Week 8

ELA Model: Week 8

Shared Reading
Reading Domain:

Ongoing for 2nd 9 weeks -
Review and look for specific skills that the students in your class need further development

• III.A.1 Motivation to Read Skills
  • Child engages in reading-like and reading-related activities
• III.A.2 Motivation to Read Skills
  • Child uses books and other written materials to engage in reading-like behaviors
• III.B.1 Motivation to Read Skills
  • Child separates a normally spoken four-word sentence into individual words
• III.B.6 Motivation to Read Skills
• Child can produce a word that rhymes with a given word
• III.B.8 Motivation to Read Skills
  • Child combines onset (initial consonant or consonants) and rime (vowel to end) to form a familiar one-syllable word with pictorial support
• III.D.1 Comprehension of Text Read Aloud Skills
• Child retells or re-enacts a story after it is read aloud (characters & setting)
• III.D.3  Comprehension of Text Read-Aloud skills
• Child asks and answers appropriate questions about the book
• III.C.1 Alphabet Knowledge Skills
• Child names at least 20 upper and 20 lower case letters (10 upper and 10 lower at this time)
• III.C.2 Alphabet Knowledge and Skills
• Child recognizes at least 20 letter sounds (10 at this time)
• II.C.3  Alphabet Knowledge Skills
• Child produces the correct sounds for at least 10 letters (beginning sound of first name)

Literature:


















Writing
Writing Domain:

• IV.C.1 Forms Letters Skills
• Child idependently writes some letters on request (not necessarily well-formed)

Ongoing for 2nd 9 weeks

• IV.A.1 Motivation to Write Skills
  • Child intentionally uses scribbles/writing to convey meaning
• IV.B.2 Independently Conveys Meaning Skills
• Child writes own name (first name or frequent nickname) not necessarily with full correct spelling or well formed letters

Math

• V.E.1 sorts objects that are the same and different into groups and uses language to describe how the groups are similiar and different (1 attribute: color or shape or size)

Activities:

Ongoing for 2nd 9 weeks

• V.A.1 knows that objects, or parts of an object, can be counted (days on the calendar)
• V.A.4 demonstrates that the order of the counting sequence is always the same, regardless of what is counted
• V.C.4 slides, flips, and turns objects to demonstrate that the objects stay the same
• V.C.3 demonstrates use of location words (such as beside, under, above, between)
• V.C.1 names common shapes
• V.C.2 creates shapes

2nd 9 weeks--Week 7

ELA Model: Week 7

Shared Reading
Reading Domain:

• II.C.3  Alphabet Knowledge Skills
• Child produces the correct sounds for at least 10 letters (beginning sound of first name)
• III.D.3  Comprehension of Text Read-Aloud skills
• Child asks and answers appropriate questions about the book

Ongoing for 2nd 9 weeks

• III.A.1 Motivation to Read Skills
  • Child engages in reading-like and reading-related activities
• III.A.2 Motivation to Read Skills
  • Child uses books and other written materials to engage in reading-like behaviors
• III.B.1 Motivation to Read Skills
  • Child separates a normally spoken four-word sentence into individual words
• III.B.6 Motivation to Read Skills
• Child can produce a word that rhymes with a given word
• III.B.8 Motivation to Read Skills
  • Child combines onset (initial consonant or consonants) and rime (vowel to end) to form a familiar one-syllable word with pictorial support
• III.D.1 Comprehension of Text Read Aloud Skills
• Child retells or re-enacts a story after it is read aloud (characters & setting)
• III.C.1 Alphabet Knowledge Skills
• Child names at least 20 upper and 20 lower case letters (10 upper and 10 lower at this time)
• III.C.2 Alphabet Knowledge and Skills
• Child recognizes at least 20 letter sounds (10 at this time)

Literature:





Writing
Writing Domain:

• IV.C.1 Forms Letters Skills
• Child idependently writes some letters on request (not necessarily well-formed)

