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Welcome to Kindergarten!

SUNY New Paltz Monday November 8, 2010. Welcome to Kindergarten!. Journal Time 9:00-9:15. What did you do this weekend?. SWBAT write to express personal ideas using drawings, symbols, letters, or words SWBAT dictate, draw, or write a response to text, such as response logs and journals.

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Welcome to Kindergarten!

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  1. SUNY New Paltz Monday November 8, 2010 Welcome to Kindergarten!

  2. Journal Time9:00-9:15 What did you do this weekend? SWBAT write to express personal ideas using drawings, symbols, letters, or words SWBAT dictate, draw, or write a response to text, such as response logs and journals

  3. Greeting- Words of Inspiration Kid of the Day/Sharing Time Calendar Graph of the week Review procedures College Chant Morning Meeting and Calendar Math 9:15-9:25 Objectives: SWBAT spell first and last name correctly; SWBAT respond orally to questions; SWBAT build a concept of a number; SWBAT recite songs, poems; SWBAT recognize time by identifying days of the week and by using term such as: yesterday, today, tomorrow, morning, afternoon, night, before, after; SWBAT explore data by answering a yes/no question; SWBAT display data on real graphs – be able to make a horizontal and vertical bar graph AG- uppercase letters, lowercase letters, generate sounds, blend letter sounds, onset and rime Visual prompts, auditory cues, repeat phrase, multi-sensory approach

  4. 1) Think aloud- help me out 2) Model writing. After each word read over and re-read at the end of each sentence. -Clap the letters of sight words when one is found in the message -Focus on spacing, capital letters, sounding out words, sight words 3) Re-read message. 4) Allow students to share what he/she can do on their own. (Show me what you know game)- 3 students 5) Re-read message as class. Message:We ask questions. We can ask: who, what, where, when and why? When did you get to school?, What did you do this morning? Message Time9:25-9:45 • SWBAT contribute to a shared writing experience or topic of interest • SWBAT demonstrate an awareness that print moves from top to bottom and left to right, and space is used to separate words • SWBAT Recognize that letters build words and words build sentences • SWBAT identify simple punctuation. (ie: period, question mark, exclamation point) • SWBAT identify letters matched to sounds • SWBAT recognize some words by sight, such as student’s first and last name, a, the, I, my, you, is, are AG- uppercase letters, lowercase letters, generate sounds, blend letter sounds, onset and rime, quantities to 10, inequalities, ordinal numbers Visual prompts, auditory cues, repeast phrase, multi-sensory approach

  5. Reading Time! 9:50-10:50 Workshop • (K.1.B.1.a) SWBAT identify in isolation all upper and lower case letters of the alphabet •  (K.1.B.1.b) SWBAT identify letters matched to sounds • SWBAT read sight words • SWBAT write and read words and texts at reading level • Workshop chart with clothespin • Choose center and dismiss • Recognize letters, blends/diagraphs, rhymes, ending sounds Reading SWBAT comprehend and analyze what they hear by following multiple step directions and responding correctly when given a signal (K.1.A.3.a) SWBAT orally blend syllables into a whole word, such as fun-ny=funny (K.1.B.1.b) SWBAT identify letters matched to sounds Lesson 1) Engagement- transition 2) Presentation of Language 3) Presentation of Reading 4) Storybook Workbook 5) Dismissal to Independent work Move three groups in rotation after Reading Time- get ready for lunch/recess Independent work (K.1.B.1.b) SWBAT identify letters matched to sounds K.1.A.1.a SWBAT identify whether isolated sounds are same or different K.1.B.2.b SWBAT blend letter sounds in one-syllable words (CVC) 1)Independent Reading Worksheets 2) Work check with partner 3) Clean up and independently read AG- uppercase letters, lowercase letters, generate sounds, blend letter sounds, onset and rime Visual prompts, auditory cues, repeat phrase, multi-sensory approach

