Pre-K Pups FAQs
Why is learning the word families important for young readers?
Word families develop phonemic awareness in a pragmatic way. Because there is a repeating phoneme (rhyme), children can more easily decode letter sounds (onsets).
What content is covered in Pre-K Pups?
- Letters – Alphabet Song (Uppercase and lowercase)
- Numbers – Number 0, Number 1, Number 2, Number 3, Number 4, Number 5, Number 6, Number 7, Number 8, Number 9, Number 10, Numba Rumba Counting Song
- Colors – Red, Orange, Yellow, Green, Blue, Pink, White, Purple Brown, Black
- Shapes – Mr. Triangle Song, Mr. Triangle Book, Mr. Square Song, Mr. Square Book, Mrs. Rectangle Song, Mrs. Rectangle Book, Mrs. Circle Song, Mrs. Circle Book
- Word Families – an, at, op, ug
- Sight-Words – the, to, and, he, a, you, it, of, in, was, said, his, that, she, for, on, they, but, had, with, all, look, is, her, some, out, as, be, have, am, then, little, down, do, could, when, did, what, so, see, not, were, get, an, like, your, me, will, went, are
Will there be other products from Curriculalala?
Yes, register today to become a member and receive product updates and information.
Does Pre-K Pups work for ELL (English Language Learners) / ESL (English Secondary Language) students?
Pre-K Pups can be utilized as an ELL learning aide because it contains many ELL learning strategies, including:
• Multiple uses of each word
• Animated pictures for context clues
• Use of multiple modalities
• Variety of media such as books, videos and games
Do you recommend any tips or strategies when using Pre-K Pups to help my students?
Pre-K Pups is an excellent learning tool for students and a valuable resource for teachers. Here are some tips for using Pre-K Pups effectively with your students:
• Encourage students to hop or do some kind of movement as the words move.
• Help them feel successful during the TAG (Test Assessment Guide) at the end of the sight-word videos by saying they word just before your students do.
• Pause the video at the end to check for understanding. Ask students to point to the word you say aloud.
• Short bursts work best.
• After your students have gone through this routine a few times, have them read the word in print or on the screen.
Why shouldn’t my students decode or “sound out” the sight words?
Many of these words can’t be sounded out by decoding rules, like the word “was”. If an early reader is sounding out each word in a sentence, the meaning of the sentence is lost. Since sight words represent a very large percentage of the words in a sentence, it makes sense to address fluency through sight-words and then decode the few remaining words. Furthermore, many of the sight words can’t be represented by pictures, for example: if, do, am, for, as, so, be. They are service words which give meaning and direction, e.g. here, there, now, then, on, at, in, over, today. Dolch sight words should be recognized on sight (instantly) for reading to progress smoothly.
Why should we teach sight words?
Sight words form the foundation for successful reading skills. If you can recognize on sight eight of the 10 words in a sentence, you can read that sentence and generally decode the remaining words by context, phonic, or illustrations. Most importantly, you can understand its meaning!