Ongoing for 2nd 9 weeks

• IV.A.1 Motivation to Write Skills
  • Child intentionally uses scribbles/writing to convey meaning
• IV.B.2 Independently Conveys Meaning Skills
• Child writes own name (first name or frequent nickname) not necessarily with full correct spelling or well formed letters

Math

• V.C.4 slides, flips, and turns objects to demonstrate that the objects stay the same
• V.C.3 demonstrates use of location words (such as beside, under, above, between)

Activities:

Ongoing for 2nd 9 weeks

• V.A.1 knows that objects, or parts of an object, can be counted (days on the calendar)
• V.A.4 demonstrates that the order of the counting sequence is always the same, regardless of what is counted
• V.C.1 names common shapes
• V.C.2 creates shapes

Math Road Map - 2nd 9 Weeks

PK – Math: 2^nd 9 Weeks

	Week 6	Week 7	Week 8	Week 9
V.C.1 names common shapes (circle, square, triangle, rectangle)	X
V.C.2 creates shapes (circle, square, triangle, rectangle)	X
V.C.4 slides, flips, and turns objects to demonstrate that the shapes remain the same		X
V.C.3 demonstrates use of location words (such as beside, above, under, between)		X
V.E.1 sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different.			X
V.A.5 counts up to 10 items and demonstrates that the last count indicates how many items were counted				X
V.A.4 uses language to describe concepts associated with the passing of time				X

2nd 9 Weeks - Week 6

ELA Model: Week 6

Shared Reading
Reading Domain:

• II.C.1 Alphabet Knowledge Skills
• Child names at least 20 upper and at least 20 lower case letters (10 upper and 10 lower)
• III.C.2 Alphabet Knowlege Skills
• Child recognizes at least 20 letter sounds (10 sounds)

Activities:

• Make your own flashcards. Print or draw letters that the student can color, cut out and glue to an index card. Have the student add a drawing or magazine cut out of an object that corresponds to the letter.
• Have students explore with alphabet puzzles, stickers, stamps, magnets or foam alphabet letters. Hide the letters in sand or rice. Have the student pull a letter, say its name and sound, and match it with the corresponding alphabet flash card.
• Go fishing! Tie a piece of yarn or string to the end of a dowel rod or ruler. Attach a magnet to the other end. Have the student fish for toys and match them to the alphabet card with the same beginning sound.
• Have the student form the shapes of different letters with his body, food (such as pretzel sticks), or play dough. Playing with play dough is not only our favorite preschool alphabet activity, it also helps develop the fine motor skills necessary for preschool writing.
• Have the student trace felt or sandpaper letters with his/her finger, or write the letters in rice, sand, shaving cream, finger paint or pudding. This preschool alphabet activity is great for kinesthetic learners.
• Play preschool educational games, like bingo, I spy or memory. Or play simple word games. Have student name something starts with the same letter as something you name. Or name a word that begins with A, have the student name a word that begins with B, and so on.

Ongoing for 2nd 9 weeks

• III.A.1  Motivation to Read Skills
  • Child engages in reading-like and reading-related activities
• III.A.2  Motivation to Read Skills
  • Child uses books and other written materials to engage in reading-like behaviors
• III.B.1  Motivation to Read Skills
  • Child separates a normally spoken four-word sentence into individual words
• III.B.6 Motivation to Read Skills
• Child can produce a word that rhymes with a given word
• III.B.8  Motivation to Read Skills
  • Child combines onset (initial consonant or consonants) and rime (vowel to end) to form a familiar one-syllable word with pictorial support
• III.D.1  Comprehension of Text Read Aloud Skills
• Child retells or re-enacts a story after it is read aloud (characters & setting)

Literature:





Writing
Writing Domain:

• IV.C.1 Forms Letters Skills
• Child idependently writes some letters on request (not necessarily well-formed)

Activities:

• see activities for reading

Ongoing for 2nd 9 weeks

• IV.A.1  Motivation to Write Skills
  • Child intentionally uses scribbles/writing to convey meaning
• IV.B.2  Independently Conveys Meaning Skills
• Child writes own name (first name or frequent nickname) not necessarily with full correct spelling or well formed letters

