Good Night Gorilla Literacy

This mini-theme is based on the literacy selection “Good Night Gorilla” by Peggy Rathmann. This lesson plan is part of a nine-week Good Night Gorilla Literacyprogram (or longer) to meet the majority of the kindergarten and pre-kindergarten curriculum outcomes.  A balanced literacy approach is used within the Kinderplans teaching resources.  This approach has proven to be the most effective model used in teaching today.

 

Modeled Reading

All alphabet letters/sounds and sight words begin with using  popular literature selections for modeled reading.  In this set of lesson plans, the teacher would use “Good Night Gorilla” by Peggy Rathmann.

 

Shared Reading Follow-Up

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

Good Night Gorilla BW

Good Night Gorilla BW

Good Night Gorilla Reader Color

 

 

 

 

 

 

 

 

Alphabet Letters:  Gg for “gorilla” and Zz for “zebra”

 

Pre Primer Sight Words:  here, run, away, not

 

Alphabet and Rhyming Literacy Center Games and Activities

The games outlined below are follow-up activities that are used to reinforce what has been taught using the emergent reader as an introduction to the focus skills.  A collage of the activities/games are provided in the photograph below.

 

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 displayed in the picture collage below.

 

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.  These lesson plans include suggestions and activities in relation to developing these skills.

Alphabet Goodnight Gorilla Alphabet Activities

 

Sight Word Literacy Center Games and Activities for 

Spin and Print

Playing partners spin and print the focus sight words (here, run, away, not).

 

Roll and Printsight word game rolling die

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.

 

Sight Words for Goodnight Gorilla

Writing/Craft Activity

All lesson plan themes include a follow-up writing and craft activity. The students would complete the craft/writing activity displayed below. The templates to complete this activity is found within the unit.  The students would colour and cut out the zoo quilt of the featured zoo animals.

Good Night Gorilla Craft:Art

 

Where Can I Access These Resources?

You can access the resources from the link below

 

Good Night Gorilla Literacy Lesson Plans

 

 

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Rainbow Fish Literacy Lesson Plans


Rainbow Fish LiteracyThis mini-theme is based on the literacy selection “Rainbow Fish” written by Marcus Pfister.  Other similar selections written by this author could also be used for instructional purposes.  This lesson plan is part of a nine-week program (or longer) to meet the majority of the kindergarten and pre-kindergarten curriculum outcomes.  A balanced literacy approach is used within the Kinderplans teaching resources.  This approach has proven to be the most effective model used in teaching today.

 

Modeled Reading

All alphabet letters/sounds and sight words begin with using  popular literature selections for modeled reading.  In this set of lesson plans, the teacher would use Rainbow Fish written by Marcus Pfister and other similar literature selections written by this author.

 

Shared Reading Follow-Up

The companion emergent reader “Rainbow Fish Retelling” would be used as a follow-up to model the reading process and to introduce the following:

 

Alphabet Letters:  Rr for “rainbow” and Ff for “fish”

 

Pre Primer Sight Words:  see, the, you

 

Rainbow Fish Reader Black and WhiteRainbow Fish Reader Colour

 

 

 

 

 

 

 

Alphabet and Rhyming Literacy Center Games and Activities

The games outlined below are follow-up activities that are used to reinforce what has been taught using the emergent reader as an introduction to the focus skills.  A collage of the activities/games are provided in the photograph below.

 

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 displayed in the picture collage below.

 

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.  These lesson plans based on the book “Rainbow Fish” include suggestions and activities in relation to developing these skills.

Rainbow Fish Literacy Games

 

Sight Word Literacy Center Games and Activities for 

Spin and Print

Playing partners spin and print the focus sight words (see, the you).

 

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.

Rainbow Fish Sight Word Games

 

Writing Activity

All lesson plan themes include a follow-up writing and craft activity. The students would complete the craft/writing activity displayed below. The writing template is meant to be a shape book for your young learners to print a sentence about what they have learned about ocean animals.  The fish template was sponge-painted and thick aluminum foil was used for the scales.

