Substitute Plans

My students really enjoy hearing all the “Pete the Cat” stories.  I decided to create an emergency substitute lesson plan based on the story “Pete the Cat and His Four Groovy Buttons” written by Eric Litwin.  The emergency lesson plan is found in the link below:Pete the Cat Activities

 

Pete The Cat And His Groovy Button Mini Unit

 

Importance of Read-Alouds

The purpose of read-alouds is for students to be exposed to rich literature, to develop comprehension strategies through teacher reading, questioning and vocabulary development.  The selection can be read numerous times with focus on different comprehension strategies and vocabulary development.  The success of read-alouds depends on how the teacher structures carefully crafted questions.
I always begin a lesson with a read-aloud.  In this lesson the book is “Pete the Cat and His Groovy Buttons”.
The video of the book can also displayed on your interactive board.

 

Video of the Book

 

Pre-Reading Activities

-Discuss with the students a problem they may have experienced.  Discuss how they solved the problem.

-Do a picture walk of the literature selection and predict what the problem might be by viewing the pictures.  How might the problem be resolved?

-Read each page and predict how Pete will react to his problem.  Discuss how he reacted to his problem.

-Discuss the lesson that the author wishes to convey in this story.

 

Interactive Component

Interactive Component

What Is Shared Reading?

The purpose of shared reading is for the teacher to model the reading process. She/he points to words and demonstrates how text moves from left to right and top to bottom. The text should be large enough so all the students can see the words. Shared reading selections should also be repetitive so that young learners can participate. In the initial stages of learning to read the students will be reading from memory rather than using decoding strategies. This is the reason the text is kept repetitive and simplistic. All emergent readers found on the Kinderplans site have been designed to be used for Pre-Kindergarten to develop early reading skills.

 

Shared Reading the Interactive Reader “My Groovy Buttons”

Many of the Kinderplans lessons use an emergent reader that is related to the “Read Aloud” selection as a means to teach many of the curriculum outcomes.  The emergent reader found within the mini-lesson was created for the purpose of shared and guided reading activities related to the read-aloud.

-Project emergent reader “My Groovy Buttons” on the Smart Board or in a pocket chart with the words enlarged.

-Read the title of the selection.  Do a picture walk of the selection and discuss what might be happening on each page and how it might relate to the story you just read to Color-Number-Buttonsthem, “Pete the Cat and His Four Groovy Buttons” by Eric Litwin.  Discuss the interactive component, which is to color, add facial features and the correct amount of buttons.  The photograph above displays a completed page.

-Read the selection to the children modeling the reading process completing the interactive component as you read (add buttons and facial features to each picture).

-Read again, choosing different students to be the word pointer.

 

Guided Reading

I meet with small groups of students working through the following activities:

-students add correct amount of buttons on the shirt and complete drawing their facial features on the emergent reader “My Groovy Buttons” reader.

-practice reading the book to themselves, then when ready can read it to the teacher.

-After, can read the book to another student.

 

Writer’s Workshop
-Students write what they think of “Pete the Cat”.  Complete the pattern: Pete the cat is ____________.Button-Subtraction
-Share what they wrote

 

Math

Review Numeral Identification

-Distribute small math manipulatives.  Display numbers found on page  7 and the children display that many.  After, can complete sheet found on page 8.

 

Introducing Subtraction

-Print subtraction sentences on the board.  After, each sentence have the students use their manipulatives to act out the sentence (start with first number and take away the other number).  Explain how this is related to the story you read this morning “Pete the Cat and His Four Groovy Buttons” by Eric Litwin

 

Independent Seat Work
The students could complete the subtraction sheet.  They would cross out the buttons that need to be subtracted in order to find the answer.  The teacher may need to do this work together as a class.
 

