Table 10.
Tools Activities by Implementation Difficulty, Targeted Time of School Year, Step Implementation, and Activity Should‐Nots
| Observation 1a | Observation 2 | Observation 3 | ||||||
|---|---|---|---|---|---|---|---|---|
| Activities | Level of Difficultyb | Enactment Windowc | Stepsd | Enactment Window | Steps | Enactment Window | Steps | Should‐Notse |
| Large Group | ||||||||
| Mystery Question | E | 1 | 1–5 | 6 | ||||
| Mystery Shape | E | 2 | 1–4 | 2, 3 | 1–6 | 6 | ||
| Mystery Word | E | 3 | 1–3 | 3, 4 | 1–7 | 6 | ||
| Mystery Numeral | E | 3 | 1–3 | 3, 4 | 1, 3–7 | 6 | ||
| Mystery Pattern | E | 4 | 1–6 | 6 | ||||
| Mystery Letter | E | 4 | 1–4 | 6 | ||||
| Mystery Rhyme | E | 4 | 1–4 | 6 | ||||
| Timeline Calendar | E | 1, 2 | 1–5 | 2, 3 | 1–7 | 3, 4 | 1–8 | 6 |
| Weather Graphing | E | 1, 2 | 1–3 | 2, 3 | 1–3 | 3, 4 | 1–3 | 2 |
| Message of the Day | M | 1, 2 | 1–6 | 2, 3 | 1–7 | 3, 4 | 1–8 | 8 |
| Message of the Day Write Along | D | 4 | 1–7 | 8 | ||||
| Share the News | E | 1, 2 | 1–6 | 2, 3 | 1–4, 7 | 3, 4 | 1–4, 8 | 3 |
| Share and Tell | E | 1, 2 | 1–5 | 2, 3 | 1–5 | 3, 4 | 1–5 | 3 |
| Tally | E | 4 | 1–4 | 0 | ||||
| Write Along a Familiar Song/Finger Play | D | 4 | 1–5 | 5 | ||||
| Make a Rhyme | M | 4 | 1–5 | 2 | ||||
| Take Away Sounds | M | 4 | 1–7 | 2 | ||||
| Class Schedules | E | 1, 2 | 1–3 | 2, 3 | 1–3 | 3 | 1–3 | 0 |
| Literacy | ||||||||
| Graphics Practice | M | 1, 2 | 1–9 | 2, 3 | 1–8 | 3, 4 | 1–8, 11–13 | 5 |
| Buddy Reading | M | 1, 2 | 1–6 | 2, 3 | 1–9 | 3, 4 | 1–5, 7–10 | 5 |
| Elkonin Boxes 1: Jumping the Sounds | D | 4 | 1–5 | 4 | ||||
| Elkonin Boxes 2: Token Game | D | 4 | 1–4 | 4 | ||||
| I have who has Letters | E | 3 | 1–8 | 3, 4 | 1–8 | 4 | ||
| Story Lab: Active Listening | E | 1, 2 | 1–6 | 2, 3 | 1–6 | 3, 4 | 1–6 | 4 |
| Story Lab: Connections | E | 1, 2 | 1–5 | 2, 3 | 1–5 | 3, 4 | 1–5 | 3 |
| Story Lab: Vocabulary | D | 1, 2 | 1–6 | 2, 3 | 1–6 | 3, 4 | 1–6 | 4 |
| Story Lab: Learning facts | D | 2 | 1–5 | 2, 3 | 1–6 | 3, 4 | 1–7 | 1 |
| Story Lab: Visualization | M | 2 | 1–7 | 2, 3 | 1–7 | 3, 4 | 1–8 | 2 |
| Story Lab: Grammar | D | 3 | 1–10 | 3, 4 | 1–10 | 3 | ||
| Story Lab: Extensions | D | 3 | 1–8, 10 | 3, 4 | 1–10 | 4 | ||
| Story Lab: Predictions and Inferences | D | 4 | 1–6 | 1 | ||||
| Math/Science | ||||||||
| Remember and Replicate | M | 1, 2 | 1–8 | 2, 3 | 2–9 | 3 | 2–7, 9, 10 | 1 |
| Puzzles and Manipulatives | E | 1, 2 | 1–3 | 1 | ||||
| Math Memory | M | 2 | 1–8 | 2, 3 | 1, 3–9 | 3, 4 | 1, 3–13 | 2 |
| Science Eyes | D | 2 | 1–6 | 2, 3 | 1, 2, 4–9 | 3, 4 | 1, 2, 4, 5, 7–12 | 5 |
| Numeral Game | M | 3 | 1–5 | 3, 4 | 1, 2, 4–8 | 2 | ||
