Clifford the Big Dog Literacy Lesson Plans

Kinderplans integrates literature in all the lesson plans.  Well-known and loved literature selections are chosen to incorporate key learning outcomes within a balanced literacy approach to learning.  This approach has proven to be the most effective in teaching young learners.  This specific unit uses the Clifford series by Norman Bridwell.
Clifford Literacy Lesson Plans

 

Modeled Reading

All alphabet letters/sounds and sight words begin with using  popular literacy selections for modeled reading.  In this set of lesson plans, the teacher would use any of her favorite Clifford books to read during modeled reading time.

 

Shared Reading Follow-Up

The companion emergent reader “Fox and the Big Dog” would be used as a follow-up to model the reading process and to introduce the following:

 

Alphabet Letters:  Dd for “dog” and Xx for “fox”

 

Pre Primer Sight Words:  big, jump, play, funny

 

Clifford Follow-up Emergent Reader

Cliford Emergent Reader Follow-up B:W

 

 

 

 

 

 

 

Alphabet and Rhyming Literacy Center Games and Activities

Spin and Print

Playing partners spin and print the letter of the focus initial letter sound represented in the picture they landed on.

 

Draw and Print

Students draw a picture card and print the letter of the focus initial letter sound represented in the picture.

 

Picture Mnemonic Printing Activity

Students will be involved with focus letter picture mnemonic printing activities as displayed in the photograph below.

 

Phonemic Awareness, Phonological Awareness and Rhyming Activities

Rhyming, phonemic and phonological awareness activities are always addressed within the units.  This Clifford unit includes suggestions and activities in relation to developing these skills.

Alphabet Clips copy

 

Sight Word Literacy Center Games and Activities for 

Spin and Print

Playing partners spin and print the focus sight word.

 

Roll and Print

In this game focus sight words are printed on a blank die.  Students roll the die and print the focus sight word on the templates provided.

 

Roll, Move and Say

Playing partners take turns rolling a die and moving their game players accordingly on the game board provided.  They must say the sight word that they landed on.

 

Draw and Say

Playing partners take turns drawing a word card and saying the word displayed.  They get to keep the card if it is read correctly.

Clifford Sight Word Games

 

Writing Activity

All lesson plan units include a follow-up writing and craft activity. The students would complete the craft/writing activity displayed below.  The templates to complete the craft are provided within the unit.  The writing template is also included.

Clifford Wirting Craft

 

Where Can I Access These Resources?

You can access the resources from the link below

 

Access Clifford Literacy Unit

 

 

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Christmas Resources

 

CHRISTMAS READER

Symbols of Christmas Reader

Symbols of Christmas Reader

The Social Studies curriculum requires my students to understand and recognize symbols within groups and communities. This concept is difficult to grasp for these young learners.  I chose to introduce this concept in relation to Christmas through the reader “Symbols of Christmas” found in the link below.  Feel free to use this for your own classroom.  My students enjoyed completing the interactive components where they completed each page as described in the text.

 

Christmas Symbols Reader – Easy Version

 

Christmas Symbols Reader – Harder Version

 

FREE CHRISTMAS RESOURCES

Coloring Christmas Card

Coloring Christmas Card

In the link below your will find more free resources that you can use within your classroom.

 

Christmas Card Coloring Activity

 

 

Color and Cut Christmas Tree

 

Christmas and Five Senses

Christmas and Five Senses

Coloring Picture

 

 INTEGRATING FIVE SENSES

The Science “Five Senses” outcomes can be addressed during the Christmas season.  This time of year offers so many opportunities to integrate these outcomes.  Click on the link below to preview.

 

Christmas and Five Senses Theme

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Pre-Kindergarten Christmas Activities

INCORPORATING FIVE SENSES WITHIN YOUR CHRISTMAS THEME

Christmas and Five Senses

Christmas and Five Senses

During the month of December (when I was teaching Kindergarten) I incorporated the “Five Senses” theme in relation to Christmas.  The spirit of the season allowed for so many opportunities to incorporate this theme.  On my website and within the Christmas theme unit you will find ideas on how to incorporate the “Five Senses Theme”.

 

Incorporating Five Sense Into Your Christmas Theme

 

NEW CHRISTMAS SYMBOLS READER

Christmas SymbolsIf you have followed my newsletters and blog, you would have discovered that I use and create many reproducible readers to offer my students an engaging and balanced literacy approach to reading in the early years.  Now that I teach grade one, this has not changed. Even though I have access to a variety of reading series, I still find myself creating little books that address the needs of my students better.  There is not one Christmas story within our reading series, so I created two.  In our Social Studies curriculum we are to introduce symbols that represent our community.  I thought I would introduce this concept by looking at symbols that are representative of Christmas.  I will use the reader below as a base to introduce this concept.  The students are to read, color and complete the interactive components of the reader.  Feel free to use these!