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Math Resources

Learning the teen numbers is the most difficult for young learners, as they do not follow a pattern.  I wanted to display the numbers to 20 on one of my bulletin boards as a point of reference, however, I also wanted to display the ten frames as a quick visual.  I went to the educational store in my area, but couldn’t find what I was looking for.   I decided to make my own, which is displayed below.  I am sharing these templates with you.  I specifically had these designed to copy on colored cardstock paper to use on our black and white photocopier.  They looked great, until I put them up.  The red cardstock I used did not make the numbers clearly visible from the distance. Back to the drawing board, I made circles to put in the middle to appear like a flower and copied these off on white paper. This did the trick, the numbers are now clearly visible. If you are going to copy these off on colored paper, I would experiment with this first to ensure the numbers are clearly visible.

 

Bulletin Board Display to 20

Bulletin Board Display to 20

 

Numbers to 20 Bulletin Board Display

 

Circles for the Middle (if needed)

 

Learning Numbers to 20

Addition Subtraction Mini-Workbook

Addition Subtraction Mini-Workbook

In the link below you will find a song videos and other resources that will help assist in learning the numbers to 20.

 

Numbers to 20 Song Videos and  Free Resources

 

New Resources

In the “Math Focus” curriculum you will find a newly added adding and subtracting mini-workbook.  More information on the “Math Focus” curriculum can be found in the link below:

 

Math Focus Curriculum

 

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Pete the Cat Activities

If you have read my previous blog posts, you will know that I love “Pete the Cat” and so do my students.  In my school we are required to always have an emergency lesson plan ready, which also takes stress off us in time of need.  I have created a plan based on the literature selection “Pete the Cat and His Four Groovy Buttons” written by Eric Litwin.  I have outlined my plan below.  The mini unit is Pete-Cat-Buttons-Unitfound in the link.

 

Pete The Cat And His Groovy Button Mini Unit

 

8:34 – 9:15   Morning Routine

-Put on shoes, get book bin and whisper read to self using the whisper phones (previous readers they have worked on).
-After everyone is  settled, they choose a partner to read to.

 

Read Aloud in Circle Corner

Read book “Pete the Cat and His Four Groovy Buttons” by Eric Litwin to the students.

 

Book Reading from (project on Smart Board)

 

Video of the Book

 

Shared Reading 
Project emergent reader “My Groovy Buttons” on the Smart Board.

-Read the title of the selection.  Do a picture walk of the selection and discuss what might be happening on each page and how it might relate to the story you just read to them, “Pete the Cat and His Four Groovy Buttons” by Eric Litwin.  Discuss what the interactive component could be (add facial features and buttons)

-Read the selection to the children modeling the reading process completing the interactive component as you read (add buttons and facial features to each picture).

-Read again, choosing different students to be the word pointer.

 

9:15 – 10:00  Developmental Centers and Guided Reading

Half the class goes to play (development) centers,  5- 6 students do guided reading with me and 5-6 students go to craft with the assistant (working on guided drawing activities).

 

Interactive Component

Interactive Component

Guided Reading

-students add correct amount of buttons on the shirt and complete drawing their facial features on the emergent reader “My Groovy Buttons” reader.

-practice reading the book to themselves, then read to teacher

-After, partner reads the book to another student.

___________________________________________________________________________________________________________________________________

10:00 – 10:15  Bathroom Break, Snack and Get Ready for Recess


10:15 – 10:30      Recess


10:45 – 11:15   Literacy Centers

I use activities posted on the link below:

 

Literacy Center Ideas


11:15 – 12:00  Writer’s Workshop
-Students write what they think of “Pete the Cat”.  Complete the pattern: Pete the cat is ____________.
-Share what they wrote

12:00 – 12:55     Lunch

12:55 – 1:55  MathColor-Number-Buttons
Review Numeral Identification

-Distribute small math manipulatives.  Display numbers found on page  7 and the children display that many.  After, can complete sheet found on page 8.