  6. B C

  7. Letter of the week! 11:45-11:50 H h • SWBAT identify letters by naming the letter • SWBAT recognize that letters represent sounds • SWBAT identify and repeat initial sounds in words • SWBAT write all uppercase and lowercase letters • Formation of letter • Review letter and letter sound • Use hands to make letter. • (Mon) whiteboard/ chalkboard or (Tues) Letter Tracing Sheet (Wed) sound bucket or (Thurs) letter cards or (Fri) manipulative/art • Free hand uppercase and lowercase letter • ..\..\Activ Software\ActivInspire\My Resources\My Flipcharts\Alphabet handwriting hip hop.flipchart AG- uppercase letters, lowercase letters, generate sounds, acquire new vocabulary Visual prompts, auditory cues, repeat phrase, multi-sensory approach, small group activity, manipulatives

  8. (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Unit 2, Mini-Lesson 6: Sketching Rather Than Drawing Materials: Chart paper with line down the middle, Chart: “Writing Small Moments” Introduction/ Connection: I Do: Mini Lesson We Do: Active Engagement Link to You Do: Writing Mini Lesson12:20-12:30

  9. (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Writer’s Workshop Mid-Workshop Teaching Point: Writers please get with your partner. Show each other how much writing you’ve gotten done today. Did you write more than yesterday? Partners, if your writing friend hasn’t gotten much writing done, be a teacher for your friend and say “You gotta write!” Then help your friend get started writing down words. When conferencing… Possible conferences: “Sketch instead of draw,” “Try a sentence instead of labels” – Use Unit 2 Assessment Checklist – Work with students who still can’t record sounds with letters Sharing Thumbs up if you had more time to write words today because you sketched first. Let one student share who decided to add words to a piece that had previously just been a detailed picture or to just do a quick sketch on each page and then get started on words. Make that point that that is such a great idea because that student had time to write more words than if they did a detailed picture. Suggest that students might go back and add words to old pieces that just had detailed pictures. Writer’s Workshop12:30-12:55 **pull small group (c)

  10. SWBAT name parts of the book, directionality SWBAT acquire new vocabulary through listening to a variety of texts on a daily basis SWBAT retell important facts from a text SWBAT identify the beginning and end of a story Read Aloud Book: The Wednesday Surprise 1st read Activate Prior Knowledge There is a surprise! What do you imagine it could be? (predictions) Build Background Conversation Starter: This book is about a girl and her grandma. Tell me about your grandma. Concentrate on Vocabulary Vocabulary: friend, mother, father, grandmother, wildflowers, birthday, magazine, surprise Describe strategy- Connections (text to life) Explain how it helps readers- make connections to life and always trying to find out more Read book- Prompt students to use strategy and give practice time Open-Ended Question(s) : What is like you and the characters in the book? Do you have a special relationship with the character? Discuss unfamiliar words and what they mean. Turn and Talk: What is the same and different about your family and the family in the book? Story Time 11:50-12:05

  11. Objective: SWBAT recognize and write the numerals that describe the quantities 11 and 12. Materials:   Posterboard or chart paper; marker; 12 everyday objects, such as papercups; Ten-Frame T will draw a large ten-frame on the chart paper. S will place 10 paper cups on the ten-frame and 1 cup below it. S will count the cups aloud T will write the number 11 on the chart paper. S will recount the 11 cups with children and add 1 more. T will write 12 on the chart paper.   T will Ask each child to place 11 counters on a ten-frame workmat. Have them recount the counters and practice writing the number 11 using S will add 1 more counter and count all the counters in the new group. Then have them practice writing the number 12 Questions: How do you write 11? Write the number in the air. How do you skywrite 12? What number is one more than 11? YOU DO: T will arrange children in groups. T will explain that each group is going to make a large picture, and that everything in the picture must be in groups of 11 or 12. T will Model an example. On a piece of paper, draw 11 flowers. Glue a bean to the center of each. Write the number 11 near the group of flowers. Before any children begin to draw, check to be sure each child has a place on the paper to work. Reading and Writing 11, 12, 13, 14,15 AG- make sets, quantities of 10, more, less- small group, visual cues, manipulatives, single step directions

  12. Fall poems ..\..\Activ Software\ActivInspire\My Resources\My Flipcharts\fall.flipchart ..\..\Activ Software\ActivInspire\My Resources\My Flipcharts\rhyming_pictures.flipchart