 

Rainbow Fish Writing Craft 

Where Can I Access These Resources?

You can access the resources from the link below

 

Rainbow Fish Literacy Lesson Plans

 

 

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Free Theme

Valetnine-Book-Photo 2Valentines and Friendship Writing Project

During the month of February we focused on the importance of friendship and writing about it. I generally started with a patterned sentence where the students were required to add one or two of their own words. A sample of a patterned sentence is outlined below. However, I still encouraged students to write their own if they wished (this varied depending on skill level). If you are a member, the templates to complete this project are provided for you in the Valentines theme unit.

 

___________ is a _______________friend.

 

Alphabet-Printing-Formation-Picture-Guide

Alphabet-Printing-Formation-Picture-Guide

Preparing for Writing Success and Independence

Modeling any activity you wish your students to complete prior to assigning it, is the key to success. Together as a class we would brainstorm for ideas and I would model the writing process.  I would also model how I would plan what to draw.  We would also brainstorm for possible high frequency words that could be used and I would ensure these were readily available for the students as a reference.

 

Letter Formation and Picture Guide

In observing my students I also learned that that some needed a letter formation guide with a picture clue of what sound that letter makes.   If you are a member, login to your account and access this printing and sound guide from the link “Alphabet Program” and the “Alphabet Pictures”.

 

Working In Small Groups

I preferred to work in small groups to ensure the children were leaving spaces between words, assisting those children that still needed assistance with proper letter formation and sounding out words.  Sometimes I would swap guided reading small group for guided writing small group.

Magformers

Magformers

 

What Do The Other Students Do When Working With Small Groups?

A dilemma that every teacher faces is what to do with the other students when working in a small group setting.  I still see so much value in play activities that encourage fine-motor development and thinking. These activities are still very educational and require very little intervention and the students view them as fun!  I teach grade one currently and my students are allowed to engage in these activities when they have completed their work.  My favourite activities are outlined below:

 

1.  lego, duplo and other blocks

Squizs

Squizs

2.  pattern blocks

3.  playdough

4.  how to draw sheets and books

5.  colouring sheets

6.  squizs

7.  magformers

WIN A FREE THEME BY POSTING YOUR FAVOURITE ACTIVITIES

All individuals that post an activity that they use to engage their remaining students, while working with a small group, will receive a free theme of their choosing.  Just e-mail me that you posted a comment and I will reply with the information that I need from you.

 

webmaster@kinderplans.com

 

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A Balanced Literacy Lesson Plan

Balanced Literacy Model

Balanced Literacy Model

I have always been a big fan of integrating key learning concepts and subject areas in my language arts daily lesson plans.  This allows me to be more efficient in meeting the curriculum outcomes.  All my plans take a balanced literacy approach to teaching these concepts.  More information on a balanced literacy approach can be found in the link below:

 

Balanced Literacy Approach to Teaching Reading

 

Balanced Literacy Lesson Plan for November

The focus theme for November is on Pets and How Animals Prepare for Winter (Science Connection).  Outlined below is how I follow the balanced literacy approach to teaching reading.  Following this model makes my planning so much easier.Wanna Iguana

 

Read Aloud

This year I chose to use the book “I Wanna Iguana” as my read aloud to introduce this theme.  Within the theme unit (Pets Theme)  there are a number of suggestions but this is the one I chose.  This is a great book to use to understand the power of persuasion.  It also introduces the concept of the responsibilities involved in looking after a pet.  In the link below is a video reading of the book.

 

Video Reading of the Book “I Wanna Iguana”

The Best Pet Reader

The Best Pet Reader

 

Follow-up Shared Reading

I will be using the color version of the reader “The Best Pet” as a shared reading experience which is a follow-up to reading the book.  I will project it on the Smart Board for all the students to see.  I will introduce letters and their related sounds within the context of reading it  (Dd for dog, Cc and Kk for cat and Ii for iguana).  Any focus sight words could also be introduced.

 

Word Study

The Literacy Centers outlined in the link below all incorporate the the Word Study Component of the balanced literacy approach.

