Shared Reading
III.B.2 Phonological Awareness Skills - child combines words to make a compound word
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.
I.B.4 Phonological Awareness Skills - Child combines syllables into words
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
- Claps with the teacher as they say names, segments the parts
- Combines two syllables together to say a word
- Provides 2nd syllables of theme-related objects when teacher says 1st syllable
- li...bro = libro
- mon ...key = monkey
- Hears a familiar word (up to 3 syllables) and claps the syllables
- butterfly (bu..tter..fly)
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.E.2 collects data and organizes it in a graphic representation
- Models and discusses the information collected ("How can we sort these teddy bears?")
- Models and discusses the the information collected on charts and graphs
- Using hula hoops to place items into different groups
SHOE SORTINGObjective: to sort shoes by attributes.
Materials: two jump ropes or hula hoops.
Procedure: gather children into a circle. Ask them to take off one shoe and hold it in their laps. Discuss with the children the ways you can sort shoes (color, size, type, laces, buckles, etc.) Place the jumpropes in the middle and make two circles.( or use hula hoops). Indicate which circle will hold those shoes that belong and the which will hold those that do not. Choose the attribute you are going to sort for and have the children place their shoes in the proper circle. Discuss the sort and how you might do it again. Gather the shoes and sort for another attribute.
KID SORTINGObjective: sorting students by attributes.
Materials: students and a jump rope
Procedure: Place students in a circle. Make a circle from the rope on the floor in the middle of the circle. Discuss attributes and sort - those with a particular attribute to the middle. Those that don't belong are left on the outside of the circle. Regroup and resort several times.
Graphing
Use food items for graphing. Sort by color or shape. Place real items on the graph and then record.
M&Ms
Use a sorting mat to group M&Ms by color. Then use the sorted colors to graph them by color.
V.A..8 verbally identifies, without counting, the number of objects from 1 to 5
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