  13. K.1.A.2.a Repeat and produce rhyming words Recognizing Rhymes Opening: T will tell students that they will learn about rhymes Rhymes sound the same at the end I Do: T draw a picture and state each piece of picture while it is drawn S will echo the words T will ask what they notice? T will give a beginning rhyme and students will complete the rhyme We Do/You Do: S will come up to baord and complete the rhyme Closing: S will come back and review rhymes again quickly T will state name and S will echo ..\..\Activ Software\ActivInspire\My Resources\My Flipcharts\the_rhyme_game.flipchart Erase a Rhyme

  14. SWBAT develop social skills through a variety of different learning centers SWBAT develop fine motor skills discuss rules, procedures and expectations discuss and share out open centers for the day choose center and wear clothespin dismiss to center clean up and return clothespin transition to go home ** Pull Group C**- phonemic awareness activity Centers3:10-3:40

  15. SUNY New Paltz Tuesday November 9, 2010 ..\..\Activ Software\ActivInspire\My Resources\My Flipcharts\Question of the Day.flipchart Welcome to Kindergarten!

  16. Greeting- Words of Inspiration Kid of the Day/Sharing Time Calendar Graph of the week Review procedures College Chant Morning Meeting and Calendar Math 9:15-9:25 Objectives: SWBAT spell first and last name correctly; SWBAT respond orally to questions; SWBAT build a concept of a number; SWBAT recite songs, poems; SWBAT recognize time by identifying days of the week and by using term such as: yesterday, today, tomorrow, morning, afternoon, night, before, after; SWBAT explore data by answering a yes/no question; SWBAT display data on real graphs – be able to make a horizontal and vertical bar graph AG- uppercase letters, lowercase letters, generate sounds, blend letter sounds, onset and rime Visual prompts, auditory cues, repeast phrase, multi-sensory approach

  17. 1) Think aloud- help me out 2) Model writing. After each word read over and re-read at the end of each sentence. -Clap the letters of sight words when one is found in the message -Focus on spacing, capital letters, sounding out words, sight words 3) Re-read message. 4) Allow students to share what he/she can do on their own. (Show me what you know game)- 3 students 5) Re-read message as class. Message: Dear Grandma, I love that I can cook with you. When did you learn to cook? What is your favorite food? Love, Ms. Savage Message Time9:25-9:45 • SWBAT contribute to a shared writing experience or topic of interest • SWBAT demonstrate an awareness that print moves from top to bottom and left to right, and space is used to separate words • SWBAT Recognize that letters build words and words build sentences • SWBAT identify simple punctuation. (ie: period, question mark, exclamation point) • SWBAT identify letters matched to sounds • SWBAT recognize some words by sight, such as student’s first and last name, a, the, I, my, you, is, are AG- uppercase letters, lowercase letters, generate sounds, blend letter sounds, onset and rime, quantities to 10, inequalities, ordinal numbers Visual prompts, auditory cues, repeast phrase, multi-sensory approach

  18. Reading Time! 9:50-10:50 Workshop • (K.1.B.1.a) SWBAT identify in isolation all upper and lower case letters of the alphabet •  (K.1.B.1.b) SWBAT identify letters matched to sounds • SWBAT read sight words • SWBAT write and read words and texts at reading level • Workshop chart with clothespin • Choose center and dismiss • Recognize letters, blends/diagraphs, rhymes, ending sounds Reading SWBAT comprehend and analyze what they hear by following multiple step directions and responding correctly when given a signal (K.1.A.3.a) SWBAT orally blend syllables into a whole word, such as fun-ny=funny (K.1.B.1.b) SWBAT identify letters matched to sounds Lesson 1) Engagement- transition 2) Presentation of Language 3) Presentation of Reading 4) Storybook Workbook 5) Dismissal to Independent work Move three groups in rotation after Reading Time- get ready for lunch/recess Independent work (K.1.B.1.b) SWBAT identify letters matched to sounds K.1.A.1.a SWBAT identify whether isolated sounds are same or different K.1.B.2.b SWBAT blend letter sounds in one-syllable words (CVC) 1)Independent Reading Worksheets 2) Work check with partner 3) Clean up and independently read AG- uppercase letters, lowercase letters, generate sounds, blend letter sounds, onset and rime Visual prompts, auditory cues, repeat phrase, multi-sensory approach

