https://www.bridgeearlylearning.com/from-the-field daily 0.75 2026-10-02 https://www.bridgeearlylearning.com/from-the-field/when-a-child-cant-read-map monthly 0.5 2026-10-02 https://images.squarespace-cdn.com/content/v1/6a71010cb2cebb4e13c99ea5/47c5a3ba-167f-4ca2-ba79-b5c1f45d1269/header2.png From the Field - When a child can’t read “map” - Finding Where the Breakdown Is A girl in one of my small groups…Jamie, kept getting stuck on the word map. She knew the sounds for m, a, and p. But when she looked at the word, she hesitated and guessed mat. A few years earlier, I might have handed her another stack of CVC words and said, "Let's try again." Instead, I took the letters away and simply asked her to say the sounds she heard in map. She gave me /m/ ... /p/. The middle sound had disappeared. https://images.squarespace-cdn.com/content/v1/6a71010cb2cebb4e13c99ea5/8b90aa46-d830-411c-8762-8004b61846db/1_sound-boxes-map.png From the Field - When a child can’t read “map” - Hard, but why hard? When a child can't read map, we know map was hard. What we don't know is why. Can the child hear the three separate sounds? Can they connect those sounds to letters and blend them? Could they write the word if we said it out loud? Those are related skills, but they aren't the same skill. Looking at them one at a time is how we find where the trouble starts. https://images.squarespace-cdn.com/content/v1/6a71010cb2cebb4e13c99ea5/3fe4c619-351a-44a2-bb27-7742dc034bb7/6_two-way-road.png From the Field - When a child can’t read “map” - Can they read it? Now the letters come back. Can the child connect each letter to its sound and blend them into a word? This is where watching how a child gets it wrong beats an X on the page. Did map become mop? Did the child say each sound correctly but couldn't push them together? Did it sound like a whole-word guess? Three wrong answers, three different conversations about what to teach next. Can they write it? Reading goes from print to speech. Spelling travels the road in the other direction. I say, "Cat. The cat is sleeping. Cat," and the child writes it, holding the spoken word in mind, pulling its sounds apart, and choosing letters for each one. https://images.squarespace-cdn.com/content/v1/6a71010cb2cebb4e13c99ea5/62273df5-581e-4a09-8250-b41e590455fe/2_two-spellings-of-cap.png From the Field - When a child can’t read “map” - Suppose I say cap. One child writes cp. Another writes cep. Neither is correct, but they're telling me different things. The first child left out the middle sound entirely. The second heard all three but chose the wrong vowel. One may need more work hearing and holding all the sounds. The other may need more work telling short vowels apart. Same score, different next steps. A word about patterns This is why the assessment records initial, medial, and final sounds separately, and why it has places to note things like vowel confusion, blending hesitation, guessing, and self-correction. https://images.squarespace-cdn.com/content/v1/6a71010cb2cebb4e13c99ea5/6fbe9005-98cc-4cc7-8a81-7e17e73f1462/3_what-might-this-spelling-mean.png From the Field - When a child can’t read “map” - The idea behind the whole toolkit is simple: instructional decisions should be based on patterns, not just totals. I'll be honest about one thing, though. The research supports looking at these skills separately. It doesn't prove that a particular error always means a particular thing. When I see a medial omission, I treat it as a hunch worth testing, not a diagnosis. Then I teach a little, watch what happens, and adjust. That's about all any of us can do, and I think it's enough. You don't have to assess everything Nobody wants to turn a five-year-old into the subject of a 45-minute literacy examination. I certainly don't. The three pieces stand on their own. The segmentation probe takes about 3 to 5 minutes. The decoding check takes 2 to 3. The encoding check takes 4 to 6. You can use just the one that answers the question you're asking. For some children, you'll already know enough to start teaching. For others, a few extra minutes can save weeks of practicing the wrong thing. https://images.squarespace-cdn.com/content/v1/6a71010cb2cebb4e13c99ea5/2cd12527-8188-4d40-b57e-2534f88c1ea4/5_time-badges.png From the Field - When a child can’t read “map” - Make it stand out Whatever it is, the way you tell your story online can make all the difference. https://www.bridgeearlylearning.com/from-the-field/making-fire-drills-a-little-more-predictable monthly 0.5 2026-10-02 https://images.squarespace-cdn.com/content/v1/6a71010cb2cebb4e13c99ea5/a77c9e42-b114-4428-8a21-e7203d2bea90/cober.png From the Field - Making Fire Drills a Little More Predictable - Five Things to Remember We kept the routine intentionally simple: 1. We hear the bell. 2. We stop what we are doing. 3. We line up. 4. We walk out of the building. 