 

Christmas Symbols Reader – Easy Version

Christmas Symbols Reader – Harder Version

 

Christmas Traditions  Reader

Christmas Traditions Reader

New Christmas Traditions Reader and Follow-up Writing Activities

Another Social Studies outcome is for my students to identify different traditions practiced within their community.  I thought discussing Christmas traditions within our classroom would be a great platform to introduce this concept.  The reader “Our Christmas Traditions” is meant to help my students understand what a tradition is and lead to a discussion on different ones practiced within our classroom.  After, they will write about this, using one of the templates found in the links below.  Feel free to use these writing templates!  The reader is only available to paid members or individuals accessing the Christmas theme unit as it has been professionally illustrated.

 

Christmas Traditions Writing Template 1

Christmas Traditions Writing Template 2

Christmas Traditions Writing Template 3

Craft and Writing Activity

Craft and Writing Activity

 

WRITING AND CRAFT ACTIVITY – CONVINCING SANTA

I can’t wait to do this activity.  I did a similar activity when I was teaching Kindergarten but now my students are more capable (now teaching grade one).  My students are to convince Santa that they are deserving of his visit.  Within my school we focus on different positive character virtues.  We will reflect back on those virtues and discuss how they have practiced these and they must relay this to Santa.  I wanted to make this activity different from the traditional “Dear Santa” letter, where the students list what they want.  In this activity the students must convince Santa that they are worthy of his visit.  Template to complete this activity is found in the Christmas theme unit.

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Pre K Phonics Program

 

Printing Sequence

What Order Is The Most Effective In Teaching Beginning Letter Sounds?

This is a question I often get asked, “What order is the most effective in teaching beginning letter sounds?”  Since I introduce the correct letter printing formation at the same time as introducing the letter name and its corresponding sound, I try to follow the sequence our occupational therapist suggests.  However, this sequence does not necessarily start with the sounds that the students find the easiest to hear.

After experimenting with different letter sequences, this is the one in which I found to be the most effective in terms of learning to print and hear sounds more readily.  The first letters I chose were ones that we will use the most frequently in our daily writing.  The order I suggest is as follows:  l, b, h, r, f, m, n, a, t, p, s, e d, c, k, u, v, i, o, j, w, g, z, y, x and q.  The “Alphabet Program” which is included in the Kinderplans membership, was specifically developed to teach the alphabet and their related sounds effectively within a balanced literacy classroom.  More information on the “Alphabet Program” can be found in the link below:

Information About the Alphabet Program

 

Steps to Teaching the Alphabet and Related SoundsLibrary-Lion

Step One – Read Aloud

I start with reading the suggested literature selection which is associated with the emergent reader that will be used to introduce the focus letter(s).  If you do not have the literature selection readily available in your library, sometimes you will find an online version by doing a search.  For example, I will start the year reading “Library Lion” by Michelle Knudson that is associated with the emergent reader “Lion Likes to Read”.   You can also choose another literature selection related lions.

 

Library Lion Video

 

Emergent Reader Lion Likes to ReadStep Two – Shared Reading

I project the color version of the reader “Lion Like to Read” on the Smart Board and model the reading process (reader associated with the literature selection).  We do a activities related to the reader for a number of days.  I will introduce the names and and sounds of letters “l and b” within context of using the reader.

 

Step Three – Word Study, Phonemic Awareness and Phonics

We do a number activities related to the focus letters and sounds such as:

Alphabet Action Songs

Alphabet Action Songs

1.  Discuss names within the classroom and other words that begin with these letters and sounds.

2.  Discuss possible actions that could go with these letters and sounds.

3.  Sing the songs related to the readers that are found on the “Alpha Tunes” CD which is included in the membership.  I also sing “Head, Shoulders, Knees and Toes” but change the words to begin with the focus sound.

4.  Sort picture cards according to which ones relate to the focus sounds (alphabet picture cards included in your membership).

5.  We sort pictures on the Smart Board.  You will find a Smart Board sorting activity for letters “Ll and Bb” in the link below.

 

 

Smart Board Sorting ActivitiesAs a group instructional activity, we sort pictures according to if they begin with an “Ll and Bb” sounds on the Smart Board.  You would need access to Notebook software in order to download this activity.

 

 

Guided Reading and Independent Reading

"Ll and Bb" emergent reader

“Ll and Bb” Emergent Reader

During guided reading the students will be circling words and completing the interactive component which requires them to cut and paste the correct “b” picture that matches the text.  This adds a comprehension component to their reading.  After reading the selection a number of times during shared and guided reading, they should now be able to read it independently (pretend reading at this stage).

 

Literacy Center Follow-up Activities

The “Literacy Center” activities are an important component of the program as this is when the students practice what they have learned during instructional time.  In the link below you will find information on these Centers.

 

Ideas for Literacy Centers

 

Alphabet Bulletin Board

Alphabet Bulletin Board

NEWSLETTER FABULOUS FREEBIE

The fabulous freebie for this newsletter is the “Alphabet Bulletin Board Picture Cards”.  These picture cards are related to the alphabet animated action video and the emergent readers.  As a member, you will have access to three different sizes of these picture cards. These picture cards are the medium sized version.  I place these in front of the room and refer to these regularly when reviewing the letters and their related sounds.  Removed on September 12th.