Introducing Subtraction
-Put the following subtraction sentences on the board.  After, each sentence have the students use their manipulatives to act out the sentence (start with first number and take away the other number).  Explain how this is related to the story you read this morning “Pete the Cat and His Four Groovy Buttons” by Eric Litwin

5- 3 =___,   4 – 2 = ___,   3 – 1= ___,  5 – 0=____, 5 – 2 =______,  4 – 3 =_____
Button-SubtractionAssigned Related Seat Work-  Complete the subtraction sheet.  The students cross out the buttons that need to be subtracted in order to find the answer.  May need to do this sheet together using the Smart Board.

1:55  -2:10  Recess

2:10 – 2:50  Switch Developmental Centers, Guided Reading and Craft Groups

Students who did not have an opportunity to visit play (developmental) centers this morning now have an opportunity to do so.

____________________________________________________________________________________________________________________________________

3:00 End of Day

 

 

 

 

Pre-Kindergarten Math Freebies

Spill the Beans Addition Game

Spill the Beans Addition Game

 

How the Game is Played

One of the outcomes for Kindergarten is for the students make numbers 1-10 in different ways (adding).  The game “Spill the Beans” is a fun way to have your students meet these outcomes.  The photograph on the left displays how the game is played. I purchased lima beans and spray painted them white on one side.  The students count the required beans that are the focus number.  These are placed in a small cup and “spilled” to show different ways this number would be represented.  They would color the beans according to what was “spilled” in the booklet found in the link below and print the addition sentence that matches.

 

How I Introduced the Game

We played the game with numbers 3-5 together as a class and the students completed the pages in the booklet found in the link below that were applicable to these numbers.  After, each student was given a a small cup with ten beans in each.  They worked through the booklet; focusing on how to make each number in a variety of ways (4) by “spilling the beans”.   They printed the sentence on the sheet provided. They were only allowed to print that sentence once.  We worked through this booklet over a period of several days.

 

These sheets will only be available until the end of May and after that period of time only paid members will have access to them.

Spill the Beans Subtraction

Spill the Beans Subtraction

 

Spill the Beans Game Addition Sheets

 

Number Line Strips

My students are still experiencing problems with printing number reversals so I also provided them each with a number line strip from the link below.  I stressed the importance of printing the numbers correctly using the number line to assist them.

 

Printing Number Line Strips

 

Focus on Subtraction

A similar game can be played using subtraction.

 

Spill the Beans Game Subtraction Sheets

 

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Math Numbers Lessons

I have posted some ideas that can assist you in tackling the common core outcomes in relation to the strand “Counting and Cardinality”.  The activity sheets for these activities are found in the “Math Focus Program” which is included in the membership.

 

K.CC.A.1

I can count to 100 by ones and tens


Counting by Tens

Math Counting to 100 and Positive Behaviors

Award

Award

This activity worked really worked well for me.  I combined earning positive behavior points with counting to 100.  I attach plastic cups to hooks on the wall and mark these off with tens numerals.  Each time I notice somebody practicing positive behavior they take an award and place it in the proper ten cup.  We count how many awards there are at the end of each day and together we ensure there are only 10 per cup.  We practice counting by ones and tens to see how many we have accumulated. We have a celebration once 100 awards have been accumulated. The awards I use are found in the link below.  The amount is also marked off on the hundreds chart.

 

Positive Behavior Awards

 

100-ChartK.CC.A.2

I can count forward starting at any number. 

In the  “Math Focus Curriculum Program” you will find a 100′s chart.  I use this for a number of math activities.  This can be used to help meet the curriclum outcomes.  A student can randomly come forward and select a number.  Together, practice counting forward from the number selected.

K.CC.A. 3

I can write numbers 0-20 and show the correct amount of objects for these numbers.

K.CC.B. 4

I know a number represents an amount of objects.

K.CC.B. 4aa

When I count, I know each number I say represents one oject.

 

Introduction of These Concepts 

Sample Page Printing Booklet

Sample Page Printing Booklet

 

Printing Practice

I use the ten frames to introduce printing numerals in relation to one-to-one correspondence, using the printing booklet found in the “Math Focus Curriculum Program”.  The students practice printing the numeral on the dotted lines first and then without the dotted lines.  They draw the correct amount of circles representing that numeral. A sample page is found in the photgraph on the left.