 

Daily Literacy Centers

 

Interactive Black and White Version of The Best Pet

Interactive Black and White Version of The Best Pet

Interactive Guided Reading

I use the interactive black and white versions of the readers (same one used for shared reading).  At this point, the students are still learning to track words and recognizing few sight words.  They absolutely love completing the interactive component of the readers and this adds a comprehension and fine-motor element to their reading.  The students are to cut and paste the correct pet that is mentioned in the text.  They can match the underlined word with the word printed on the picture.  This is a good visual discrimination activity.

Independent Reading

Once the students have read the reader during shared and guided reading, many of them will be able to read it independently.

 

Research and Vocabulary Development – Would An Iguana Be A Good Pet?

Since many of my students would not be a familiar with what an iguana is, we will need to do more research and add this to their vocabulary background.    I have used the videos below as a base for this research. This will help them to decide if they feel and iguana would be a good pet.

Information Videos About Iguanas

 

Modeled, Shared and Interactive Writing

I will model  writing what pet I would like or have as a pet.  After, I will model what the students dicate on chart paper.  As I am writing we often “share the pen”.  If they know a beginning letter sound of word that I am going to print, I will allow them to come forward and print it.

 

Guided Writing

Guided Writing

Guided Writing

After, the students will complete their own writing with guidance.  Could provide a template for this.

I want a __________ for a pet.

I have a ___________ for a pet.

I would like a ___________.

 

More Ideas for the Pets Theme

This is just a small sample of what activities you can engage your students in within the Pets Theme.  In the link below you will find more ideas.

 

More Ideas for Pets Theme

 

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Writers Workshop

What is Writer’s Workshop?

Writers Workshp in Pre-K

Writers Workshop in Pre-K

It is built on a framework that allows students the opportunity to write each day.  It involves the teacher giving a brief mini-lesson followed by practice on the skill taught.  The slide below outlines in more details what is involved in writer’s workshop.

 

Slide Outlines More About Writier’s Workshop

 

Weekly Plan for Writier’s Workshop

In the link below you will find a comprehensive plan for implementing “Writer’s Workshop” in  your Pre-K or Kindergarten classrooms.  It is one of the best that I have come across. I found the plans to be very realistic in terms of where many of the students are at when they arrive in our classrooms.  You can move through this process as your students become more competent in their writing ability.  I realize this document is a draft and refers to outdated standards but I feel it is still very current and can easily transfer.  I was very impressed on how the plans flow and how they are based on realistic expectations.

 

Implementing Writer’s Workshop

 

Realistic Expectations

Writing-Progression-pre-kIn my last blog post I discussed how teachers must be realistic about student expectations, regardless of curriculum standards.  It is not uncommon for students to enter our classrooms never having the opportunity to hold a pencil, cut with scissors or unable to print their names.  The first few weeks or even a month is devoted to addressing these concerns and writing expectations must reflect this.  Unfortunately, in the computer age many students are arriving with even more delayed fine-motor abilities than in the past.  This does not make our jobs easier in moving forward faster.

In the link below you will find a more detailed description related to the stages of a child’s writing.

 

Child’s Writing Stages

 

 

Hearing Sounds Within Words and Associating to Correct Letter

In lessons 20 and beyond the children learn how to use the alphabet chart and stretch sounds in the link I provided above.  Hearing sounds within words is a very difficult task for young children.  It is a challenge for them to hear beginning sounds in words and then associate this with the correct letter and now we are asking them to go beyond this.  We have to remember that this was an area that use to be reserved for grade one and has filtered down.  The majority of the children can do this task but not independently.  I spend up until the end of January focussing on beginning sounds but also introduce letters and sounds heard in the middle and end of words for those who might be ready.  The majority of my students cannot competently hear initial letter sounds and associate these with the correct letters until the end of January.   I would wait to introduce lessons 20 and beyond in the later half of the year.

In observing my students I also learned that they need a letter formation guide with a picture clue of what sound that letter makes because they forget when required to transfer this to a writing situation.  Lesson 20 is devoted to teaching the students how to use this guide (displayed below).  If you are a member, you can login to your account and find this guide under the heading “Alphabet Program” and scroll down to “Alphabet Pictures”.