 

 

 Animated Alphabet Video

 

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First Weeks of Pre-K Lesson Plans

Library-LionThis is a new mini-literacy unit that I just created and plan to use for the first week of school.  It is a great unit to use to introduce school, library and class rules.  The unit is based on the literature selection “Library Lion”.  The video below would be a follow-up to the reading the book and the activities outlined within this theme.

 

Library Lion Video

 

Follow-up Emergent ReaderScreen Shot 2014-05-25 at 9.46.24 PM

My mini-literacy themes include a follow-up emergent reader that is meant to be used for shared, guided and home reading purposes.  Each reader has been specifically designed to introduce specific reading skills within the story context.  The reader “Lion Likes to Read” was specifically designed for this purpose.  It follows a patterned story line that enables your young learners to read it on their own once it has been introduced and practiced during shared and guided reading time. The cover page is shown on the right.  The purpose of this reader is to:

1.  Initiate a discussion on what the students enjoy reading about.

2.  Introduce what a word is and promote tracking from left to right.

3.  Modeling the reading process.

4.  Introduce the initial sounds and letter names of “Ll and Bb”.

5.  Possible introduction of sight words:  “the” and “to”

The reader is available in color, black and white, interactive version where the students cut and paste the picture that represents the print.

 

Follow-up Literacy Centers

Follow-up Literacy Center activities and templates are also included.  I always have four or five Literacy Centers that my students rotate to.  This system works for me.

 

Literacy Center One

Matching Letter Board Game

Matching Letter Board Game

Using the game board displayed in the photograph, the students can use the letters provided to:

1.  Draw and match them to the ones displayed on the board.

2.  Match upper-case letter partners to the lower-case letters displayed on the board.

3.  Place the alphabet cards in correct alphabet order on the blank board.Screen Shot 2014-05-25 at 9.48.51 PM

This activity was intentionally designed to vary in difficulty so that it can be used throughout the year.

 

Literacy Center Two

Draw and Print

Players would draw picture cards and determine if the picture begins with the “Ll or Bb” sound and print these letters on the template provided.

 

Literacy Center ThreeSpin-Top-Game

Spin and Print

The  top would be spun and the players would print the letters “Ll or Bb” accordingly.

 

Litearcy Center Four

Sight-Word-SpinnerSpin and Say Sight Word Game

Sight words would be printed on the template provided and the players would spin the top and read the words where the top lands.

 

Writing and CraftCraft-Wrting

Templates for this follow-up writing and craft activity are found within the mini-theme.  You will also need a head shot of your students.  Steps for completing the craft are outlined below:

1.  The students color book template.

2.  Draw a picture of what they like to read about on the template provided.  This would be cut out and glued to the front of the book template.

3.  Hands template would be photocopied on manila cardstock, cut and glued to the book template.

4.  Glue the head shot behind the book template.

5.  Complete the writing on what they enjoy reading about.  Younger students can have the words scribed for them.

 

Where Can You Access the Mini-Literacy Theme?

This Mini-Literacy theme has been added to the “About Me” theme found in the link below:

 

About Me Theme 

 

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Halloween Literacy Activity

What’s In The Cave?

Halloween Emergent Reader and Activities

Halloween Emergent Reader and Activities 

In our classroom we have a large black box that has become a cave.  You can also use sheets draped over chairs. The students crawl through the cave with a flashlight to find a lazy lizard, a fat bat, a clever snake, a friendly frog, a shy spider, a gentle bird and a busy beetle.  The pictures found in the link below can be used for this.  We use plastic ones. Each time they find one of these, they mark it off on the sheet provided in the link below.

First, I will read the book What’s in the Cave?  This book is now out of print but I have created a retelling of it in the link below.  I will project the book on the Smart Board for the students to view and model the reading process to them. I will also download the Smart Board activity on the classroom computers so the students can drag the animals mentioned in the text to the cave.  After, they can draw a picture of a monster they might see in the cave (using the drawing tools).

Each student will receive a black and white version of the book to read to their parents. During guided reading time I will take a small group of students with me to read the book again.  They will also draw a picture of a monster that they might find in the cave.  After, this group will explore the cave and look for the animals mentioned in the book and mark these off on the sheet.  The other students are doing a craft with my assistant, on the computers or visiting the other Halloween stations.

 

What’s In the Cave Color Version

 

What’s In the Cave Black and White Version

 

Follow-up Smart Board Activity

Go to the web page found in the link below to download the follow-up Smart Board activity.  You will find it at the bottom of the page where it says “Halloween Theme”.

 

Smart Board Follow-up Activity

 

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January-Lesson-Plans-Week 3

I teach two days this week so this plan will extend over that period of time.  On the second day I will be doing similar activities but they also include show and share.  I do a modeled writing activity where we outline positive points about the “Student of the Week”.  We also have libary on that day.

 

8:28-9:00  Circle Time

Phonemic Awareness Warmup Activity – Mystery Word(s)

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.