  19. B C

  20. Letter of the week! 11:45-11:50 H h • SWBAT identify letters by naming the letter • SWBAT recognize that letters represent sounds • SWBAT identify and repeat initial sounds in words • SWBAT write all uppercase and lowercase letters • Formation of letter • Review letter and letter sound • Use hands to make letter. • (Mon) whiteboard/ chalkboard or (Tues) Letter Tracing Sheet (Wed) sound bucket or (Thurs) letter cards or (Fri) manipulative/art • Free hand uppercase and lowercase letter • ..\..\Activ Software\ActivInspire\My Resources\My Flipcharts\Alphabet handwriting hip hop.flipchart AG- uppercase letters, lowercase letters, generate sounds, acquire new vocabulary Visual prompts, auditory cues, repeat phrase, multi-sensory approach, small group activity, manipulatives

  21. SWBAT name parts of the book, directionality SWBAT acquire new vocabulary through listening to a variety of texts on a daily basis SWBAT retell important facts from a text SWBAT identify the beginning and end of a story Read Aloud Book: Jamaica's Find 2nd read Activate Prior Knowledge Build Background  T will state that Jamaica is named after a country in the Caribbean Sea. The country is an island, which is land surrounded by a sea or ocean. Show a picture of the island of Jamaica to the class. Characters: T will explain the difference between a main character and a secondary character. I will explain that the main character of a story usually appears on most of the pages in the book. I will do a picture walk through Sheila Rae, the Brave and tally the number of times each character appears in the story. I will identify Sheila Rae and Louise as the main characters since they appear more often than other characters in the story. T will ask: How did I know that Sheila Rae and Louise are the main characters in story? Students should respond that you counted how many times the characters appeared in the story by looking at the pictures in the story. We DO: S and T will do a picture walk through Jamaica’s Find by Juanita Havill and tally the number of times each character appears in the story. We will discuss which characters appear more often and less often in the story to determine the main and secondary characters. (Example Chart is provided.) After reading: S will choose a picture book from the class library and do a picture walk through the book. You will identify one main character and one secondary character from the story. Story Time 11:50-12:05

  22. What is the same as you and the character? Give details BCR for week

  23. Objective: SWBAT recognize and write the numerals that describe the quantities 13, 14, and 15. Materials : Ten-Frame (Workmat 4); 15 two-color counters; Writing Practice 13, 14, 15 T will draw the board, draw 3 separate ten-frames. T will then draw counters to model 13, 14, and 15. S will each group with you as you draw.   T will Write the number 13 on the board beneath the drawing of 13 counters. T will Talk with children about how the number is written. Remind children to keep the two digits in each number close together.   S will show 13 on their ten-frame workmat. S will write 13 in the air. Then have them practice writing S will  repeat the activity for 14 and 15, reminding children that each number is one more than the number before it. Questions:  When you show 14 counters, how many do you put on the ten-frame? How many do you put below the ten-frame?   How would you skywrite 14 in the air? Is 15 one number or two numbers? Why? (Sample response: It is one number that has two parts.)   YOU DO: One picture book with 15 or more  numbered pages; Number Cards 12–20T will arrange children in pairs and distribute picture books and number cards for 13, 14, and 15. S will pick a card, says the number, skywrites the number, and then finds the page number in the book. Other partner checks the page number against the number card and writes the number on paper. Partners reverse roles and repeat with another number card. Reading and Writing 13, 14, and 15 AG- make sets, quantities of 10, more, less- small group, visual cues, manipulatives, single step directions

  24. SWBAT develop social skills through a variety of different learning centers SWBAT develop fine motor skills discuss rules, procedures and expectations discuss and share out open centers for the day choose center and wear clothespin dismiss to center clean up and return clothespin transition to go home ** Pull Group C**- phonemic awareness activity Centers3:10-3:40