Alphabet Writing Guide

Alphabet Writing Guide

 

Guided Writing

In the later half of the year when I see my students are ready to apply what they learned about letter and sounds and moving into more conventional writing practices, I often forego guided reading groups and replace these with guided writing.  When they are learning to stretch out words (Lesson 22) it is unrealistic to expect them to do this independently.  Small groups helps relieve frustration and fosters greater individual progress. It also allows me to assess their ability.

 

Writing and the Common Core

I feel the standards outlined in this document cover the “Common Core” except for W.K. 6, 7 and 8.  These common core standards refer to research and informational content.  These can easily met and incorporated during your studies later in the year which might include Dinosaurs, Plants, Ocean Life, Zoo or Bugs.  Once the students have gone through the acitivities outlined within this document, I feel they have a solid foundation for extending what they have learned into other areas of writing.

 

What are your thoughts on this issue?

 

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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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Valentine’s Theme Suggestions

I absolutely love this time of year because many of my students are ready to begin the writing process and implement what they have learned about letters/sounds and a few high frequency words.  This gives me a really good idea Writing-Progression-pre-kas to where each student is at.  Students in the early years develop their writing in stages.  Understsanding this progression helps us understand at what stage our students are at and what to expect from them.  More importantly, to appreciate where they are developmentally and celebrate their efforts and accomplishments.  The picture on the left outlines this progression.


Evolution of A Child’s Writing

In the link below you will find a more detailed description of this process.

 

Child’s Writing Stages

 

Valetnine-Book-Photo 2Valentine Writing Project

During the month of February we focus on the importance of friendship and write about it.  Each day they are at school, my students will be choosing a different friend to write about.  This will be written in their heart-shaped writing book (a sample page displayed on the left).  If you are a member, the templates to complete this project is provided for you in the Valentines theme unit.

 

Preparing for Writing Success and Independence

Modeling any activity you wish your students to complete prior to assigning it, is the key to success.  Together as a class we would brainstorm for ideas and I would model the writing process.  I would also model how I would plan what to draw.  We would also brainstorm for possible high frequency words that could be used and I would ensure these are readily available for the students to use as a reference.

 

Letter Formation and Picture Guide

Alphabet-Formation-Picture-Writing-GuideIn observing my students I also learned that they need a letter formation guide with a picture clue of what sound that letter makes because they forget when required to transfer this to a writing situation.  I frequently saw them referring to our wall where the letters are posted alphabetically with the picture that is related to that sound (the characters found in the alphabet readers and animated song video).  I realized they needed something that they could place beside them for a quicker reference.  A photograph of this guide is displayed on the right.  If you are a member, login to your account and access this printing and sound guide from the link “Alphabet Program” and the “Alphabet Pictures”.

 

Student Names and Pictures

Writing Center

Writing Center

I also supply each writer with a list of class names with their picture posted beside it.  This allows for greater independence.

 

Another Writing Activity

The templates below could be placed in your “Writing Center” where the students would be writing to each other.

 

Writing Center Valentine Cards

 

Valentine Fabulous Freebies

valentineanimalcraft

Children will enjoy creating heart-shaped animals in relation to the Valentines theme.  This activity will allow the students to let their creativity flow.  Provide them with a heart-shaped template provided for the body and allow them to create a animal shaped face to attach to the body. The photograph to the left is an example of what they can create. If you are a member, you will have access to these templates.

 

Heart Shape Template

 

paintbynumberChildren will enjoy improving their fine-motor skills and extending their learning of number recognition, color and word recognition to complete this activity.  There are two versions of this activity.  The first version requires them to identify colors in order to complete the activity.  The second version requires them to identify the color words in order to complete the activity.

 

Valentine Bear – Color Recognition Activity

 

Valentine Bear – Color Word Recognition Activity

 


Valentine Card for Students
In the link below you will find a card I created for my students.  Copy, fold and sign.