 

Mystery Words This Week:  dot, got, jot, pot, pop, mop, drop, stop, pop

 

Connection to Literature

Read the book “Rainbow Fish and the Big Blue Whale” by Marcus Pfister.

 

Information On Whales

Explain they are going to read a book about whale watching but this is just a pretend story.  In the video they are going to see and learn about real whales.  I will display the video on the Smart Board.

 

Information on Whales

 

Whale Watching Emergent Reader

Display the emergent reader on the Smart Board “Whale Watching”.  If you do not have access to a Smart Board cut out the pictures and place the sentences beside them on a pocket chart.

 

Sample Page from the Reader
Big Book Sample Page

 

Prior to Reading

Read the title “Whale Watching” from the emergent reader (shorter more predictable version).   Explain that the boy is going whale watching.  The whale does some very  strange things that begin with the “w” sound.  Have the students predict what these strange things could be (wink, whistle and wave).

 

Read the Story Together Modeling the Reading Process 

Possible Discussions and Concepts

1.  Introduce the initial sounds of “Ww” heard within the story.

2.  Possible sight words:  in, the, jump, I, like at and me.

3.  Discuss what they think of whales.  Could  the whale really wink, whistle and wave at the boy?

 

Guided Writing Activity

Have the students generate a short sentence about what they learned about whales and print this on chart paper modeling the writing process.

 

Example:  Whales are big.

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9:15 – 9:45 Play Centers

 

Ocean Writing Activity

Craft
4-5 Students assigned to “Craft Center and Writing”.  My assistant works with them.

Students will color or sponge paint the whale template.  The will print a sentence about what they learned about whales (can use the sentences we printed during guided writing time).

 

Guided Reading With Emergent Reader 
4-5 students will be reading the black and white emergent reader  “Whale Watching” with me.

 

Rest of Class at Play Center with Parent Volunteer

Each month we change the Play Centers.  The Play Centers outlined below relate to the Ocean theme.  The rest of the students will be at the play centers while my assistant and I work with a small group.

 

1.  Sand – Treasure Island

Place treasures in the sand for children to count and sort.

 

2.  The “Housekeeping Center” becomes a “Travel Agency” – Incorporates Math and Printing

Students look through travel brochures and print a list of places they would like to travel to.  They would prepare for the trip by packing clothing in a suitcase.

Incorporating Math

They must determine how many pieces of clothing will fit in a suitcase.  What arrangement is best.   Compare weight of the different suitcases.

 

3.  Writing Center - the students will be printing the sentence I can draw a whale and connecting the number dots to complete the picture.

 

3.  Big Blocks, Social Studies and Science - Students will be working together to create a plane for the students coming from the Travel Agency to fly on.

 

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. Playdough and Lego

 

7.  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 floating and sinking as outlined on pages 33-37 in the Science Focus curriculum on the Kinderplans.com member site.

 

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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 – 11:20 Literacy Centers

Circle Time

Practice Sound In Song

Sing “Head and Shoulders” original version then replace each word so it starts with a “Ww” sound.

Introduce the games played at the Literacy Centers.

Cartoon Alphabet Cards

 

Alphabet Cartoon Card Game

This is a review of the letters “Aa, Cc, Bb, Ii, Uu, Gg, Tt, Ee, Dd, Qq, Bb, Pp, Ss, Rr, Ff, Oo and now Ww.  The students will draw an alphabet cartoon card (displayed on the left).  They will compete against a partner but will have their own card sets. They must say the letter name and sound.  I still allow the students to use the pictures to assist them.  The weaker students are still working at hearing initial sounds.  They collect a bingo chip each for saying the letter sound and name.  The object of the game is to see who can collect the greater amount of chips.

 

Literacy Center Time – Rotation System

Center 1 – Alphabet and Print Awareness Center – Teacher Monitoring

Pairs of students will play the “Alphabet Cartoon Card Game” as explained above.  I will be monitoring this station (6-7 students).

 

Center 2 – Phonemic Awareness Center – Parent Volunteer

Sorting Objects Game

The students will be pulling objects from the rice tub and mystery bag and determining which letter/sound it begins with.  They will be placing the object on the sorting mat under the correct letter.  Focus on sounds Rr, Ff, Oo and Ww.

 

Center 3 –  Printing Center 

Assistant will be saying sounds of letters and the students must print the letter related to that sound.
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11:20 – 11:35   Music

Introduce and sing song “Whale Watching” from the Alpha Tunes CD.  Sing other songs they have learned on the CD.

 

Animated Alphabet Video from link below:

 

Animated Alphabet Video

 

11:40- 11:55  Social Studies – Introduce mapping

Display a playground map from Social Studies series big book.  Discuss how it is a map and how it assists them from getting place to place.

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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 – 1:20 Circle Time 

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

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1:20 – 2:00 Play Centers

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

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2:00 – 2:35  Introduce the Number 5 and Correct Numeral Formation

We are just beginning the Math unit on number sense.  In this unit the focus will be on the students identifying and printing numerals to 10.  The students will also be doing activities requiring them to create the focus number in a variety of ways.  The Math Focus program will be used to achieve the outcomes in this strand.