5. We use quiet voices. That's it. For young children, there's plenty happening during a fire drill without adding a long list of verbal directions. The pictures on the poster, slide show, and Visual Directions give us something concrete to point to while we're teaching the routine and something familiar for children to recognize when it's time to practice. Our reminder throughout is just as simple: Calm bodies. Safe choices. https://images.squarespace-cdn.com/content/v1/6a71010cb2cebb4e13c99ea5/feec5f37-b110-481a-bcb4-bd68d3b96574/vd.png From the Field - Making Fire Drills a Little More Predictable - Practice It Before You Need It We wouldn't wait for an actual fire drill to introduce the routine. Instead, show the pictures and the slide show ahead of time. Talk through each step. Let the children practice stopping what they're doing, lining up, walking toward the exit, and using quiet voices. You can even rehearse it without the alarm at first. The goal isn't to make the drill feel scary or overly serious. It's to make the sequence familiar enough that when the alarm does sound, children have already practiced what comes next. The Visual Direction cards should be stacked and bound at the top or attached with a ring, so the same visual cues you've used for teaching can travel with you during practice. They’re a great way to remind students of expectations without needing your voice. https://images.squarespace-cdn.com/content/v1/6a71010cb2cebb4e13c99ea5/e3a02f09-0513-461b-8db3-a818ddcf516c/letyter+poster.png From the Field - Making Fire Drills a Little More Predictable - Use It the Way That Works for Your Classroom We made several versions because classrooms aren't all set up the same way. There's a self-running PowerPoint version you can put on an interactive board and use when you're first teaching the routine. There's also a printable poster showing all five steps together, plus portable Visual Direction cards that can be printed, laminated, and kept together on a ring. And if you'd rather have a larger classroom poster, we've included an 18 × 24 PNG for that too. The poster keeps the same five-step sequence children see in the other versions. A Cheap Poster-Printing Trick This isn't specific to fire drills, but it's one of our favorite ways to get classroom-size printing without classroom-size printing prices. We use our local Staples for a lot of oversized classroom materials, from posters like this one to bulletin-board characters that are 48 inches tall. https://www.bridgeearlylearning.com/from-the-field/gingerbread-man-clue-hunt monthly 0.5 2026-10-02 https://images.squarespace-cdn.com/content/v1/6a71010cb2cebb4e13c99ea5/c457851c-fea0-41be-bc72-18f5ce6a7d20/cover.png From the Field - Gingerbread Man Clue Hunt - A fun way to explore the school, meet important people, and make the first days of Pre-K feel a little more familiar. After reading the traditional Gingerbread Man story, take the adventure beyond the classroom with a simple clue hunt through your school. At each stop, children meet someone they may see throughout the year, learn where an important part of the school is located, and discover that the Gingerbread Man has dropped a few cookies from his bag along the way. It’s part scavenger hunt, part school tour, and a very easy way to turn “Where am I and who are all these people?” into an adventure. https://images.squarespace-cdn.com/content/v1/6a71010cb2cebb4e13c99ea5/68fc1b32-75d0-4edc-8d99-5b013b8a83c5/nurse+with+gMan.png From the Field - Gingerbread Man Clue Hunt - The printable includes clues leading to the cafeteria, guidance office, nurse, principal, secretary, and a final destination. Several clues include male and female versions so you can choose the one that fits your school staff. Before the Hunt Decide on the order you want your class to visit each location. Then give each staff member the clue that leads to the next stop, rather than the clue for their own location. For example: Teacher → Secretary → Cafeteria → Nurse → Guidance → Principal → Final Stop So you would: 1. Keep the clue that leads to the secretary. 2. Give the cafeteria clue to the secretary. 3. Give the nurse clue to the cafeteria staff. 4. Give the guidance clue to the nurse. 5. Give the principal clue to guidance. 6. Give the final clue to the principal. The printable’s final clue wraps up the chase after students have followed the Gingerbread Man through the building. https://www.bridgeearlylearning.com/from-the-field/5-easy-question-of-the-day-formats-for-preschool monthly 0.5 2026-10-02 https://images.squarespace-cdn.com/content/v1/6a71010cb2cebb4e13c99ea5/d927e9a3-e42d-49e1-906f-3e2eea91f761/WEB_wyr.png From the Field - 5 Easy Question of the Day Formats for Preschool - 1. Would You Rather? Would you rather jump in a pile of leaves or walk through a corn maze? Would You Rather questions are probably the easiest place to start because there is no wrong answer. Children make a choice based on their own preferences and experiences. That low-pressure decision gives even reluctant speakers something concrete to contribute. The real value comes after the