 

Follow-up Math Station – Numberal Identification Printing Center

Numeral Identification Printing Center

Numeral Identification Printing Center

This is one of the math stations used within the “Math Focus Curriculum Program”.    The students draw a ten frame card and print the numeral on the dotted printing sheet provided (can be placed in a plastic cover so they can be reused).  They continue to draw the cards until they have printed all the numerals.

 

Crack the Egg Game

Crack the Egg Game

K.CC.B. 4b

I know the last number I say is the number objects, even if I arrange them differently.

 

Crack the Egg Game

I spray painted lima beans on one side red and left the opposite side plain.  The students shake a container representing the focus number for that day. They draw the different ways that number can be represented according to how the lima beans were distributed (displayed in the photograph).  I also incorporate addition within this activity.

 

K.CC.B. 4c and 5

I know when I count the number gets bigger.  I can count 20 things.

Activities for these outcomes can be incorporated through your daily activities such as clapping, jumping and calendar.

Greater-Less-Equal-Activity

Greater-Less-Equal-Activity

 

K.CC.B. 6

I can tell if a group has great than, less than or an equal amount.

K.CC.B. 7

I can compare two printed numerals between 1-10

 

Ten Frames Activity to Help Meet These Outcomes.

Student pairs take turns drawing a ten frame dotted math card.  If they draw a card with a greater amount, they print the number on their dotted printing sheet.  If they draw an equal amount, no number is printed.  The game continues until both number sheets are completed

 

FABULOUS FREEBIES – ANIMATED VIDEOS AND FOLLOW-UP SHEETS TO HELP MEET THESE OUTCOMES

In the link below you will find you will find animated videos and sheets that also be used to address these learning outcomes.

 

Animated Numbers Video and Sheets

FOCUS MATH PROGRAM

Included in your membership is the “Focus Math Program”, more information can be found in the link below:

Focus Math Program

 

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Pre-Kindergarten-Literacy-Lesson Plan

Pete-the-Cat-Shoes-BookI absolutely love “Pete the Cat” books and I wanted to use them as a teaching base.  I have created a mini-unit lesson plan that I want to share with you. This lesson plan is based on the book “Pete the Cat I Love My White Shoes” written by Eric Litwin and art by James Dean.  I have kept the activities relatively simple so they could be used for the majority of the school year with ease as an emergency substitute plan.   In the book “Pete the Cat” experiences some hurdles along his journey but he still moves forward with a positive outlook.  I feel this instills a positive message for our young learners.

 

Follow-up Emergent Reader

Follow-up Emergent Reader

Follow-up Shared and Guided Reading Activities

I have created a simple retelling of the story that can be used as a follow-up to reading the book.  I am using these for both my shared and guided reading groups.  I will project the color version on the Smart Board for all the students to preview. We will be working on tracking words, using initial letters to determine what the word is, matching the picture to the text, reviewing the letters “Cc and Kk” and their intitial letter sounds, sight words I, my and the.   I use the black and white version for guided reading and for the students to take home for reading to others.

 

Color Game

Literacy Centers

Literacy Center One

Playing partners take a turn rolling a die and moving their game players accordingly.  They must color the shoe chart with the correct color word they landed on.  The object of the game is to complete the shoe color chart.

 

Cc-Kk Game

Cc-Kk Game

Literacy Center Two – Review or Introduction of Letter Sounds “Cc and Kk”

The students would be introduced to the letter “Cc” within the story context.  Playing partners take a turn rolling the die.  They must determine if they landed on a picture that makes the “Cc or Kk” letter sound.  If they have landed on a picture that begins with that sound, they would print the letter.  At this point, I am not really sticky on them using either letter.

"At" Word Family Game

“At” Word Family Game

Literacy Center Three – “At” Word Family Game

Playing partners roll a die, move their game player accordingly, print the initial letter that would complete the “at” word.  The object of the game is to complete the “at” word chart.