This concept can be introduced by viewing the song video below:

 

This music video effectively introduces numbers 1-10 through music and visuals.

 

 

 

Introducing and Printing the Numeral

Each day a new numeral will be introduced according to suggestions in the Math Focus program.  The video below displays how it can be introduced using the Smart Board.

 

 

Today focus on number 5.

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2:55-3:10 Bathroom Break and Dismissal

 

3:10  Bus Students Leave

 

3:15  Walking Students Leave

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Teaching Phonics

What order is the most effective in teaching beginning letter sounds?

This is a question I often get asked.  To be honest, I have found it difficult to follow a specific sequence as this can vary depending on what our theme is for the month.  Since I introduce correct letter printing formation at the same time as introducing the letter name and its corresponding sound, I try to follow the sequence our occupational therapist suggests.  However, this sequence does not necessarily start with the sounds that the students find the easiest to hear.

 

Printing Sequence

I have outlined the suggested printing sequence in the link below.  I introduce lower-case first and will concentrate on upper-case when we start sentence printing.  This was sent to me from our occupational therapist.

 

 Printing Sequence

 

Sound Sequence

 Consonants are the easiest for children to hear and vowels the most difficult.

 

Stretchable Consonants

These are the easiest to start with as they can be streched out for demonstration purposes.

f, l, m, n, r, s, v, and z

 

Plosive Consonants

These are consonants whose names contain the sound of their letter name.

b, d, j, k, p, t and q

This would be a suggested order if the focus was on the ease of student’s ability in being successful in hearing sounds.

 

Conclusion

It is very difficult to recommend a specific order. This is really an individual preference. I have posted all the “alphabet sight word readers” on Pinterest to allow quick access if you are not following the recommended themes or suggested order. This is a quick visual of each reader and if you click on the pictures it will direct you to the theme where this reader can be found.  Since new readers have been added and others revised since the beginning of the school year, this will direct you to the most recent revisions.

 

View All Alphabet Sight Word Readers on Pinterest

 

Note:  If you are a member, login to you account first and it will direct you to the member site.


 RESEARCH STRONGLY SUPPORTS INTRODUCING LETTERS AND THEIR CORRESPONDING SOUNDS IN CONTEXT 

There has been many studies and research in the area of phonics versus whole language.  In a whole language classroom, letters and their corresponding sounds would be introduced in relation to meaningful context.  In a traditional classroom students would be introduced to letters and sounds in isolation of text.

 

Meaning Versus Traditional Skills

Freppon (1991) studies twenty-four first-grade children in four classrooms, two with a contemporary reading program that focused on meaning and two with a traditional skills reading programs.  She found that the children in the contemporary classrooms not only had better sense that reading was constructing meaning with print but also were almost twice as successful as the children in the traditional classrooms at sounding out words.

There have also been other studies done that support these findings.

This information was taken from the book “Teaching Phonics in Context” by David Hornsby & Lorraine Wilson developed by the National Reading Association.

 

Conclusion

In conclusion, whether you introduce letters and their corresponding sounds in relation to your morning message or use another program similar to the “Alphabet Program” that I developed, I strongly feel that initial letter sounds should be introduced in context to print.

 

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Writing Workshop

This blog post outlines how I incorporate  “Writing Workshop” and “Review Letter/Sounds”.  These activities are are introduced in context with what we are doing during the day, week or even month.

 

Writer’s Workshop

I call it “I have something to say” only in written format.  The students initiated this activity so I didn’t have to introduce it.  Some of the girls started writing me messages (a few letters and scribbles) and I had them share it with the rest of the class.  I explained to the class that this is kindergarten writing. The stage has been now set for them to start their own story writing book.  I will also be reading the book “Dog Loves Drawing”  by Louise Yates to introduce the letter “d” sound and the concept of how a story can be created by pictures only. This will serve as a model for my students to understand that they do not always have to print words to make a story.  The pictures they draw also tell a story.  The site below outlines mini-lessons on “Writer’s Workshop”.

 

Writer’s Workshop Mini-Lessons

 

Incorporating Modeled Writing

I always model the process first.  For example, on Tuesday  the students will not be experiencing a usual day as we have a number of visitors coming to do presentations.  This will be a great start to begin our “I Have Something to Say” story book.  I will draw a picture and write a sentence or two about what I enjoyed about the presentations.  I will have them help me with some spelling, explain the use of spaces, capital letters and correct usage of stop marks.  After, the students will draw a picture of what they enjoyed and tell about it in kindergarten writing.  They will have the option of having their writing scribed into adult writing.  This will followed by a sharing time.  In the link below you will find the title page I used for “I Have Something to Say” writing books.  I cut plain paper in half and bound about twenty pages to make the book.

 

I Have Something to Say Title Page

 

Guided Drawing

On Thursday and part of the following week I will be introducing the letter “Dd” and the corresponding sound.  The day(s) will evolve around the topic of dogs, including the “Writing Workshop”.  I also believe children need to be guided in terms of learning to draw.  The video below is a simple guided drawing lesson on how to draw a dog.

