4th 9 Weeks - Week 3

Shared Reading

Phonological Awareness Skills

III.B.10 Child recognizes and blends two phonemes into real words with pictorial support

•  Selects a picture and says the letter sounds for the word (/k/ + /i/ = key, /b/ + /i/ = bee, /n/ + /i/ = knee)

III.B.3 Child deletes a word from a compound word

•  takes compound words apart by deleting either the first or second part and stating the word that is left.

Comprehension of Text Read Aloud Skills

III.D.1 Child retells or re-enacts a story after it is read aloud

• participates in acting out a story she is familiar with (in circle time or small group)
• retells and sequences the main events in a story
• connects personal experiences to an event in a story (personal expereinces to an event in a story)
• creates original or alternate endings for stories
• tells what might happen next if the story continued

  

Ongoing

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

I.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 and last name)

IV.A.1 Motivation to Write Skills - Child intentionally uses scribbles/writting to convey meaning (draws pictures & labels with beginning sound)

Ongoing

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: New for 4th 9 weeks
V.C.3 demonstrates use of location words (such as "over", "under", "above", "on", "beside", "next to", "in front of", "near", "far", etc)
V.E.3 recognizes and creates patterns (AB, ABB, ABC)
V.D.1 recognizes and compares heights or lengths of people of objects

FOCUS THIS WEEK:
Week 2:  V.A.7 uses the verbal ordinal terms  (first - fifth)

• Reads stories to children that provide a clear sequence of events, such as the Three Bears, and questions use to summarize story ("What happened first?")
• 
• Models opportunities to use ordinal terms throughout the day such as lining up, sitting at the lunch table, etc.

Week 3:  V.B.1 uses concrete models or makes a verbal word problem for adding up to 5 objects

• Models simple word problems such as "There is 1 bear in a cave. If 2 more bears walk in the cave, how many bears are in the cave altogether?"
• Use fingers to show children how to put together an addition

Week 4: V.D.3 informally recognizes and compares weights of objects or people

balance scale

• Teacher models using a balance scale to compare items.  Record answers.
• Teacher provides children objeccts of different weights to compare and asks, "Which weighs less?"  "Which weighs more?"  Record answers on charts.
• Student describes which weighs more using mathematical terms (heavy, light, more than)