Pre-Kindergarten Reading Skills

Research has proven that phonological awareness, phonemic awareness and phonics play a crucial role in children learning to read but the terms can be confusing.   The video below is an excellent source of information in explaining the differences.

 

Pre-Reading Skills Video

 

In this blog post I wanted to address a few mini-lessons that I have implemented that target these early reading skills.

Phonemic Awareness

Phonemic Awareness Warmup

Phonemic Awareness Warmup

One of the learning outcomes in many Pre-K programs is for students to print letters they hear at the beginning of words.  However, many of my students arrive not being able to  distinguish the difference in hearing these sounds. Many do not understand the concept of what a beginning sound is.  During the first weeks of school,  I focus on phonemic awareness activities that will assist them in hearing sounds within words prior to introducing any alphabet letters representing these sounds.  I focus on the initial sound first.

1)  I have a puppet that I named “Slow Speaking Sam”.  Sam says the sounds within words (usually one syllable words) very slowly and the students must guess the word said.  If they can’t guess the word, it is said faster.

2)  I have three students come forward and assign each of them a phoneme sound they are to represent.  We blend the sounds together to say the word that represents these sounds.  We clap or stretch the sounds using an elastic band.   We also discuss the first, middle and last sound heard.  This activity has been invaluable in terms of my students understanding the concept of what a beginning sound is.  When the majority of my students are able to hear beginning sounds; I begin introducing the letters of the alphabet that represent these sounds (phonics).  We extend this activity to deleting and adding sounds.  Using the students to represent sounds assists visual learners with this skill devleopment.

 

Phonological Awareness

Rhyming

1)  I read plenty of rhyming books and have students complete the rhyming partner words.

2)  As a dismissal activity, I will often say a word and they must tell me a rhyming partner (bear and hair).

3)  This is a fun whole group Smart Board rhyming activity. I will project the dog outline (colored version) on my Smart Board for the students to circle the parts of the dog that associate with the rhyme.  If you do not have a projectable white board, use the black and white version copied on paper.

Rhyming Activitiy  I rhyme with "pail" I am thinking of the dog's (tail)

Rhyming Activitiy
I rhyme with “pail” I am thinking of the dog’s (tail)

I rhyme with “hear” I am thinking about the dog’s (ear)

I rhyme with “pail” I am thinking about the dog’s (tail)

I rhyme with “rose” I am thinking about the dog’s (nose)

I rhyme with “pie” I am thinking about the dog’s (eye)

I rhyme with “rung” I am thinking about the dog’s (tongue)

I rhyme with “straw” I am thinking about the dog’s (paw)

I rhyme with “purr” I am thinking of the dog’s (fur)

 

Color Picture of a Dog for Rhyming

 

Black and White Dog for Rhyming

 

Spinning Rhyming Game

Spinning Rhyming Game

Some Rhyming Litearcy Center Games

Literacy Centers are time for my students to practice the skills I have taught during instruction time.  Outlined below are two rhyming games that my students play at the Literacy Centers.  As a member of the site, you will have access to more.

 

Spin a Rhyme

Roll-A-Rhyme-Food-Game

Roll-A-Rhyme-Food-Game

Playing partners take a turn spinning a top and must determine what rhyming picture partner matches the one where the top landed.  The matching rhyming picture is marked off on the game board chart. The game continues until all the rhyming partners are found.

 

Roll A Rhyme Food Game 

This game is found in the “Nutrition Theme”.  Playing partners take a turn rolling a die and they must move their game player accordingly around the food game board.  They must find the matching rhyming picture on the game board chart and mark this off (could use a bingo chip).

 

AlliterationJj-Emergent-Reader

The books below, written by Margaret Atwood are good examples of ones that make use of alliteration.

1.  Princess Prunella and the Purple Peanut

2.  Bashful Bob And Doleful Dorinda

Many of the emergent readers also make use of alliteration.  The animated alphabet song video makes use of alliteration to introduce letters and their corresponding sounds.

