3rd 9 Weeks - Week # 8

Shared Reading
III.B.2 Phonological Awareness Skills - child combines words to make a compound word

• Creates a new word by putting two words together (Spanish: lava-manos, arco-iris  English: rain-bow, hot-dog)
• Uses picture cards to create compound words
• Names the two words that are said in a compound word
• Makes compound words by responding with a second part after the teacher provides the first part.

Resource: http://www.brighthub.com/education/early-childhood/articles/70474.aspx

List of Compound Words for Preschoolers

The following list of words are simple compound words that most preschoolers will know or can understand:

• applesauce
• bathroom
• bedroom
• birthday
• blueberry
• cupcake
• downstairs
• firefly
• goldfish
• grasshopper
• haircut
• inside
• mailbox
• outside
• playground
• snowflake
• toothbrush
• upstairs
• underwear
• watermelon

Clapping Activity 
Speak the first word of a compound word aloud. Instruct the children to say the word and clap. Then speak the second word of the compound aloud. Have the students repeat this word and clap. Then tell the preschoolers to say both words together and to clap for each word. For example: apple (clap) + sauce (clap) → apple (clap) sauce (clap). The clapping activity teaches preschool aged children that compounds consist of multiple words.

Picture Cards

For each compound word, make three picture cards. One card should include an image of the compound word while the other two cards should include images of the two words that form the compound. For example, use a picture of a tooth and a picture of a brush for the compound word toothbrush. As an activity, hold up the two cards that make up the compound. Have the preschoolers figure out the words and then the compound word. Once the students have figured out the compound, show them the picture of the compound word. This picture card activity also teaches young children that compounds are formed by combining two or more words.

Silly Compounds
For a fun compound word activity that preschoolers will love, have the students think up new and possibly silly compounds. Also have the children describe what their new words mean. For example, cat + shower → catshower (a shower for cats) and monkey + pants → monkeypants (pants for monkeys or pants with a monkey pattern). This activity helps reinforce the idea that compound words are new words that are made up of two other words.

III.B.4 Phonological Awareness Skills - Child combines syllables into words
III.C.2 Alphabet Knowledge Skills - Child recognizes at least 20 letter sounds. (15 sounds)
III.C.3 Alpahbet Knowledge Skills - Child produces sound for at least 10 letters. (10 letter sounds)


Writing:
IV.B.2 Independently Conveys Meaning Skills - Child writes own name , not necessarily with full correct spelling or well-formed letters (first name)
IV.D.1 Concepts About Print Skills - Child uses some appropriate writing conventions when writing or giving dictation

• Begins writing at the top of a page
• Scribbles and/or writes on the left side of the paper and progresses to the right
• Scribbles or writes more or less in a horizontal line

Math:
ONGOING:
V.A.2 uses words to rote count from 1 to 30
V.A.9 recognizes one-digit numerals, 0-9
V.D.4 uses language to describe concepts associated with the passing of time
FOCUS THIS WEEK:
V.D.1 recognizes and compares heights lengths of people or objects (height)

• measure 2 students heights using paper towels.  Order the lengths of paper towels to determine who was taller and who was shorter.  Label the paper towels and keep in the classroom.
• . Students make towers with as many cubes as they want.  When finished, they spin the spinner with the words short and tall.  If the arrow stops on short, the student with the short tower wins.  If the arrow stops on tall, the student with the tall tower wins.
• Have students make buildings based on the number of the house using cubes. 
• For PK use numbers up to 10 with only two or three buildings on the page.  Then have students compe the height of their buildings (short/tall, shorter/short/tall, short/tall/taller)

3rd 9 Weeks - Week 7

Shared Reading and Writing Guidelines are the same for week 7.  Please refer to the previous blog to find them.


Math:

ONGOING:
V.A.2 uses words to rote count from 1 to 30
V.A.9 recognizes one-digit numerals, 0-9
V.D.4 uses language to describe concepts associated with the passing of time

NEW FOCUS:
V.E.3 recognizes and creates pattern AB, ABB

• create the "core unit" of the pattern and have students create the pattern using the core unit instead of each unifix cube.

3rd 9 Weeks - Week #6

Shared Reading
III.B.2 Phonological Awareness Skills - child combines words to make a compound word

• Creates a new word by putting two words together (Spanish: lava-manos, arco-iris  English: rain-bow, hot-dog)
• Uses picture cards to create compound words
• Names the two words that are said in a compound word
• Makes compound words by responding with a second part after the teacher provides the first part.