 

Literacy Center Four – Sing That Letter Name

Alphabet Game

Alphabet Game

Playing partners take turns rolling a die, singing the name of the letter they landed on and crossing this letter off on their letter chart.  The object of the game is to complete the letter chart.

Sight-Word-Game

Literacy Center Five  - Sight Word Game

I have also included a blank game board that can be used to print your focus sight words or letters.

 

Math Centers

Math Center One – Numeral Recognition and One-to-One Correspondence

Playing partners take turns rolling one die or two dice (depending on your focus numbers), they place a marker (bingo chip) on the correct shoe numeral that represents the number rolled.  The object of the game is to have all shoes marked off.Pete-the-Cat-Math

 

Math Center Two – Numeral Printing

This game is played similar to the game outlined above but in this game they are required to print the numeral using the dotted printing sheet provided.  The object of the game is to print all the numerals.

 

Math Center Three – PatterningPatterning-Math

The students will create a pattern using snap cubes and recreate that pattern on the sheet provided.

 

shoe-measuring

Math Center Four – Measuring

Shoes of different sizes are reproduced.  The students estimate how many snap cubes tall or wide the shoes are.  They would measure the shoes to see how close their estimation was.

Pet-Shoes-Craft

 

Using the templates provided, the students would complete the writing and crafting activity displayed in the photograph.

 

Accessing the Literacy Lesson Plan

This mini-theme is now only available to paid members in the “Family and Pets” theme unit.

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Pre-K Math – Counting and Cardinality

 Math and Literacy Integration

Emergent-Reader-Ape-Counts-Apples

Emergent-Reader-Ape-Counts-Apples

This week I was able to integrate Language Arts, Math and Music.  I find this integration so critical in helping meet the outcomes.  In reading the emergent reader “Ape Counts Apples” the students learned the following when we worked through the reader during shared (projected on the Smart Board) and guided reading:

1.  Identify the letters “Tt” and “Aa” and their corresponding sounds which were introduced in context from reading the reader together.

2.  The letter “Aa” is special because it makes two sounds like in the words “ape” and “apples”.  It is called a vowel.

3.  The difference between a word and a number.

4.  Left to right progression when reading and what a word is.  Most of my students can circle words correctly and track them this way.  We are working towards tracking words without the use of circles.Emergent-Reader-Apes-Apples

5.  Identifying numbers 1-10.

6.  During guided reading, I was able to see what students were able to display one-to-one number correspondence association by drawing the correct amount of apples indicated in the text.  Many of my students were not able to read all the numbers but they could draw the correct amount when told.  We will obviously need to work more on number recognition.

7.  We watched an informational video about apes, since many students would not necessarily be familiar with them.

 

Sometimes we don’t realize how much we accomplish in a day.  When I reflect back on how much we learned just from this single activity; I feel a greater sense of accomplishment.  It is important that we do this reflection each day.

 

Follow-up Literacy Center Activities

There are 5 – 6 students per group that rotate.

Center One

Practice printing the letters “Tt” and “Aa’.

 

Literacy Sound Sorting

Literacy Sound Sorting

Center Two – Sensory Bins Sound Sorting

Objects that begin with the sounds “Rr, Ff, Tt and Aa” are placed in the dry rice and soy beans sensory bins.  Students dig and sort the objects accordingly.  If you are a member, you can use the picture cards found under the headings “Alphabet Program” and “Alphabet Pictures” instead.

 

Literacy Sound Game

Spin and Print Sounds

Center Three – Spin and Print

Each partner takes a turn spinning a top and printing the letter “t” or “a” according to the picture they landed on.

 

Literacy-Letter-Matching-Game

Literacy-Letter-Matching-Game

Center Four – Letter Match

Partners take turns drawing a picture/letter card and matching it to the letters found in the pocket charts.  They must also say the name of the letter if they know it. The picture cards are related to the characters they will be introduced to when using the emergent readers and in the song video below.  These picture cards can be found in the member’s area under “Reading” and “Literacy Centers”.