 

How to Draw a Dog

 

MY WEEKLY PLAN

Since I only teach two days this week and one of those days consist of presentations, these plans will likely extend into next week.  My plans are never permanent as I coincide them with the needs of my students.  If I come across a vocabulary word they are not familiar with, I will search for an image or video related to that word and display this on the Smart Board.  We will spend some time expanding on this new word.

 

8:28-9:00  Circle Time

Phonemic Awareness Warmup Activity – Mystery Word(s)

This is a great activity to review sounds previously introduced in a meaningful context, as well, it introduces the children to the concept of blending sounds together to read words.  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.

 

Phonemic Awareness Review Activity

 

 

 

 

 

 

Connection to Literature and Introducing New Letter Sound

The letter “Dd” sound is introduced through reading the book “Dog Loves to Draw” by Louise Yates.  This book is great for introducing the letter “Dd” sound but also how pictures can tell a story.

 

Connection to Literature

Introducing Emergent Reader – “Dog Dances” – Rhyming Book

- Introduce the printable emergent reader “Dog Dances” to the students. Prior to reading the emergent reader, discuss how they think a dog would dance and demonstrate this and what they think would make the dog dance.  I display this on the Smart Board. If you do not have an Interactive Whiteboard, you could place the pictures in a pocket chart along with sentence strips.  You could also display the story using an overhead projector (which I have done for years).  I also make a copy of the color version for our classroom library.  I copy this on cardstock, laminate and bind it.

-Read the sentences together, pointing to the words while you read, discussing the rhyming pairs.  In the student’s black and white version of the reader, they will be cutting and gluing the picture that rhymes with word and picture on each page.

 

Color Version of Dog Dances

 

Interactive Black and White Version

 

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9:00 – 9:40 Play Centers
Craftt
4-5 Students assigned to “Craft Center”.  My assistant works with them.

Students will finish matching the words to what they dictated about the snowy owl craft they completed last week.  My assistant will also be doing a guided lesson on drawing a dog.

 

Guided Reading With Emergent Reader “Dog Dances”
4-5 students will be reading the black and white emergent reader  “Dog Dances” with me.  The focus will be on tracking words, cutting and pasting the rhyming picture that corresponds to the text. This integrates a comprehension component into reading.

 

Rest of Class at Play Center with Parent Volunteer

Each month we change the Play Centers.  I have outlined the changes below.  The rest of the students will be at the play centers while my assistant and I work with a small group.

 

1.  Sand remains dirt - Plastic animals have been placed in this center.  The students can dig winter homes for the animals.

 

2.  The “Housekeeping Center” has now become the “Big Dollhouse Center”.  We have a large dollhouse with furniture, boys and girls dress up dolls to go into the dollhouse.

 

3.  The “Big Blocks” has now become a “Winter Home Building”.  The students make winter homes for the stuffed animals located at this Center.

 

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. Playdough and Lego

 

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

 

8.  Water Table - Plastic animals have also been placed here with a styrofoam blocks used as icebergs

 

9.  Science Center - The students can feel the furs and other objects related to how animals protect themselves from the cold.

 

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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 – 11:20 Literacy Centers

Circle Time

Review the letter “Dd” sound.  On the Smart Board together we will be sorting pictures according to if it begins with a “Dd, Gg or Qq” sound.  If you are a member you will be able to download this activity.  If you do not have a Smart Board use the alphabet picture cards instead.  Login to your account go to “Alphabet Program” and then “Alphabet Pictures”.  I used many of these pictures to create this activity.

Letter Formation

Introduce the correct letter formation of “d”.  Students practice in the air, on each other’s backs and in the palm of their hand.

 

Literacy Center Time

Center 1 – Alphabet and Print Awareness Center – Parent Volunteer Monitoring

Many of my students do not know all the names of the alphabet letters so this Center will be devoted this.  I am going to start with seven letters to begin with (Aa – Gg).  This is a partner game.  The students must place the letter cards in the correct order using a model.  They must say the letters (sing the song if needed).  After, they try to place the letters in the correct order without using the model.

 

Phonics Sorting Activity

Center 2 – Phonemic Awareness Center – With Teacher

Mystery Bag

Students will be taking turns pulling objects out of the mystery bag and determining what sound it begins with and what sound category it belongs according to the initial sound.  If you do not have objects, copy the alphabet picture cards found in the member’s area on card stock and laminate them.  They can be used to replace the objects.

 

Rice Tub

Same as above but only pulling objects from the rice tub.

 

Center 3 –  Printing Center

Students will be practicing forming the letter “Dd”.  The students will be practicing printing the letter “d” on white boards.  They can also print the words cat, cut , quit, get, egg and dog.  The next day, they will be completing their printing book.  The version I use is found in the link below:

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11:20 – 11:55    Writing Workshop

 

I will write about my experience with my daughter’s dog as a model.  After, the students will do the same.
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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 – 1:20 Circle Time 

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

-Sing “Days of the Week” display video on Smart Board.

-Sing and view animated alphabet video and have students pay special attention the the letter “Dd”.