vote. Why did you choose that one? Who chose something different? Did anyone change their mind after hearing a friend’s idea? A simple preference question can quickly become practice in oral language, listening, turn-taking, and explaining a choice. For young children, pictures make these questions much more accessible. Instead of requiring children to hold two verbal choices in memory, they can see both possibilities while they decide. https://images.squarespace-cdn.com/content/v1/6a71010cb2cebb4e13c99ea5/8a762689-d6d9-416a-af8b-2232bfe59767/WEB_Tool.png From the Field - 5 Easy Question of the Day Formats for Preschool - 2. What Would You Use? What would you use to move leaves into a pile: a rake or a Halloween treat bucket? This format shifts Question of the Day from preference to problem-solving. Children are given a familiar situation and two possible tools or objects. They have to think about what each item does and decide which one would actually solve the problem. That brings in vocabulary, function, background knowledge, and reasoning without turning morning meeting into a quiz. You can follow up with questions such as: Why would the rake work? What would happen if we tried the bucket? Can you think of another tool that might work? It’s also a nice way to see what children already understand about everyday objects before beginning a related lesson or theme. https://images.squarespace-cdn.com/content/v1/6a71010cb2cebb4e13c99ea5/313cafce-f3e5-4125-a65e-1ea0dad2ddfa/WEB_YN.png From the Field - 5 Easy Question of the Day Formats for Preschool - 3. Yes or No Have you ever visited a pumpkin patch? Yes/No questions look almost too simple. That’s exactly why they’re useful. They give every child an immediate entry point into the conversation. Children who aren’t ready to explain a long answer can still participate successfully by making a clear choice. Then you can gradually stretch the response. “Yes.” “Tell us one thing you remember.” “No.” “What do you think you might see there?” Questions about preferences and experiences also help children discover things about one another. Suddenly the voting board isn’t just a chart. It becomes a snapshot of the classroom community. https://images.squarespace-cdn.com/content/v1/6a71010cb2cebb4e13c99ea5/dae252b2-72b2-45ef-b6da-43eb4b8da662/WEB_RMB.png From the Field - 5 Easy Question of the Day Formats for Preschool - 4. Real or Make Believe? A scarecrow walks through the cornfield and waves hello to the farmer. Is that real or make believe? Real or Make Believe questions ask children to compare an idea with what they know about the world. Some answers are obvious. Others invite surprisingly interesting discussions. Children have to listen to the whole statement, identify what matters, and decide whether it could actually happen. The best part is asking: How do you know? That small question moves children from choosing an answer to explaining their thinking. Real or Make Believe works especially well with seasonal topics, stories, animals, community helpers, science concepts, and anything involving pretend play. https://images.squarespace-cdn.com/content/v1/6a71010cb2cebb4e13c99ea5/ffdca86c-d1a4-4571-92a8-95c21e531308/WEB_RID.png From the Field - 5 Easy Question of the Day Formats for Preschool - 5. Mystery Riddles I am orange, round, and grow on a vine. What am I? Riddles add one more ingredient: clues. Instead of seeing the answer immediately, children listen for important information and use it to make a prediction. You can reveal clues one at a time or read the complete riddle before showing answer choices. Mystery riddles naturally encourage children to: listen carefully, remember information, connect clues with what they already know, and revise a guess when new information appears. And because it feels like solving a tiny mystery, children rarely notice how much thinking they’re doing. https://images.squarespace-cdn.com/content/v1/6a71010cb2cebb4e13c99ea5/232147cd-051e-4696-a8a8-a028f0ee2f9a/easel+copy.png From the Field - 5 Easy Question of the Day Formats for Preschool - One Routine, Five Different Kinds of Thinking The nice thing about these formats is that the classroom routine doesn’t have to change. In our classroom, we display the Question of the Day along with the response choices. The full question is recorded on a talking button so children can independently listen to it when they arrive. Each child moves a name card under the answer they choose. Later, we come back to the board and talk about what happened. Who chose each answer? Why? What did we notice? Did anyone hear an idea that made them think differently? The setup stays familiar while the kind of thinking changes. That predictability is particularly useful in Preschool and Pre-K. Children don’t have to learn a new activity every morning. They already know what to do, which leaves more attention available for the actual question. https://images.squarespace-cdn.com/content/v1/6a71010cb2cebb4e13c99ea5/34af8bc7-a81d-4911-bd24-2c743fd61cb5/cover2.png