 

Alphabet Song Video

 

Fabulous Math Freebies

In each newsletter I provide a fabulous freebie.  In the link below you will find a link to some math freebies.

 

Math Freebies 

 

Article About Teaching Sight Words

During this time of year, I do not focus on teaching sight words because my students are not ready for this yet.  They are being exposed to them during our shared and guided reading but I would not expect them to memorize them.  I read an article written by a K-12 Language Arts specialist on this topic and I totally agree with her point of view.

 

Common Core Reading Foundational Standards – Where Do Dolch Sight Words Fit In?

 

Your Comments Appreciated – Win Free Theme Unit!

One or two individuals will be chosen to win access to the “Apples and Numbers”  theme unit just for posting a comment on how you teach sight words or if you feel it is even appropriate in kindergarten.  I am also intersted in hearing your thoughts even if Apples-Naumber-Theme-Pageyou already have access to the theme unit.   There are so many different opinions and expectations in terms of which ones should be taught, how many or even if it is appropriate to teach them at the kindergarten level.

 

Post your comment and e-mail me your name and e-mail address after, letting me know that you are interested in accessing the “Apples and Numbers” theme.  I will contact you if you were chosen.  Thanks for posting!  E-mail sent to:

 

webmaster@kinderplans.com

 

What Are Your Thoughts About Teaching Sight Words?  Win Access to the “Apples and Numbers Theme Unit” Just for Posting Your Thoughts!

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Pre-K Year End Math Ideas

In this blog post I will reflect on my year end math plans and my student’s story writing project.

 

Subitizing

Students are required to count by subitizing or instantly recognizing a number according to its grouping.  Since my students play many dice games, some of them have been doing this since the beginning of the year.  Many of them can instantly recognize the numbers on the die without counting the dots (this is subitizing).  I observe students when they are playing games to assess their ability in this area.

 

Screen Shot 2013-05-15 at 9.40.32 PMSubitizing Using Ten Frames (Numbers to 20)

In the video displayed on the left,  I demonstrate how I use my Smart Board to have the students practice this skill.  If you do not have access to a Smart Board, this activity can also be done by displaying larger ten frame cards very quickly and then turning the card over so the students are not able to see the dots.  A discussion would take place on what they saw prior to turning the card over (similar to the video presentation).

 

The document found in the link below outlines more information on subitizing.

 

More Information on Subitizing

 

The Smart Board activity can be downloaded from the member site under the heading “Smart Board Activities and Instant Number Recognition”.

 

Numeral Identification - PrintingFollow-up Math Center Activities

The students need continual review of correct numeral identification and formation. Numeral printing sheets include ten frames 1-10 and 1-20 (this will vary depending on your math outcomes). According to the “Common Core Standards” the students are required to identify and print numerals 1-20. The students draw a ten frame card and print the numeral on the dotted printing sheet provided (can be placed in plastic cover so they can be reused by using an erasable marker). The students will continue to draw the cards until they have printed all the numerals. I assess my students ability to subitize as they draw their card and how they print the numeral.

 

Adding and Subtracting

Adding and Subtracting

Adding and Subtracting

There are many ways to introduce adding and subtracting.  In the video, I have outlined how literacy can be incorporated into developing this concept and relate this to follow-up activities that can be used at the Math Centers.

 

Story Writing Title Page

Story Writing Title Page

Members can assess these activities under the heading “Math Program”.

Story Writing Sharing Time

In my last blog post I talked about how my students would be writing a patterned story related to the book Mrs. Wishy Washy’s Farm and the corresponding emergent reader What Did Mrs. Wishy Washy See In Her Tub?  This project was meant to allow the students to be creative, funny, use what they have learned about letter sounds and sight words.  The students were to draw and describe funny things that Mrs. Wishy Washy found in her tub.  At the end, they are to help Mrs. Wishy Washy solve the problem of what she will do about all these strange things she finds her tub.  I can’t wait to see what solutions they come up with.

 

Sample One

Writing-Sample-2
This student decided to have Mrs. Wishy Washy discover a funny cat diving in the water in her tub.