Math

• V.C.1 names common shapes

• V.C.2 creates shapes

Activities:

• Trace shapes with pencil or markers (circles, squares, rectangles, and triangles)
•  Using pom poms with magnetic tape and a cookie sheet, students make shapes (circles, squares, rectangles, and triangles)
• Use shapes in on the calendar creating a pattern (circle, square, circle, square, ...)
• Make a Christmas Tree with shapes (triangle for tree, rectangle for trunk, circles or ornaments, squares for presents, rhombus for star)

Ongoing for 2nd 9 weeks

• V.A.1  knows that objects, or parts of an object, can be counted  (days on the calendar)
• V.A.4  demonstrates that the order of the counting sequence is always the same, regardless of what is counted

2nd 9 Weeks - Week 5

ELA Model: Week 5



Oral Language

Shared Reading Reading Domain:

 
• III.D.1  Comprehension of Text Read Aloud Skills
• Child retells or re-enacts a story after it is read aloud

United Streaming has a Little Red Hen video
Online version of The Little Red Hen on Starfall
http://www.starfall.com/n/folk-tales/little-red-hen/load.htm?f
Online site for making finger puppets, character sticks and sequencing cards for retelling http://www.emas4success.org/acrobat/TeachingMaterials/CurriculumlMaterials/EnglishLanguageLiteracyandLiterature/LittleRedHen.pdf

Activities:
• retell the story using character sticks, finger puppets, flannel  board characters
• use sequencing cards to retell story in a logical order (the O.W.L. kit has a set for The Little Red Hen makes a Pizza)
• create an alternate ending to the story
• retell the story using different characters
• make a class pizza and after the activity, sequence the steps of the process
Related anchor station activities to continue the story line, characters or concepts in other ways
• block center - build farms for farm animals
• art - collage of red materials, red hand print hen

• dramatic play - "Bakery Prop Box" ...chaf hat, apron, spatula, measuring cups, empty bag of flour
• manipulatives - using playdough to make cakes, bread or pizzas.  use pegs for candles and have them count them or add  circles as pepperonies and count them
• letter center - a hat containing objects that begin with the letter H

Ongoing for 2nd 9 weeks
• III.A.1  Motivation to Read Skills
• Child engages in reading-like and reading-related activities
• III.A.2  Motivation to Read Skills
• Child uses books and other written materials to engage in reading-like behaviors
• III.B.1  Motivation to Read Skills
• Child separates a normally spoken four-word sentence into individual words
• III.B.6
• Child can produce a word that rhymes with a given word
• word families from text: hen, cat, dog
• IV.B.2  Independently conveys meaning skills
• Child writes own name (first name or frequent nickname) not necessarily with full correct spelling or well formed letters

• Create Graphs where the students write their name on a card to place on the graph (Did the Little Red Hen do the right thing?  Which version of The Little Red Hen did you like best? What is your favorite pizza topping, cheese or pepperoni? What is your favorite animal from the story, dog, cat, duck or hen?) your students may not be ready for graphs since it isn't in your TEKS till the 3rd nine weeks. 
• Hand out "Thank You for Helping" certificates all week and have the student write his or her own name to it

Writing Writing Domain:
• IV.B.2  Child writes own name (first name, last name or frequent nickname) not necessarily with full correct spelling or well formed letters
• draw favorite picture from the story and label the picture with the first sound in the picture (e.g. "S" for sun)

Ongoing for 2nd 9 weeks
• IV.A.1  Motivation to Write Skills
• Child intentionally uses scribbles/writing to convey meaning
Math
• V.A.9  Recognizes one-digit numerals 0-5
• create a pizza book by stamping circles(pepperonies) to each pizza based on the numeral given

        Ongoing for 2nd 9 weeks

• V.A.1  knows that objects, or parts of an object, can be counted  (days on the calendar)
• V.A.4  demonstrates that the order of the counting sequence is always the same, regardless of what is counted

Fall and Thanksgiving Week 2

ELA Model: Week 4

Oral Language
Language and Communication Domain:

• II.D.1  Child uses a wide variety of words to label and describe people, places, things and actions

Ongoing for 2nd 9 weeks:

• II.A.2  Listening Comprehension
• Child shows understanding by following 2 step oral directions
• II.B.2  Conversational Skills
• Child engages in conversations in appropriate ways
• II.B.3  Speaking Skills
• Child provides appropriate information for various situations
• II.C.1  Speaking Skills
• Child's speech is understood by both the teacher and other adults in the school
• II.D.2  Listening Comprehension
• Child demonstrates understanding of terms used in the instructional language of the classroom
• II.D.6  Listening Comprehension
• Child increases listening vocabulary and begins to develop vocabulary of object names and common phrases in English

Shared Reading
Reading Domain:

• III.B.8  Motivation to Read Skills
• Child combines onset (initial consonant or consonants) and rime (vowel to end) to form a familiar one-syllable word with pictorial support
• III.3.1  Comprehension of Text Read Aloud Skills
• Child retells or re-enacts a story after it is read aloud

Ongoing for 2nd 9 weeks

• III.A.1  Motivation to Read Skills
• Child engages in reading-like and reading-related activities
• III.A.2  Motivation to Read Skills
• Child uses books and other written materials to engage in reading-like behaviors
• III.B.1  Motivation to Read Skills
• Child separates a normally spoken four-word sentence into individual words
• III.B.6
• Child can produce a word that rhymes with a given word

Writing
Writing Domain:

• IV.B.2  Child writes own name (first name or frequent nickname) not necessarily with full correct spelling or well formed letters

Ongoing for 2nd 9 weeks

• IV.A.1  Motivation to Write Skills
• Child intentionally uses scribbles/writing to convey meaning

Math

• V.A.9  Recognizes on-digit numerals 0-5

Ongoing for 2nd 9 weeks

• V.A.1  knows that objects, or parts of an object, can be counted  (days on the calendar)
• V.A.4  demonstrates that the order of the counting sequence is always the same, regardless of what is counted

Fall and Thanksgiving

Science:
VI.D. Personal safety and Health skill
VI.1  Child practices good habits of personal safety

• Class will measure, thump, smell clean out pumpkins.
• They will observe and safely use tools to clean out the pumpkins.

Math:
Counting Skills
V.A.3 Child counts 1-10 items, with one count per item
V.A.4 Child demonstrates that the order of the counting sequence is always the same, regardless of what is counted

• Collect and count leaves.
• Count pumpkin seeds
• Autumn nut bag (almond, walnut, peanut, accorn, etc) count and sort.

 Geometry and Spatial Sense Skills
V.C.2 Child creates shapes

• make shapes (circle, square, rectangle, triangle, oval, rhombus) with pumpkin seeds.
• Use stencils to make shapes.

Classification and Pattern Skills
V.E.3 child recognizes and creates patterns

• Make patterns out of  beans (ab)
• Make patterns with nuts (almond, walnut, almond, walnut - ab)
• Indian headband - students make a head band and paint a pattern with stamp shapes and count up to five feathers.
• Necklace - students make a necklace with beads (counting and patterns)

Measurement Skills
V.D.3 Child informally recognizes and compares weights of objects or people

• Model using balance scale to compare pumpkins. 
• Provide children pumpkins of different weights to compare and ask, "Which weighs less?" Which weighs more?"

Geometry and Spatial Sense Skills
V.C.3 Child demonstrates use of location words (over, under, above, on, beside, next to, between, in front of, near, fat, etc)

• Use pupmkins to demonstrate  location.
• Where is Turkey?  Students make a book with position words and use little turkeys to represent the words.