 

Animated Alphabet Song Video

 

-Sing “The Apple Tree”, “Extraordinary Egg”, “Cool Clouds” and “Queen’s Feet” and “Groovy Gorilla” “Doggie Dance” action songs found in the “Alpha Tunes CD”.

 

Rhyming Activity

I place a picture of a dog on the Smart Board.  The students take turns coloring (scribbling out) the rhyming part of the picture I am talking about:

1.  I rhyme with toes, I am the dog’s (nose)

2.  I rhyme with beg, I am the dog’s (leg)

3.  I rhyme with hears, I am the dog’s (ears)

4.  I rhyme with pail,  I am the dog’s (tail)

5.  I rhyme with saw, I am the dog’s (paw)

6.  I rhyme with fly, I am the dog’s (eye)

6.  I rhyme with south, I am the dog’s (mouth)

 

Rhyming Smart Board Activity

 

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1:20 -2:00  Play Center Time – Switch groups for craft and guided reading from this morning

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2:00 – 2:35 Math Mini-Lesson and Practice

I have downloaded different patterning activities from the Smart Exchange.  We will do these together first.

 

Concept – Patterning

Students will continue to create patterns using two different attributes.  We have different math tubs that are used for this.

 

Note:  Math tubs used were mentioned in previous blog post.

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2:45-3:10 Bathroom Break, Recess and Dismissal

 

3:10  Bus Students Leave

 

3:15  Walking Students Leave

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Kindergarten Centers

I  have been experimenting with integrating effective Literacy Centers within my classroom.  In this lesson plan you will view my most recent “Literacy Centers and Play Centers“.  We change our “Play Centers” each month and “Literacy Centers” regularly.

8:28-9:00  Circle Time

Introducing Emergent Reader “Trees” 

Emergent Reader for Shared Reading – Letter “Tt” 

- Read the book “The Giving Tree” by Shell Silverstein.  Discuss why the book might be called “The Giving Tree”.  Discuss what the tree gave to the boy.

- Introduce the emergent reader “Trees” to the students.  Explain that this book outlines what trees give us.  Look through all the pictures and have the students predict what the pictures might be about.  I display the book on the Smart Board but you can print the sentences on sentence strips or chart paper and place the pictures beside each sentence.  You could also display the story using an overhead projector (which I have done for years).  I also make a copy of the color version for our classroom library.  I copy this on cardstock, laminate and bind.

-After, read the sentences together, pointing to the words while you read.  Some activities while reading:  circle the words, count the number of letters within the word and circle the letter “t’s” within the story.

 

Trees Reader Sample Page


Trees Reader Sample Page – Black and White

 

Introducing the Letter Sound

1.  Look at the word tree.

2.  Introduce the sound  “Tt” makes.  Hand out small mirrors (purchased at the dollar store) and have the students observe the following:  where their tongue is placed, what their lips do when making the two sounds of letter “Tt”, feel their throat and vocal chords, do they feel air coming out from their mouth?  How do their lips change?  Review the sounds of c, u and a 

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9:00 – 9:40 Play Centers
Craft – Halloween Haunted House With Assistant

Haunted House Craft

6 Students assigned to “Craft Center”.  My assistant works with them.  These students will have an opportunity to play at the other centers in the afternoon.  Students will be painting the background for the “Haunted House” craft displayed in the photograph.  Next week they will be cutting and adding the shapes to complete the house.  For the rest of this week, the students will be cutting vegetables for soup instead of completing this craft.  If you are a member, you can access the shapes for the house in the “Halloween Theme” unit.

 

Guided Reading and Phonemic Awareness Activities With Teacher
Students will be reading the black and white emergent reader  “Trees” with me.  The focus will be on tracking words.  I will be having the students circle words within sentences and counting the letters within the words.  There is still confusion about the difference between a word and letter.

If there is time, I will do phonemic awareness activities.  The students now know the letters sounds of “c, a and t”.  I will show them how these letters sounds can make the word “cat”.  We will clap each sound.  I will also demonstrate how changing the beginning letter can change the word.

 

Rest of Class at Play Center with Parent Volunteer

Each month we change the Centers.  I have outlined the changes below:

 

1.  Sand became dirt – the students now plant real vegetables in the dirt to represent harvest time.  Later vehicles will be placed in the dirt to make roads.

 

2.  The “Housekeeping Center” has now become the “Farmers’ Market”.  The students use play money and play food to buy goods at the “Farmers’ Market”.  They print a list of food they would like to purchase using a guide.

 

3.  The “Big Blocks” has now become a “Train Station”.  The students put together the tracks and form a train station.

 

4.  Computers – I have downloaded the “c, a,  t” Smart Board activities on individuals computers and the students can work on this.

 

5.  Water and Paint Easel has stayed the same.

 

6.  Writing Center –  My students have been anxious to print real “words”.  I have placed a “how to draw a simple cat” sheet in this center.  I have also typed:  I can print the word _________.  The students can draw the cat according to the “how to draw sheet” and complete the sentence by printing the word cat.