 

Sample Two

Mrs.Wishy-Washy-Writing-2

This student decided to have Mrs. Wishy Washy discover a funny rabbit with a pink tummy in her tub.

 

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Pre – K Science Lesson Plan

Science Lesson Plan

In conjunction with the Dinosaur and Easter theme we are talking about animals that lay and don’t lay eggs.  I wanted to share the related Science lesson plan that I did with my students.  The book Chickens Aren’t the Only Ones is an excellent source of information for introducing this topic.  This plan also can be used to assist you in meeting  the RI.K. common core outcomes.

 

Video Version of the Book

Reading Rainbow does an excellent job of reading this book and providing information related to it.  I showed the video found in the link below to my students on my Smart Board.  After, we sorted animals according to if they lay and don’t lay eggs.  I have many of the plastic animals listed in the book (not sure where these were purchased from as they were already in the classroom).

 

Chickens Aren’t the Only Ones Video 

 

Graphing Activity

Sorting and Graphing Pictures

In the links below you can find larger and smaller pictures that can be used for sorting and graphing.  Each child would be given a picture card and then they would determine what category that picture would fit (lays or doesn’t lay eggs).  After, the smaller pictures can be used to make a picture graph to relay information (math outcomes).

 

Larger and Smaller Pictures Used for Sorting and Graphing

 

 More Science Ideas

More science ideas can be found in the link below:

 

More Science Ideas

 

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Math Stations

I introduce the math measurement strand within the Dinosaur theme unit.  Interactive math stations that will be used to achieve the outcomes for this strand are outlined in this lesson plan.  The plan below is my general plan of what I will be doing for the week (I only teach two full days).

 

8:28-9:15  Circle Time

Sight Word Information Dinosaur Reader

Shared Reading

Project the emergent sight word reader “Different Dinosaurs” on the Smart Board (use a pocket chart if you do not have access to a Smart Board).  Read it together.  Focus on illustrations and how they help us determine what the words are.  Discuss how their illustrations should be similar when writing in their dinosaur shape booklets.  Discuss the different features of each of the dinosaurs displayed in the reader.

 

Phonemic Awareness Follow-up – Word Family “in”

I have small little whiteboards that I print the letters that represent the phoneme. A child is assigned to each phoneme and holds the letter(s) that represents this sound.  We say each phoneme sound (usually review letters) several times as a review of the sound/letter and how it corresponds.  We talk about what makes the beginning, middle and end sound.  After, I place the students closer together and we blend the sounds together.  The students have to guess what the mystery word is.  I do this activity throughout the day as a review of letter sounds.

 

Word Family Focus “in” and rhyming – win, bin, fin, grin, tin, and pin

 

Sight Word Focus – some and were

 

Letter Review Sound and Formation

Review the letter  “w”  and “s” printing formation and sound as heard in “some and were” from the reader.  Students practice printing the letters on their individual erasible boards.  Generate and print other words beginning with that sound.

 

Connection to Literature

Allow one student to choose a dinosaur book from the wide selection displayed on the book shelf to read.  They are continuously asking me to read these to them so I let them select.

 

Modeled Writing

Together complete the sentence: Some dinosaurs_________. (similar to emergent reader).  Together with the students complete this sentence using what they have learned from the emergent readers, videos and books.  Do a few examples together modeling the writing process (sounding out words and leaving spaces between words).  Example:  Some dinosaurs ate plants.  Discuss how they would illustrate the sentence.

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9:15 – 9:45 Learning Centers

Craft and Writing

Triceratops Craft
Students will complete the craft displayed on the left.  After, they will write a sentence that describes Triceratops.

 

More Dinosaur Craft Ideas

 

Independent Writing
Generally, I assist a small group of students at this Center but this time I want to see what they can do independently.  They will complete the sentence:  Some dinosaurs_________.  This activity is related to the emergent reader we read earlier together, from videos we have viewed and books we have read.  I wanted to use this time for assessments.