 

Valentine Card for Students

 

Valentine Mouse Maze
After reading the emergent reader “Valentine Mice” as a shared reading experience,  the maze worksheet below would be a great follow-up.  The children will help the mouse find the cheese.

 

Valentine Maze

 

For more ideas click on the link below:

 

Valentine Theme Ideas 

 

YOUR FEEDBACK IS REALLY APPRECIATED

In planning for the future, I would really like to know what forms of technology are you are implementing most within your classroom (Desktop Computers, iPads, other tablets, Smart Board).  You will need to fill in the captcha information first and then I must approve your response.  I do apologize for this but I constantly get spammers writing automated responses and this is the only way I can prevent this.

 

Please Comment About What Forms of Technology You Are Using Within the Classroom!!!  This Helps Me With Future Plans.

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Kindergarten Story Writing

Alphabet Writing Guide

Alphabet Writing Guide

Where I teach, the students are 4 and 5 years old when they enter kindergarten (most of them 4 years old).  There was a wide range of abilities when they entered in September.  Some of the students could not print their name, never held a pencil or scissors and had little familiarity with the alphabet.  I am continually amazed at how far they have come.  For their first story writing experience,  I had them follow a patterned story so all the students could experience success.  They chose their own setting, ending and different characters that would follow the patterned series of events as outlined in the emergent reader “Gingerbread Man Perseveres”.

 

Illustrating – Simple How to Draw Resources

Illustrating the story can be challenging for some students.  My assistant and I are constantly searching for books and resources that outline simple drawing steps for the students to use.  The best sites I have come across are outlined below:

 

Great How to Draw Site

 

Another Great How to Draw Site

 

Story Starter

Story Starter

Writing

On each page of their story book, the students were to complete the sentence displayed on the left.  I tried to reduce the amount of printing; to allow all them to be

Writing Sample One

Writing Sample One

successful.  They were to use kindergarten spelling (sound out words) and word wall words to complete each sentence.  Some of them still need to refer to the “Alphabet Writing Guide” displayed above, to help them recall what letter makes a specific sound.  Generally, most of the them do not require this support.  Other letter sounds are taught through shared reading and conferencing.

 

Story One

Sample Writing Two

Sample Writing Two

The page above was taken from a story where the setting is “Doggyland”.  All her characters are different types of dogs (a dog with colorful ears, little dog  and a pink dog).  We haven’t completed the stories yet.

 

Story Two

Writing Sample 3

Writing Sample 3

In this photograph, the author chose the setting to be a forest.

 

Story Three

The story on the right is (plum pudding with purple hair).  The author chose her characters to be related strawberry shortcake dolls and the setting is Berryland.

 

Writing Sample 4

Writing Sample 4

Story Four

This story on the left takes place in a backyard.

 

Our Chalk Drawings – Guided Drawing Lesson

Chalk Drawing One

Chalk Drawing One

Guided drawing lessons are regularly implemented within our plans and the Fairy Tales theme unit offered a great opportunity to for the students to experiment and practice their drawing skills.  My teacher assistant took a small group of students and discussed characters and settings found within different fairy tale stories.  The students chose one of these to draw.  The students drew the picture, added color with chalk and smudged the colors with a keenex.  After, we outlined the drawings with a black marker, cut and displayed them on the bulletin board.

 

Repunzal Drawinh

Repunzal Drawing

Chalk Drawing One

The artist chose to draw a castle as displayed above.

 

Chalk Drawing Two

The artist on the left chose to draw Repunzal.

 

Knight Chalk Chalk Drawing

Knight Chalk Chalk Drawing

Chalk Drawing Three

This artist chose to draw a knight.

 

In Conclusion

I have taught many different grades;  kindergarten and grade one are one of the most exciting in terms of witnessing growth.  It was only a few months ago when I was working with the students in hearing beginning sounds and now many of them can hear them at the beginning, middle and end of a word and print the letter that represents these sounds.  Their printing was initially scribbling and now their thoughts are expressed by using letters.  Initially, they did not know the difference between a word and letter but now they can track and read words.  This is why I love teaching!!!

 

More Ideas Related to the Fairy Tale Theme

 

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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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