 

Printing Sheet

 

7. Playdough and Lego

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9:40 – 10:15 Get Ready and Go to Gym

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10:15 – 10:30   Bathroom Break and Snack 

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10:30 – 10:45 Literacy Centers

Alphabet Guide for Sorting

Review the letter “Tt” sound.  On the Smart Board together do the “c, a and t” sorting activity.   If you are a member and do not have access to a “Smart Board” use the alphabet picture cards instead.  Login to your account and under the heading “Alphabet Program” you will find a sub heading “Alphabet Pictures”.  You can access picture cards for each letter of the alphabet.

 

If you are a member, you will have access to the “c, a, and t” sorting Smart Board activity.  This will be found in a number of places:  “Apples and Numbers Theme” , “Smart Board Activities Link” and “My Plans Link”.

 

Center 1 – Alphabet and Print Awareness Center – Parent Volunteer Monitoring

Many of my students do not know all the names of the alphabet letters so this Center will be devoted this.  I am going to start with seven letters to begin with (Aa – Gg).  They will be placing the letters in the correct order using a guide.  After, they are in order they will point and say what the letters are (can sing them using the well-known “Alphabet Song) to a parent volunteer.  After a few weeks I will be taking the guide away and see if they can place these seven letters in the correct order and say the letter names.  I am combining both upper and lower-case letters.

 

Alphabet Picture Card

Station One – Two students place the mixed-up picture alphabet letter cards in the correct order using a guide (related to the animated song video).  After, one student will close their eyes while the other student takes away a letter picture card; the other student will guess which one is missing.  They can also try placing the letters in correct order without the guide.

 

Station Two –  Two students will put the magnetic letters in the correct order using a guide.  Similar follow-up activities to the above.

 

Station Three – Two students will put the mixed-up letters in the pocket chart in the correct order using a guide.  Similar follow-up activities to the above.

 

Students will be rotating to the different stations.

 

Note:  If you are a member you can access the “Alphabet Letter Picture Cards” and “Letter Cards” used to make these stations.  These are found on the member homepage under the heading “My Plans”.

 

Alphabet Sound Sorting Mat

Center 2 – Phonemic Awareness Center – With Teacher

I will be assisting the students to help them determine what sounds they hear at the beginning of each word.  These will be the review sounds “c, a, t”.  Objects have been placed in the mystery bag and rice tub.  There is a total of 6 students in this Center.  Two students will be at the rice tub, mystery bag and Smart Board.  They will take turns pulling out objects from mystery bag and rice tub and determine what sound the objects begin with and placing these on the sorting mats accordingly.  If you are a member, I have placed the “c, a and t” printables to make the sorting mat in “My Plans” link.

 

Center 3 –  Printing Center

Students will be practicing forming the letter “Tt”.  I have placed magnetic boards, white boards and gel pens in this Center for them to practice.  They can rotate using the different printing tools.  The next day, they will be completing their printing book.  Different versions of this book can be found in the link below.

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11:30 – 11:45   Circle Time 

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

-Sing “Days of the Week” display video on Smart Board.

-Sing and view animated alphabet video and have students pay special attention the the letter “Tt”.

 

Animated Alphabet Song Video

 

-Sing “The Apple Tree” song found in the “Alpha Tunes CD”.
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11:45 – 12:00  Bathroom Break and Get Ready for Recess
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12:00 – 12:25 Lunch Recess
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12:25 – 1:00 Wash Hands and Eat Lunch
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1:00 – 1:40 Play Center Time
Groups switch from this morning.
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1:40 – 1:55 Bathroom Break and Get Ready for Recess
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1:55 – 2:45 Math Concepts and Math Tubs 

Concept – Sorting Vegetables
This week week we will be making vegetable soup to celebrate harvest time.  The students have contributed vegetables to add to the soup.  We will now be identifying these vegetables and sorting them.
Note:  Math tubs used were mentioned in previous blog post.
Distribute math tubs.  Select a tub to demonstrate a rule of sorting.  Students produce a sorting rule using the tubs.  Once they have a rule they must put up their hand and explain it to you.
ADDITIONAL ACTIVITIES
Show and Share
Every week we have a “Star Student”.  During this week this student is allowed to bring in a “Show and Share”.  The object is hidden from the class and clues are given as to what it is.  The rest of the class must guess as to what the object is by the clues given.
Q-Bear Home Project
We have a stuffed bear within our classroom that the student also takes home for the week.  The students are to dicate to their parents about adventures they have together (real or imaginary).  This is returned and read to the rest of  the class. I have given the parents the option to allow the student to take home the stuffed bear or a picture of it (due to allergies and other concerns).
Modeled Writing
During the student’s special week the class generates what is unique or special about the student.  I print this on chart paper, modelling the writing process.  After, I type this up along with a picture of the student and place this in their memory scrapbook.  Special projects and crafts are placed in their scrapbooks as a memory of Kindergarten.
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2:45-3:10 Bathroom and Get Ready for Dismissal

3:10  Bus Students Leave

3:15  Walking Students Leave
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