 

Rest of Class at Learning Centers with Parent Volunteer

 

1.  Sand – Digging for Alphabet Dinosaur Bones

Students will be digging for the alphabet bones (dog biscuits) and matching these to the correct picture that corresponds to the initital sound.

 

2.  Playdough

Making fossils

 

3.  Big Blocks

Students will be making a dinosaur feature display using the dinosaur figures and big blocks.

 

4.  Computers – I have downloaded the  Smart Board activities outlined in the Literacy Centers on individuals computers and the students can work on this.

 

5.  Paint Easel has stayed the same.

 

6.  Creative Craft Center - Paper, cards, tape, scissors, glue, all types of decorations and odds and ends are placed here

 

8.  Water Table and Science - Floating and Sinking

Experiment with placing small dinosaur figures in the different boats and estimating how many it will take to sink them.

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9:40 – 10:15 Get Ready and Go to Gym

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10:15 – 10:35   Bathroom Break and Snack 

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10:35 – 11:30 Literacy Centers

The links below different literacy activities the students will be engaged in.

 

Dinosaur Literacy Centers

 

General Literacy Centers

 

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11:30 – 12:00   Music and Author’s Chair

Students share what they wrote during Independent Writing Time.

 

Sing the different songs  from the Alpha Tunes CD.

 

Animated Alphabet Video from link below:

 

Animated Alphabet Video

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11:55 – 12:00  Bathroom Break 
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12:00 – 12:25 Eat Lunch
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12:25 – 1:00  Lunch Recess
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1:00 – 1:10 Bathroom Break
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1:00 – 1:50 Circle Time – Math

Calendar, count days on calendar, count how many days they have been in school, add this many straws to the 10′s cup.  Count to 100 and by 10′s to 100.

 

Math Number Animated Videos

 

Introduce Math Tubs

Dinosaur Measuring Picture Template

Math Center One – Estimating, Measuring Length and Height

I have a set of erasable paddle boards that I use consistently.  The students will be estimating the length and height of our dinosaur figurines (how many snap cubes long or tall).  They will write their estimation on their paddle boards.  After, they will measure the figurine to see how close their estimation was.

 

New I have added dinosaur pictures to the theme unit that you can use instead, if you do not have dinosaur figurines.

 

Math Center Two – Measuring Volume

1.  Students estimate how many small dinosaur figurines it will take to fill different containers (can be any small manipulatives or even dinosaur fruit snacks).  After, they confirm their estimation by counting how many will fill the container.

 

2.  How many scoops of rice will it take to fill different containers?

 

Math Center Three – Measuring Weight

Constant – Heavier object (decorative rock)

The students will estimate how many small manipulatives it will take to balance the constant (heavier object) using a pan scale.

 

Math Center Four – Numeral  Identification and Printing Review

Numeral Ten Frame Identification and Printing

My students still need practice with identifying ten frames and numeral printing so I will include this Center throughout the duration of the year.  These templates are found in the Dinosaur theme and Math program.  Numeral printing sheets include ten frames for 1-10 and 1-20 (this will vary depending on your math outcomes).  According to the “Common Core Standards” the students are required to identify and print numerals 1-20.  The students draw a ten frame card.  I have placed the dotted numeral printing sheets in a plastic cover sheet so they can erase these after.  The student must print the numeral that represents the ten frame they selected.  They will continue drawing the cards until they have printed all the numerals.

 

Math Center Five – Decomposing Sets of NumbersCrack the Egg Math

I painted lima beans on one side and left the other side white.  Different amounts of beans were placed in plastic Easter eggs.  The students spill the eggs (beans) and can print the amount, make an addition sentence or subtraction sentence similar to what is displayed in the photograph.  The templates to play this game is found in the Math Program.

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1:50 2:10 – Bathroom Break and Recess

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2:10 – 3:00 Learning Centers

Groups are switched from this morning so all students have an opportunity to visit the Learning Centers.

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3:10  Bus Students Leave

 

3:15  Walking Students Leave

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