This document provides examples of activities to use with children to determine next steps in instruction and support of executive function skills, in conjunction with other measures such as classroom observations, progress on learning objectives, and developmental checklists.
On-track EF and On-track in Other Measures
PreK Activity Guide Suggestions:
For any recommended activity, use Level 2 and Level 3 activities. There may also be extension activities that increase in difficulty.
EX: With BINGO, Level 2 is the traditional song with claps to replace a letter. Level 3 replaces claps with a combination of claps and stomps.
At each level of BINGO, the educator supports students in a developmentally appropriate manner by providing a visual of the letters as a means of teaching and reinforcing the skill of letter identification/letter naming.
For Teachers:
Focus on maintaining and strengthening skills throughout the day.
Use the NM Menu of Practice Foundational Skills as guidance to set up an environment that supports executive function skills, such as self-regulation, through Calm Corners (MoP FS 1.8) and providing short directions with visual cues (MoP CO/SE 2.2).
Off-track EF and On-track in Other Measures
PreK Activity Guide Suggestions:
For any recommended activity, use Level 1 and Level 2 activities. These levels use children’s knowledge to strengthen EF skills, mitigating the risk of struggling with more complex content in the future.
EX: For children who need to build inhibitory control, use Freeze Dance. Level 1, recommended for Approaching/Meets Low students, is the activity “Stop & Go”, which has students wiggle in place and stop with a visual cue. In Level 2, children Stand & Wiggle/Stop.
For Teachers:
Build EF through transitions and games. Use activities that are playful and familiar to strengthen EF throughout the day.
By intentionally reinforcing EF, we protect children’s content area/academic progress while ensuring their EF development catches up.
This ties to Menu of Practice, such as transition supports (MoP CO/SE 2.7) and problem solving with visuals (MoP ES/SE 1.11)
On-track EF and Off-track in Other Measures
PreK Activity Guide Suggestions:
These students show strong EF and are struggling with content. The Classroom Activities link to academic skills.
I Spy supports working memory, and these examples show how this game can build language and vocabulary:
Level 1: Color Game (I spy red/blue)
Level 2: Basic items (shapes, objects)
Level 3: I Spy with shapes + descriptors (round, shiny, bumpy)
Language and Vocabulary Building Tip: Model using complete sentences and open-ended questions to create sustained exchanges (MoP IS/OL 1.4).
For Teachers:
Leverage the child’s EF skills to support academics.
Play games that use EF skills to target academic skills during Centers/Work Time and Small Group Instruction. This allows you to monitor and adjust to the child's needs in
the moment.
Ask recall questions: “What did we do first?” and encourage the use of complete sentences rather than short phrases. This strategy, with all students, supports oral language development, vocabulary, and syntactic development.
Off-track EF and Off-track in Other Measures
PreK Activity Guide Suggestions:
These students are at the highest risk, with both EF and academic performance below expectations. The key is to integrate EF and academics.
Activities like Head, Shoulders, Knees, and Toes build working memory, sequencing, and literacy and numeracy skills.
All three EF components– inhibitory control, working memory, and cognitive flexibility – are supported in Red Light, Green Light.
For Teachers:
Individualization, modifications, and targeted small-group instruction are provided to these students in accordance with NM PreK requirements.
Set small, achievable targets for both EF and academic gaps. This allows the educator to focus intentionally on a gap without trying to progress monitor multiple targets.
Prioritize EF + academics together (MoP FS 1.8).
Monitor growth every 4-5 weeks to ensure interventions are working. If they are not, adjust instruction as needed (MoP ES/SE 1.11).