Language Arts:

III.A.1 engages in pre-reading and reading-related behaviors

III.A.2 uses books and other written materials to engage in pre-reading behaviors

III.D.1  retells or reenacts a story after it is read aloud (teacher discusses characters with class)

III.C.1 names at least 20 upper and at least 20 lower case letters (2nd 9 Weeks - 10 letters)
Books:








Writing: 

http://www.first-school.com/

Aesop's Fable - The Oak and the Reeds

IV.A.2 intentionaly uses scribbles/writing to convey meaning (2nd 9 Weeks - draws pictures)

IV.B.2 writes own name (first name or frequenct nickname) not necessarily with full correct spelling or well formed letters (2nd 9 Weeks - first name)

IV.C.1 independently writes some letters on request (not necessarily well formed)

• After reading on of the books for Thanksgiving, students will finish the sentence with a picture or a word/scribles.  Sentence starter will be pre-written on a leaf (orange, yellow, brown, red) then used to make a fall tree.

                   I am thankful for __________________  .

• Turkey Hand Print - Students trace their hand and write what they are thankful for.  Teacher makes uses the hands as feathers for a  big classroom turkey.
• Students write their name "rainbow writing" using fall colors (orange, brown, yellow, red)
• Studens make a Cornocopia place mat and write their name.

Food and Nutrition

Books:















Songs:
Peanut Butter
I Like to Eat Apples and Bananas
Today is Sunday... Dr Jean
Peter Peter Pumpkin Eater


Activities:

Talk about food groups, cut out pictures of food and glue it to a plate and discuss what they chose

Graph our favorite fruits

Veggie Rap...

Broccoli, Tomatoes,
Zucchini, Peas.
Pass the Carrots,
More Veggies Please!
Squash and Potatoes,
Green Beans that Snap!
Now you're doing the Vegetable Rap!

• Bring in the real vegetables and use them to retell the RAP! I have enlarged pictures of these too so I can use when the vegetables are no longer useable. We act it out several times.... 
• Sort with the vegetables using large Venn diagram plastic circles.
• Some ideas for sorting/patterning with them are:
  Things I have tasted/things I haven't
  Veggies I like/Veggies I don't like
  Colors
  Large/Small
  Roots/Stems/Flowers/Leaves
  Seeds/No seeds

Patterning with fruit - each student will make a fruit kabob by patterning

Read Gregory the Terrible Eater and do a Venn diagram of what we eat and what Gregory was eating.  Use the food pyramid to think of some good meals to sugest for gregory

Food Colors

Need: newspaper grocery ads and magazines, poster board

Choose the colors and label each sheet of poster board with a color

(orange foods, red foods, green foods, yellow foods, purple foods, blue foods).

The Five Senses

Books

• The Five Senses
• Head Shoulders Knees and Toes-Eric Carle
• The Very Noisy Family
• Discuss how families are the same and different and how children can help their families

Activities:

• Make a texture collage
• Identify flavors
• Squirt shaving cream on the table and let students write in it
• "Mystery Bag"--place an object in a paper sack such as a rock or stuffed animal and let the students touch it and guess what's inside
• Scented play-doh--add kool-aid instead of food coloring or extracts such as peppermint
• make a graph or chart of the student's favorite things to eat
• Present children with a box of small objects such as a crayon, scissors, a pencil, an earring, a cookie cutter, etc. Let children select four or five items from the box. Put the items on the table. Have children close their eyes, and then remove one of the items. Have children open their eyes and ask them to tell you what the missing item is. Continue the game, changing the items

• I Use My Five Senses
  (Tune: The Farmer in the Dell)
  Author Unknown I use my eyes to see, I use my eyes to see,
  And when I want to see a star, I use my eyes to see.
  I use my nose to smell, I use my nose to smell,
  And when I want to smell a flower, I use my nose to smell.
  I use my tongue to taste, I use my tongue to taste,
  And when I want to taste a peach, I use my tongue to taste.
  I use my ears to hear, I use my ears to hear,
  And when I want to hear a bird, I use my ears to hear.
  I use my hands to touch, I use my hands to touch,
  And when I want to touch a cat, I use my hands to touch.

• Make a 5 Senses Book or Journal.  Each page has a picture of the body part that relates to one of the five senses.  Ex.  page 1 has a picture of a nose.  The student draws or cuts out a picture of something that he or she can smell.