| Venger Drawing | D | 3 | 1–5 | 3, 4 | 1–6 | 0 | ||
| Attribute Game | M | 3 | 1–4 | 3, 4 | 1–6 | 0 | ||
| Numberline Hopscotch | M | 3 | 1–4 | 3 | 1–6 | 2 | ||
| I have who has Colors | E | 3 | 1–8 | 3 | 1–8 | 3 | ||
| I have who has Numbers | E | 3 | 1–8 | 3, 4 | 1–8 | 3 | ||
| I have who has Shapes | E | 3 | 1–8 | 3, 4 | 1–8 | 3 | ||
| Making Collections | D | 2 | 1–4, 6–12 | 2, 3 | 1–3, 5–12 | 3, 4 | 1–3, 5–12 | 0 |
| Patterns with Manipulatives | M | 4 | 1–5 | 0 | ||||
| Make Believe Play | ||||||||
| Make Believe Play Planning | D | 1, 2 | 1–8, 10 | 2, 3 | 1–10 | 3, 4 | 1–11 | 7 |
| Make Believe Play Practice | D | 1, 2 | 1–4 | 2, 3 | 1–4 | 3, 4 | 1–8 | 2 |
| Make Believe Play | D | 1, 2 | 1–5 | 2, 3 | 1–7 | 3, 4 | 1–11 | 2 |
| Make Believe Play Clean‐up | E | 1, 2 | 1–3 | 2, 3 | 1–3 | 3, 4 | 1–3 | 3 |
| Tools Transitions | ||||||||
| Pretend Transitions | E | 1, 2 | 1–3 | 2, 3 | 1–3 | 3, 4 | 1–3 | 3 |
| Across the Day Activities | ||||||||
| Attention Focusing Activities | E | 1, 2 | 1–5 | 2, 3 | 1–5 | 3, 4 | 1–6 | 2 |
| Freeze Game | E | 1, 2 | 1–4 | 2, 3 | 1–5 | 3 | 1–5 | 4 |
| Partner Freeze | E | 4 | 1–7 | 4 | ||||
| Two Step Freeze | M | 4 | 1–4 | 4 | ||||
| Freeze on Number | M | 3 | 1–4 | 3, 4 | 1–5 | 4 | ||
| Pattern Movement Game | M | 2 | 1–7 | 2, 3 | 1–7 | 3 | 1–9 | 3 |
| Complete and Continue | M | 3 | 1–7 | 3, 4 | 1–7 | 3 | ||
| Number Follow the Leader | M | 3 | 1–4 | 3, 4 | 1–5 | 2 | ||
| Community Building Activities | E | 1, 2 | 1–3 | 2, 3 | 1–3 | 0 | ||
| I have who has Name Game | E | 1, 2 | 1–6 | 2, 3 | 1–6 | 3, 4 | 1–6 | 1 |
| Mousetrap | E | 4 | 1–5 | 2 | ||||
| What are you doing Mr. Wolf? | E | 4 | 1–5 | 2 | ||||
Three observations were conducted over the course of the school year, noted enactment window and time‐appropriate steps indicate if a given activity was appropriate to implement during a given observation. See Chapter II for more information on the observation schedule.
Level of difficulty designates whether the activity was deemed easy (E), medium (M), or difficult (D) to prepare and implement.
Based on Tools manuals, activities were designated as appropriate to implement between August and September (1), October and December (2), January to February (3), and March to April (4).
In addition to activities having windows for appropriate implementation, appropriate steps to be followed varied over the course of the school year. Activities varied in the number of expected steps (range = 3–13 steps).
Should‐nots were predetermined actions that should not occur during the implementation of an activity (range = 0–6).