 

Animated Alphabet Song Video Uses Alliteration

 

Syllables Syllable-Page

I generally do not work on syllabication until my students have a good understanding of what a word is and how it is made up of different sounds (not to confuse them).  We look at words within context of the emergent reader and discuss short and long words.  I then introduce how longer words can be broken down into parts. We practice clapping, hopping and chanting their names and different words found within the emergent readers according to syllables heard.  Example, we would look at one of the pages found within the reader “Exploring the Sea With Ollie Octopus” and discuss the number of parts or syllables we would hear in each of these words.

 

Phonics

The “Alphabet Program” which is included in the Kinderplans membership package is a complete and effective phonics program.  It teaches the alphabet letters and related sounds in a meaningful and systematic sequence.  The emergent readers found in the link below are the ones used to teach early reading skills and alphabet letter sounds.

 

Alphabet Readers

 

Phonics Literacy Centers

The Literacy Center activties are meant for the students to further practice what they have learned about letters and their related sounds.  I have included two games (there are many more) that would be used for this purpose.

 

SprinningBoarGame 2Letter Specific Games

Once the students are introduced to specific sounds, they play games that allow them an opportunity to practice what they learned about these sounds.  For example, the game displayed on the left was played after my students were introduced to the letter “Ll” and its corresponding sound.  Playing partners take turns spinning the top, if they land on a picture that represents the letter “Ll” sound they must print it.  The game continues until the printing chart is completed. This is a game that was played at the beginning of the year.

 

Review GamesAlphabetSoundGame

My students need continuous review of letters and their related sounds.  In the members area you will find many alphabet review games, largely because this is what my students require.  The game displayed on the right is one we will be playing this month.  Students will be rolling a die and moving around the ocean floor accordingly.  The must print the letter on the dotted lines CVCGame 2sheet that represents the sound of the picture they landed on.  The object of the game to have all the letters printed.

 

CVC Games

As a member of the site you will have access to 40 CVC picture cards which will allow you to create your own games.  On the left you can view one game that can be played.  Each student takes a turn drawing a word card and they must determine which picture represents that word card and place it on the picture board accordingly.  For my more advanced students, they print the CVC words instead.

 

I hope you found some of these ideas helpful!

 

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Kindergarten Common Lesson Plans RI.K

Reading Informational Text

The big push in many curriclums is for students to read, extract and understand informational content   The goal through all the grades is to have students exposed to 50% fiction and 50% non-fiction.  I believe this is a positive direction as we become more inindated with information through the internet.  It is increasingly important for our learners to have the ability to quickly retrieve and understand informational content when they are required to do so.

Read Aloud

Read Aloud

 

Problems or Challenges

I recently attended a workshop where this issue was addressed.  Many teachers expressed  the difficulty they experienced in finding material that was at the reading level of their students.  Often the usage of vocabulary and amount of print was above their students reading ability.

 

Informational-Emergent-Reader

Informational-Emergent-Reader

How Can This Apply to Kindergarten? 

It made the Kindergarten teachers attending the workshop evaluate how we can weave content reading into our programs, especially since many of our students don’t even read yet.  I re-evaluated how I use my own program and confirmed that many of the readers are content based.  I had the materials but needed to adjust delivery slightly. In this blog post I am going to outline my plan that will address the usage of informational content at the Kindergarten level.

 

Materials

-Sticky notes

-Read aloud:  “Looking After Dogs and Puppies” by Katherine Starke and Ushborne Books.

-Shared reading:  “Taking Care of a Dog” emergent reader follow-up found in the “Pets” theme unit.

 

Information Graph

Information Graph

 Math- Graphing

Prior to reading about caring for a dog, I want to find out how many students already own a dog as they can also be a source of good information.  I will give each student a sticky note and they will print their name and post it under the correct graph heading.  After, we will discuss our findings.

 

Should I Get A Dog?

The plan for this lesson is to help a student(s) who are not dog owners to decide if they would like one for a pet.  Explain how it is important to research all the responsibilities of becoming a pet owner prior to making a decision.

 

Read Aloud

I chose to read the book “Looking After Dogs and Puppies” by Katherine Starke and Ushborne books.  The book has a great deal of print (too much for little ones attention) but I will choose a few pages and read only the captions related to the pictures.  After, we will discuss what is involved in looking after a dog and print this on chart paper.