  25. SUNY New Paltz Wednesday November 10, 2010 Welcome to Kindergarten!

  26. Greeting- Words of Inspiration Kid of the Day/Sharing Time Calendar Graph of the week Review procedures College Chant Morning Meeting and Calendar Math 9:15-9:25 Objectives: SWBAT spell first and last name correctly; SWBAT respond orally to questions; SWBAT build a concept of a number; SWBAT recite songs, poems; SWBAT recognize time by identifying days of the week and by using term such as: yesterday, today, tomorrow, morning, afternoon, night, before, after; SWBAT explore data by answering a yes/no question; SWBAT display data on real graphs – be able to make a horizontal and vertical bar graph AG- uppercase letters, lowercase letters, generate sounds, blend letter sounds, onset and rime Visual prompts, auditory cues, repeast phrase, multi-sensory approach

  27. 1) Think aloud- help me out 2) Model writing. After each word read over and re-read at the end of each sentence. -Clap the letters of sight words when one is found in the message -Focus on spacing, capital letters, sounding out words, sight words 3) Re-read message. 4) Allow students to share what he/she can do on their own. (Show me what you know game)- 3 students 5) Re-read message as class. Message: Message Time9:25-9:45 • SWBAT contribute to a shared writing experience or topic of interest • SWBAT demonstrate an awareness that print moves from top to bottom and left to right, and space is used to separate words • SWBAT Recognize that letters build words and words build sentences • SWBAT identify simple punctuation. (ie: period, question mark, exclamation point) • SWBAT identify letters matched to sounds • SWBAT recognize some words by sight, such as student’s first and last name, a, the, I, my, you, is, are AG- uppercase letters, lowercase letters, generate sounds, blend letter sounds, onset and rime, quantities to 10, inequalities, ordinal numbers Visual prompts, auditory cues, repeat phrase, multi-sensory approach

  28. Reading Time! 9:50-10:50 Workshop • (K.1.B.1.a) SWBAT identify in isolation all upper and lower case letters of the alphabet •  (K.1.B.1.b) SWBAT identify letters matched to sounds • SWBAT read sight words • SWBAT write and read words and texts at reading level • Workshop chart with clothespin • Choose center and dismiss • Recognize letters, blends/diagraphs, rhymes, ending sounds Reading SWBAT comprehend and analyze what they hear by following multiple step directions and responding correctly when given a signal (K.1.A.3.a) SWBAT orally blend syllables into a whole word, such as fun-ny=funny (K.1.B.1.b) SWBAT identify letters matched to sounds Lesson 1) Engagement- transition 2) Presentation of Language 3) Presentation of Reading 4) Storybook Workbook 5) Dismissal to Independent work Move three groups in rotation after Reading Time- get ready for lunch/recess Independent work (K.1.B.1.b) SWBAT identify letters matched to sounds K.1.A.1.a SWBAT identify whether isolated sounds are same or different K.1.B.2.b SWBAT blend letter sounds in one-syllable words (CVC) 1)Independent Reading Worksheets 2) Work check with partner 3) Clean up and independently read AG- uppercase letters, lowercase letters, generate sounds, blend letter sounds, onset and rime Visual prompts, auditory cues, repeat phrase, multi-sensory approach

  29. (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Unit 2, Mini-Lesson 7: Planning Details Materials: Shared class experience to write about Introduction/ Connection: I Do: Mini Lesson We Do: Active Engagement Link to You Do: Writing Mini Lesson12:20-12:30

  30. (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Writer’s Workshop When conferencing… When students ask for spelling help, say “You know you how to tackle a word like that! What do writers do first when they want to spell a word?” Remind students to use high frequency words, word endings, punctuation, etc. Sharing Have student who wrote with tiny details share their work. Say that you have a really good picture of that story in your mind because of all the details the student included. Let students read their stories with their partners and notice the details they’ve included. Writer’s Workshop12:30-12:55 **pull small group (c)

  31. Letter of the week! 11:45-11:50 H h • SWBAT identify letters by naming the letter • SWBAT recognize that letters represent sounds • SWBAT identify and repeat initial sounds in words • SWBAT write all uppercase and lowercase letters • Formation of letter • Review letter and letter sound • Use hands to make letter. • (Mon) whiteboard/ chalkboard or (Tues) Letter Tracing Sheet (Wed) sound bucket or (Thurs) letter cards or (Fri) manipulative/art • Free hand uppercase and lowercase letter • ..\..\Activ Software\ActivInspire\My Resources\My Flipcharts\Alphabet handwriting hip hop.flipchart AG- uppercase letters, lowercase letters, generate sounds, acquire new vocabulary Visual prompts, auditory cues, repeat phrase, multi-sensory approach, small group activity, manipulatives