From the Field - 5 Easy Question of the Day Formats for Preschool - Try All Five Formats Without Creating Anything We put together a free Fall & Halloween Question of the Day Sampler specifically for that. It includes 43 ready-to-use prompts across all five formats, so you can try Would You Rather, What Would You Use, Yes/No, Real or Make Believe, and Mystery Riddles with your class and see which ones generate the best conversations. There’s no need to commit to a new program or spend an evening making cards. Try a few questions. See how your children respond. Keep the formats that work for your group. And if you use it, we’d genuinely like to hear what happens. Which format worked best? What would make it easier to use? What themes would you like to see next? Because the best classroom resources usually don’t start with “What can we sell?” They start with a much better question: “What would actually be useful tomorrow morning?” Rick https://www.bridgeearlylearning.com/from-the-field/visual-directions-preschool-prek monthly 0.5 2026-10-02 https://images.squarespace-cdn.com/content/v1/6a71010cb2cebb4e13c99ea5/932745dd-1449-4b28-9b1d-d345f3453fb2/teacher.png From the Field - Sometimes a Picture Works Better Than Another Reminder - Make it stand out Female teacher standing in front of a circle of preschool students. She is pointing at a visual schedule. https://images.squarespace-cdn.com/content/v1/6a71010cb2cebb4e13c99ea5/0f301fed-571b-46be-8e53-6c3c73d5f61b/ss.png From the Field - Sometimes a Picture Works Better Than Another Reminder - Super Symbols using Boardmaker PCS symbols https://images.squarespace-cdn.com/content/v1/6a71010cb2cebb4e13c99ea5/3615232c-a0b0-4bbd-a1ba-438aaa4f9e36/walk.png From the Field - Sometimes a Picture Works Better Than Another Reminder - Make it stand out Whatever it is, the way you tell your story online can make all the difference. https://images.squarespace-cdn.com/content/v1/6a71010cb2cebb4e13c99ea5/d152c0d7-0d01-4c0a-898d-7fa4a8442fa8/wait.png From the Field - Sometimes a Picture Works Better Than Another Reminder - Make it stand out Whatever it is, the way you tell your story online can make all the difference. https://images.squarespace-cdn.com/content/v1/6a71010cb2cebb4e13c99ea5/9defe85e-919e-433d-9988-fb2dcb059c37/sit+cc.png From the Field - Sometimes a Picture Works Better Than Another Reminder - Make it stand out Whatever it is, the way you tell your story online can make all the difference. https://images.squarespace-cdn.com/content/v1/6a71010cb2cebb4e13c99ea5/ee53063d-3002-4197-a4d0-6536e6820510/book.png From the Field - Sometimes a Picture Works Better Than Another Reminder - Less Talking Isn't Less Teaching There's a temptation in early childhood classrooms to solve every problem with more language. Sometimes that's exactly what's needed. Sometimes the fourth explanation is just the first explanation wearing a fake mustache. A visual direction gives children another route to the same information. It is concrete. It stays in front of them after the words disappear. And once children know the system, it allows a teacher to redirect without stopping everything else that's happening. For me, that's the appeal. Not silent classrooms. Not robotic compliance. Just one more way to make expectations clear, predictable, and understandable, while occasionally allowing the teacher's voice to clock out for thirty seconds. Visual Directions for Pre-K grew out of a tool I remembered using years ago, updated for the way our classroom works today. Sometimes the simplest ideas are worth bringing back. Rick https://www.bridgeearlylearning.com/from-the-field/visual-schedule monthly 0.5 2026-10-02 https://images.squarespace-cdn.com/content/v1/6a71010cb2cebb4e13c99ea5/7b0f1886-a5b2-4503-b0b2-cad20de93711/schedule.png From the Field - Using a Visual Schedule in Pre-K - Make it stand out Female teacher standing in front of a circle of preschool students. She is pointing at a visual schedule. https://images.squarespace-cdn.com/content/v1/6a71010cb2cebb4e13c99ea5/a253121c-ee72-445e-bd02-def75d43684c/room.png From the Field - Using a Visual Schedule in Pre-K - Make it stand out Image of teh front of a preschool classroom including a visual schedule https://images.squarespace-cdn.com/content/v1/6a71010cb2cebb4e13c99ea5/ff8ef915-aaf6-42d5-bb27-0639b573a1cf/special+activity.png From the Field - Using a Visual Schedule in Pre-K - Make it stand out Card with star and text, “Special Activity” https://www.bridgeearlylearning.com/from-the-field/category/Routines+%26+Transitions monthly 0.5 https://www.bridgeearlylearning.com/from-the-field/category/Classroom+Routines monthly 0.5 https://www.bridgeearlylearning.com/from-the-field/category/Literacy+%26+Language monthly 0.5 https://www.bridgeearlylearning.com/from-the-field/category/Seasonal+%26+Thematic monthly 0.5 https://www.bridgeearlylearning.com/from-the-field/category/Visual+Supports monthly 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