 

Shared Reading

I will explain that we will be reading together a book that further outlines how to take care of a dog (printable emergent reader found in the “Pets” theme) and project it on the Smart Board to read as a shared reading experience. After, we will discuss if there was additional information in this selection about caring for a dog. This will be added to our list outlined on chart paper. This is a patterned emergent reader that many students can read on their own once it has been read through several times. The question “Should I get a dog?” will be discussed further and decisions would be made based on the information we retrieved.

Sound Sorting Literacy Center

Sound Sorting Literacy Center

 

Further Development of the Reader

I also use the readers to introduce key reading skills.  In this reader the letter “Dd” and its corresponding sound would be introduced.  Sight words “to, be and you” could also be introduced and CVC pattern of the word “dog”.

 

Guided Reading

I also have the students read the reader to me during guided reading where we will discuss it further.

 

Guided Drawing

Guided Drawing

Follow-Up Writing

The children would draw a picture of one important piece of information they learned about caring for a dog and write about it.  At this point, some of the students would be able to print the word “dog”.  The teacher could scribe their thoughts below.

 

Guided Drawing of a Dog

I use the site below for many of my guided drawing projects.

 

Drawing a Dog 

 

Here is another template of a simple dog outline:

 

Simple Dog Outline

 

Rhyming Activity

Rhyming Activitiy  I rhyme with "pail" I am thinking of the dog's (tail)

Rhyming Activitiy
I rhyme with “pail” I am thinking of the dog’s (tail)

This is a fun whole group rhyming activity. I will project the dog outline (colored version) on my Smart Board for the students to circle the parts of the dog that associate with the rhyme.  If you do not have a projectable white board, use the black and white version copied on paper.

I rhyme with “hear” I am thinking about the dog’s (ear)

I rhyme with “pail” I am thinking about the dog’s (tail)

I rhyme with “rose” I am thinking about the dog’s (nose)

I rhyme with “pie” I am thinking about the dog’s (eye)

I rhyme with “rung” I am thinking about the dog’s (tongue)

I rhyme with “straw” I am thinking about the dog’s (paw)

I rhyme with “purr” I am thinking of the dog’s (fur)

 

Color Picture of a Dog for Rhyming

 

Black and White Dog for Rhyming

 

Follow-up Literacy Center Activities

View the link below to view follow-up “Literacy Center” activities.

 

Litearcy Center Activities

 

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Common Core Sample Lesson Plan

For the month of April my students will be journeying into the world of imagination with our focus being on Fairy Tales.  I am super excited about this because our last two themes (Ocean and Dinosaurs) were informational in content.  The reading, writing and other follow-up activities in this theme will allow my students to be more imaginative and creative.

 

Common Core Lesson Plan

Common Core Lesson Plan

Common Core Implementation

 

View Video on YouTube

 

View Video on SchoolTube

 

In creating the common core “I Can Posters” I have become very familiar with the outcomes.  When preparing my plans for next week, I was surprised at how many of these outcomes (in language arts) were covered in just my weekly plan.  To be honest, I have taught for so many years that I don’t get fixated on meeting outcomes; my main focus is making  my lessons engaging for my students.   I have even been known to abandon a few outcomes as they were not developmentally appropriate (don’t tell anybody).   The video above outlines my weekly lesson in language arts, I am really excited to see what my students create in their written retelling of “The Gingerbread Man”.  I will post some of their work when they complete it.

The plan shown in the video addresses the common core outcomes outlined below:

RL.K Strand – Reading Literature

All of the RL.K outcomes would be met except for RL.K.5

 

RF.K. – Reading Foundational Skills

gingerbread man writing

Gingerbread Man Writing Retelling

Many of these could also be met but this would depend on which skill you would like to focus on when using the emergent reader.  Many of these skills are introduced within the reader but practice is done during Literacy Center time.  “I can identify all letter names and sounds of upper and lower-case letters” is ongoing throughout the year but some letters would be reviewed within each lesson.  This would be an outcome that would be addressed each day because daily review is necessasry (certainly for my learners).  This would also be the same with sight word recognition.

 

L.K. – Language Standards in Both Writing and Speaking

Many of these outcomes could be met through through the writing activity and acting out the story.  The ones that would be difficult to meet are:  L.K.1c, L.K.1d, L.K.1e, L.K.4a, L.K.5a, L.K.5b

 

W.K. – Writing Standards

The writing activiity would address many of the W.K. outcomes except for:  W.K.2, W.K.3 and W.K.5.