  32. SWBAT name parts of the book, directionality SWBAT acquire new vocabulary through listening to a variety of texts on a daily basis SWBAT retell important facts from a text SWBAT identify the beginning and end of a story Read Aloud Book: Aunt Flossie’s Hats Activate Prior Knowledge Build Background Conversation Starter: Yummy crab cakes! What is your favorite food? Why? Concentrate on Vocabulary Describe strategy- Connections Explain how it helps readers- Great readers think about how they are like the people or things that happen in the book. Read book- Prompt students to use strategy and give practice time Open-Ended Question(s) : What is the same about your family and the family in the book? Where is the book take place? Setting? Discuss unfamiliar words and what they mean. Turn and Talk: They talk about the past in the book, what is story that you can share from your past? Story Time 11:50-12:05

  33. Objective: SWBAT recognize and write the numerals that describe the quantities 16 and 17. Materials : Ten-Frame, 17 two-color counters T will draw 2 ten-frames with counters to model 16 and 17. T will count the counters aloud with children. T will point out that 17 is one more than 16.   Beneath each drawing, write the numeral. Talk about how each numeral is formed. Compare 16 and 17. Ask children to tell which number has a curved part and which does not. Remind them to keep the two digits in each number close together and to leave some room between numbers.   S will use counters to show 16 on their ten-frame workmat. S will skywrite the number and then write. Repeat the activity for the number 17. O Questions: How do you write 16? Skywrite the number. What number is one more than 16? When you write 17, which part do you write first, the 1 or the 7? When you use counters and a ten-frame to show 16, how many counters go below the ten-frame? T will copy the rhyme below onto chart paper, making the text black and the numbers red. T will read the rhyme, pointing to the numbers as you say them. S will skywrite the numbers. S will Make a row of 8 children to pantomime a 16-legged dog. Have children count and wiggle their legs. S will Read the rhyme again, having children say the numbers. Have children use finger-paints to write 16 and 17 on 2 separate pieces of paper. Then ask children to decorate their paintings with 16 and 17 thumbprints. Swill turn their thumbprints into creatures by adding eyes and arms or a beak and legs. S will share their paintings with the class. S will count the thumbprints on each picture, and tell about their thumbprint creatures. S will children write 16 and 17 on separate pieces   of construction paper. S will glue yarn over the outlines of the numbers. S will decorate the numbers by drawing a frame around them. Have children draw 16 and then 17 simple figures, such as stars or triangles, to frame each number. Reading and Writing 16 and 17 AG- make sets, quantities of 10, more, less- small group, visual cues, manipulatives, single step directions

  34. Hearing Beginning Sounds- Picture Lotto SWBAT will recognize beginning sounds in words T will state that some words sound the same at the beginning T will state that you can match up words that sound the same at the beginning T will tell students they are going to match pictures whose names sound the same at the beginning like snake and sock T will place picture cards in a pocket chart and tell students we will play game called picture lotto T will state “we will match the pictures that sound the same at the beginning” S will “listen for the first sound of the word” After completing pocket chart- play beginning sound picture lotto with students Lotto

  35. SWBAT develop social skills through a variety of different learning centers SWBAT develop fine motor skills discuss rules, procedures and expectations discuss and share out open centers for the day choose center and wear clothespin dismiss to center clean up and return clothespin transition to go home Centers3:10-3:40

  36. SUNY New Paltz Thursday November 11, 2010 ..\..\Activ Software\ActivInspire\My Resources\My Flipcharts\attendance.flipchart Welcome to Kindergarten!

