pre-K teacher at Moravia Park Elementary School.
“…home visits have built trust among the school’s large population of refugee families…” Michelle Matthews, coordinator of the Moravia Judy Center
“… 72 percent reported that attendance had increased either somewhat or greatly as a result of the home visits…” Stacey Vanhoy, the Dallas director of Stand for Children
“Typically that is one of the first questions that we get: How do we pay for this?” Gina Martinez-Keddy, the executive director of Parent Teacher Home Visits.
“Too often the communication that happens face-to-face, on the phone, in a visit is to talk about something that’s wrong. Your child’s not making progress, or your child has a behavior problem…” Deborah Watson, the P.D.G. project manager, Connecticut’s Office of Early Childhood