 

common core opinions

Implementation of Common Core

SL.K. – Listening and Speaking Outcomes

All of these outcomes could be addressed through the weekly lesson because it is reliant on group participation.

 

Conclusion, My Opinion and Thoughts

It was interesting to discover how many outcomes could be addressed just from one weekly lesson (about 75% -80% of the outcomes were addressed). I did not do this intentionally because my outcomes are different.  In conclusion, it appears to be more worthwhile to plan a lesson that you feel will be engaging for your students and then decide what standards it aligns with.  It has been my experience, when planning a lesson around a specific outcome (more in Language Arts) that the lesson becomes disjointed and you do not realize the possibility of how many other outcomes could be addressed in a single lesson.  However, addressing math outcomes can be different.  In math, it may be necessary to focus on a specific skill but problem solving should always be integrated.

 

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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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Weekly Lesson Plan for November 26th to 29th

This plan outlines how the emergent reader “Iguana Ice Skates” can be used to introduce concepts and initiate discussion amongst the students.  They all like to talk about their experiences with snow (where I live we get plenty of that).  If you live in place that does not get snow, the children can just imagine what it is like.

 

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.

Example:  c – a – t

 

Morning Message

This morning we are going to talk about an animal called an iguana.  We are will be watching a video about the iguana.  Iguanas do not live here because it is too cold.  What do you think an iguana looks like?

 

Follow-up

Read the message to the students. Introduce what the letter “i” looks like.  Have students circle the letter “i” within the message and discuss the sound(s) heard.  Have the students predict what they think an iguana will looks like.

 

Iguana Video 

In the link below you will find the video I will be showing the students about the iguana.

Iguana Video

 

Shared Reading

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

 

Prior to Reading

Display the title page and read the title of the story.  Discuss who the author is (me) and who the illustrator is.  Discuss if the main character could be a real iguana or not.  Explain that the iguana passes by different winter scenes as he/she (the students can decide) is skating.  Have them predict what winter scenes could be.

 

Read the Story Together Modelling the Reading Process 

Possible Discussions and Concepts

1.  What season is it?

2.  How the children might be feeling that are building a snow igloo, fort, snowman and snow angel? Have the students refer to their own experiences doing these activities.

3.  Introduce the sound of “i” heard in the word “iguana” and “ice”.

4.  Discuss use of capitals and periods within the story.

5.  Introduce what a compound word is “snowman”

6.  Possible sight words:  likes, by and a

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

Students will make a snowman like the one referred to in the story “Iguana Ice Skates”.

 

Guided Reading With Emergent Reader “Iguana Ice Skates”
4-5 students will be reading the black and white emergent reader  “Iguana Ice Skates” with me.  The focus will be on tracking words, cutting and pasting the pictures 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.

 

________________________________________________________________________________________________________________________________________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 “Ii” sound.

Rolling Dice Game

Rolling Dice Game
This is a review of the letters “Gg, Dd and Ii”.  The students roll the die and move their players accordingly.  They must determine what letter corresponds to the picture they land on and mark this off on the game board chart.  The game board must be completed.  I play this game on the Smart Board first and the students play the game using the printable version at the center.

Letter Formation

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

 

Literacy Center Time – Rotation System

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.

 

Center 2 – Phonemic Awareness Center – With Teacher

Rolling Dice Game

The students will be playing the rolling dice game as outlined above.

 

Center 3 –  Printing Center

Students will be practicing forming the letter “Ii”.  The students will be practicing printing the letter “Ii” on white boards.  They can also print the words cat, cut , quit, get, egg, dog and dig.  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

Focus on writing about their pets.  Together we will generate possible spelling words “dog”, cat, etc. that the students will use as a reference point.  If they don’t have a pet, they can write about an experience that they have had with an animal.

Note:  Many of the students just draw pictures and scribble but they still share their stories.  I will be encouraging them to print the words we generated.

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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.

 -Share their writing

-Read the book “I Wanna Iguana” by Karen Kaufman to the students

 

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

________________________________________________________________________________________________________________________________________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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