  37. Journal Time9-9:15 Choose from box SWBAT write to express personal ideas using drawings, symbols, letters, or words SWBAT dictate, draw, or write a response to text, such as response logs and journals

  38. Greeting- Words of Inspiration Kid of the Day/Sharing Time Calendar Graph of the week Review procedures College Chant Morning Meeting and Calendar Math 9:15-9:25 Objectives: SWBAT spell first and last name correctly; SWBAT respond orally to questions; SWBAT build a concept of a number; SWBAT recite songs, poems; SWBAT recognize time by identifying days of the week and by using term such as: yesterday, today, tomorrow, morning, afternoon, night, before, after; SWBAT explore data by answering a yes/no question; SWBAT display data on real graphs – be able to make a horizontal and vertical bar graph AG- uppercase letters, lowercase letters, generate sounds, blend letter sounds, onset and rime Visual prompts, auditory cues, repeast phrase, multi-sensory approach

  39. 1) Think aloud- help me out 2) Model writing. After each word read over and re-read at the end of each sentence. -Clap the letters of sight words when one is found in the message -Focus on spacing, capital letters, sounding out words, sight words 3) Re-read message. 4) Allow students to share what he/she can do on their own. (Show me what you know game)- 3 students 5) Re-read message as class. Message: Message Time9:25-9:45 • SWBAT contribute to a shared writing experience or topic of interest • SWBAT demonstrate an awareness that print moves from top to bottom and left to right, and space is used to separate words • SWBAT Recognize that letters build words and words build sentences • SWBAT identify simple punctuation. (ie: period, question mark, exclamation point) • SWBAT identify letters matched to sounds • SWBAT recognize some words by sight, such as student’s first and last name, a, the, I, my, you, is, are AG- uppercase letters, lowercase letters, generate sounds, blend letter sounds, onset and rime, quantities to 10, inequalities, ordinal numbers Visual prompts, auditory cues, repeat phrase, multi-sensory approach

  40. Reading Time! 9:50-10:50 Workshop • (K.1.B.1.a) SWBAT identify in isolation all upper and lower case letters of the alphabet •  (K.1.B.1.b) SWBAT identify letters matched to sounds • SWBAT read sight words • SWBAT write and read words and texts at reading level • Workshop chart with clothespin • Choose center and dismiss • Recognize letters, blends/diagraphs, rhymes, ending sounds Reading SWBAT comprehend and analyze what they hear by following multiple step directions and responding correctly when given a signal (K.1.A.3.a) SWBAT orally blend syllables into a whole word, such as fun-ny=funny (K.1.B.1.b) SWBAT identify letters matched to sounds Lesson 1) Engagement- transition 2) Presentation of Language 3) Presentation of Reading 4) Storybook Workbook 5) Dismissal to Independent work Move three groups in rotation after Reading Time- get ready for lunch/recess Independent work (K.1.B.1.b) SWBAT identify letters matched to sounds K.1.A.1.a SWBAT identify whether isolated sounds are same or different K.1.B.2.b SWBAT blend letter sounds in one-syllable words (CVC) 1)Independent Reading Worksheets 2) Work check with partner 3) Clean up and independently read AG- uppercase letters, lowercase letters, generate sounds, blend letter sounds, onset and rime Visual prompts, auditory cues, repeat phrase, multi-sensory approach

  41. B C

  42. Letter of the week! 11:45-11:50 H h • SWBAT identify letters by naming the letter • SWBAT recognize that letters represent sounds • SWBAT identify and repeat initial sounds in words • SWBAT write all uppercase and lowercase letters • Formation of letter • Review letter and letter sound • Use hands to make letter. • (Mon) whiteboard/ chalkboard or (Tues) Letter Tracing Sheet (Wed) sound bucket or (Thurs) letter cards or (Fri) manipulative/art • Free hand uppercase and lowercase letter • ..\..\Activ Software\ActivInspire\My Resources\My Flipcharts\Alphabet handwriting hip hop.flipchart AG- uppercase letters, lowercase letters, generate sounds, acquire new vocabulary Visual prompts, auditory cues, repeat phrase, multi-sensory approach, small group activity, manipulatives

  43. (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Unit 2, Mini-Lesson 8: Internalizing Story Shapes Materials: Story that I will tell across fingers Introduction/ Connection: I Do: Mini Lesson We Do: Active Engagement Link to You Do: Writing Mini Lesson12:20-12:30