Resource: http://www.brighthub.com/education/early-childhood/articles/70474.aspx

List of Compound Words for Preschoolers

The following list of words are simple compound words that most preschoolers will know or can understand:

• applesauce
• bathroom
• bedroom
• birthday
• blueberry
• cupcake
• downstairs
• firefly
• goldfish
• grasshopper
• haircut
• inside
• mailbox
• outside
• playground
• snowflake
• toothbrush
• upstairs
• underwear
• watermelon

 

Palabras Compuestas

lavamanos (sink)

matamoscas (flyswatter)

pasamano (railing)

picaflor (hummingbird)

rompecabezas (puzzle)

sacapuntas (pencil sharpener)

salvavidas (lifeguard)

tocadiscos (record player)

camposanto (cemetery)

mediodía (noon)

Nochebuena (Christmas Eve)

pelirrojo (red-haired)

supermercado (supermarket)

puntapié (kick)

sordomudo (deaf-mute)

subibaja (seesaw)

Clapping Activity 
Speak the first word of a compound word aloud. Instruct the children to say the word and clap. Then speak the second word of the compound aloud. Have the students repeat this word and clap. Then tell the preschoolers to say both words together and to clap for each word. For example: apple (clap) + sauce (clap) → apple (clap) sauce (clap). The clapping activity teaches preschool aged children that compounds consist of multiple words.

Picture Cards

For each compound word, make three picture cards. One card should include an image of the compound word while the other two cards should include images of the two words that form the compound. For example, use a picture of a tooth and a picture of a brush for the compound word toothbrush. As an activity, hold up the two cards that make up the compound. Have the preschoolers figure out the words and then the compound word. Once the students have figured out the compound, show them the picture of the compound word. This picture card activity also teaches young children that compounds are formed by combining two or more words.

Silly Compounds
For a fun compound word activity that preschoolers will love, have the students think up new and possibly silly compounds. Also have the children describe what their new words mean. For example, cat + shower → catshower (a shower for cats) and monkey + pants → monkeypants (pants for monkeys or pants with a monkey pattern). This activity helps reinforce the idea that compound words are new words that are made up of two other words.

III.B.4 Phonological Awareness Skills - Child combines syllables into words
III.C.2 Alphabet Knowledge Skills - Child recognizes at least 20 letter sounds. (15 sounds)
III.C.3 Alpahbet Knowledge Skills - Child produces sound for at least 10 letters. (10 letter sounds)


Writing:
IV.B.1 Independently Conveys Meaning Skills - Child independently uses letters or symbols to make words or parts of words
IV.B.2 Independently Conveys Meaning Skills - Child writes own name , not necessarily with full correct spelling or well-formed letters (first name)
IV.D.1 Concepts About Print Skills - Child uses some appropriate writing conventions when writing or giving dictation

• Begins writing at the top of a page
• Scribbles and/or writes on the left side of the paper and progresses to the right
• Scribbles or writes more or less in a horizontal line

Math:
ONGOING:
V.A.2 uses words to rote count from 1 to 30
V.A.9 recognizes one-digit numerals, 0-9
V.D.4 uses language to describe concepts associated with the passing of time
FOCUS THIS WEEK:
V.C.3 demonstrates use of location words (such as “over”, “under”, “above”, “on”, “beside”, “next to”, “between”, “in front of”, “near”, “far”, etc.)

• Make a class book with students' pictures showing them "near" the slide, "under" the playstructure, "beside" the tree etc.    
• Make a class book with pictures from around the school of different objects.  Attach the student's pictures to a piece of yarn and allow the students to move their pictures around the objects and tell where they are. 

3rd 9 Weeks - Week 5

Week 5
ELA Model 

Theme:  Go Texan Day

 

 

Shared Reading
III.B.4 Phonological Awareness Skills - Child combines syllables into words

III.C.1 Alphabet Knowledge Skills Child names at least 20 upper and at least 20 lower case letters. (15 upper and 15 lower)
III.C.2 Alphabet Knowledge Skills - Child recognizes at least 20 letter sounds. (15 sounds)
III.C.3 Alpahbet Knowledge Skills - Child produces sound for at least 10 letters. (10 letter sounds)



Branding Iron Painting:  This activity can be used to paint letters on the cow or have a cow with letters on it already and students use a stack of letter cards to match the letter (upper case/lower case).


Writing:
IV.B.1 Independently Conveys Meaning Skills Child independently uses letters or symbols to make words or parts of words
IV.B.2 Independently Conveys Meaning Skills Child writes own name , not necessarily with full correct spelling or well-formed letters (first name)


Math




ONGOING:
V.A.2 uses words to rote count from 1 to 30
V.A.9 recognizes one-digit numerals, 0-9
V.D.4 uses language to describe concepts associated with the passing of time
FOCUS THIS WEEK:
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 (one attribute: color, shape, size, thickness, # of sides)