  44. (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Writer’s Workshop When conferencing… Help students tell their stories across their fingers. Confer with students who are still not writing in sentences and help them to write a short sentence by sounding out words. Sharing Demo stapling a new page onto a booklet to add more details to stories. (If there is a student who wanted to add more to a story but did not have room, share this situation with the class and suggest adding on more pages.) Writer’s Workshop12:30-12:55 **pull small group (c)

  45. SWBAT name parts of the book, directionality SWBAT acquire new vocabulary through listening to a variety of texts on a daily basis SWBAT retell important facts from a text SWBAT identify the beginning and end of a story Read Aloud Book: Mama, Do You Love Me? Activate Prior Knowledge Build Background Conversation Starter: What do you imagine the book will be about? (text features using the title)- just the title not the pictures. Concentrate on Vocabulary Vocabulary: raven, treasure, spout, umiak, puffin, salmon, parka, eskimos Describe strategy- Questioning and Connections Explain how it helps readers- make connections to life and always trying to find out more Read book- Prompt students to use strategy and give practice time Open-Ended Question(s) :Who are the characters? What culture are they from? What is different about their culture and ours? Discuss unfamiliar words and what they mean. Turn and Talk: Who loves you? How do you know? Story Time 11:50-12:05

  46. Objective: SWBAT recognize and write the numerals that describe the quantities 18, 19, and 20. Materials : Ten-Frame, Double Ten-Frames, 20 two-color counters T will use counters to model 18. Place 10 counters on a ten-frame. Put 8 counters below the frame in a row of 5 and a row of 3. S will Count the counters aloud with children. T will Write 18 on the board and talk about how to write it. Have children skywrite the number. Repeat for 19.   T will Use double ten-frames to model 20. With children, count out 19 counters and place them on double ten-frames. Then add 1 more counter. Count the 20 counters. Point out that when both ten-frames are full, there are 2 groups of 10. Write 20 on the board, and ask children to skywrite 20.   S will use ten-frames and counters to show 18. Have them practice writing 18. S will repeat the activity for 19 and 20, using double ten-frames for 20. Questions: What number is one more than 18? How many counters are below the ten-frame when you show 18? Reasoning Without counting, how can you tell that there are 20 counters on a double ten-frame? (Sample response: Both ten-frames are full.) Independent Work:  Materials: 20 connecting cubes; (per child)  primary-lined  writing paper T will make a “worm” of 10 cubes and a “worm” of 8. T will write 18 on the board and discuss. Which number has rounded parts? (8) Repeat for 19 and 20. T will give each pair of children number cards for 18, 19, and 20. The first partner chooses a card. The second partner shows that many cubes. Then both children write the number on paper. Partners switch roles and repeat.  Materials (per group) Roll of drawing paper or chart paper;  crayons Ask each group to make an illustrated shopping list for the grocery store using the numbers 18, 19, and 20. Show an example by writing 18 on the board and drawing 18 green beans next to it. I am going to the store to get 18 green beans. Children work together on a long sheet of paper to make a group list. Have each child count the objects on the list and check them against the numbers written. Reading and Writing 18, 19, and 20 AG- make sets, quantities of 10, more, less- small group, visual cues, manipulatives, single step directions

  47. Hearing Beginning Sounds- Picture Lotto SWBAT will recognize beginning sounds in words T will state that some words sound the same at the beginning T will state that you can match up words that sound the same at the beginning T will tell students they are going to match pictures whose names sound the same at the beginning like snake and sock T will place picture cards in a pocket chart and tell students we will play game called picture lotto T will state “we will match the pictures that sound the same at the beginning” S will “listen for the first sound of the word” After completing pocket chart- play beginning sound picture lotto with students Phonics/Phonological Awareness2:55-3:10

  48. SWBAT develop social skills through a variety of different learning centers SWBAT develop fine motor skills discuss rules, procedures and expectations discuss and share out open centers for the day choose center and wear clothespin dismiss to center clean up and return clothespin transition to go home **Pull Group B- isolating sounds- ending sounds Centers3:10-3:40

  49. SUNY New Paltz Friday November 5, 2010 Welcome to Kindergarten!

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