Kindie

Common Core ELA - Kindie Unit 1

Materials:
¨ Book Title: //My Many Colored Days// By Dr. Seuss ¨ Picture cards ¨ Colored scarves ¨ Journals Core Curriculum Standards: ¨ RF.K.2: Demonstrate understanding of spoken words, syllables, and phonemes. ¨ W.K.1: Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book. ¨ SL.K.1: Participate in collaborative conversations with diverse partners about kindergarten topics and text with peers and adults in small and large groups. ¨ SL.K.1 (a): Follow agreed upon rules for discussion. ¨ L.K.5: With guidance and support from adults explore word relationships and nuances in word meanings. ¨ L.K.5 (a): Sort common objects into categories to gain a sense of the concepts the categories represent. Performance Objectives: ¨ To recognize the difference between a storybook and a poem. ¨ To identify the front cover, back cover, and title page of a book; track the print from left to right, top to bottom and page by page. ¨ Use a combination of drawing, dictating and writing to share an opinion of a favorite color. Anticipatory Note: ¨ Read the story. ¨ Discuss how colors make us feel. ¨ Using colored scarves have students do creative dance for their favorite color and what it means to them. Procedure: ¨ Read //My Many Colored Days,// by Dr. Seuss ¨ Elicit student’s favorite colors and how colors can make us feel a certain way. ¨ Lead a discussion to help children gain an understanding of how their words and actions can promote certain feelings and actions. ¨ Introduce to students the idea that they could create a book of their favorite colors and how these colors make us feel. ¨ Tell them they can model their own book on the rhythm and rhyme of //My Many Colored Days// Guided Practice/Independent Practice: ¨ Students will name ten different feelings and choose the right feelings when given a particular situation. ¨ Create sentence starter, I feel like_today. ¨ Students will draw and illustrate feelings. Closure:/Assessment: ¨ After the pictures are developed, combine the pictures and text, add cover and title page, and create a classroom book to share it with other each other and with parents. ¨ Students will complete a feelings worksheet. Extensions: ¨ Set up a "Poetry Corner" allow students to visit this area and review previously learned poems by using the pointers and sentence strips to work on voice-to-print matching, sequencing, and poetic language. Adaptations: ¨ Adaptations provided within the classroom to meet the needs of diverse learners.

Materials:
 ¨ Book, //My Many Colored Days// by Dr. Seuss  ¨ Rhyming cards  ¨ Chart paper/Graphic Organizer Core Curriculum Standards:  ¨ RL.K.5: Recognize common types of text.  ¨ RF.K.2: Demonstrate understanding of spoken words, syllables, and phonemes.  ¨ RF.K.2 (a): Recognize and produce rhyming words.  ¨ SL.K.1: Participate in collaborative conversations with diverse partners about kindergarten topics and text with peers and adults in small and large groups.  ¨ SL.K.1 (a): Follow agreed upon rules for discussion. Performance Objectives:  ¨ To recognize the difference between a storybook and a poem.  ¨ To identify the front cover, back cover, and title page of a book; track the print from left to right, top to bottom and page by page.  ¨ To develop phonological awareness by reciting and producing rhyming words.  ¨ Listen to others and take turns speaking while discussing favorite rhymes. Anticipatory Note:  ¨ Read the story.  ¨ Students will listen for words that have the same ending sounds.  ¨ Pass out rhyming cards students will search for their rhyme partner. Procedure: <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ Read //My Many Colored Days//, by Dr. Seuss <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ Students will identify the parts of the book. <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ Focus on the rhyming words, identifying them and generating a list of rhyming words suggested by the students. Guided Practice/Independent Practice: <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ Play rhyming bingo. <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ Students will complete a follow up matching worksheet. Closure/Assessment: <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ Students will generate a pair of rhymes independently. Extended Practice: <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ Hands on learning center to reinforce rhyming. Adaptations: <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ Adaptations provided within the classroom to meet the needs of diverse learners.

Materials:
<span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ Poem //Singing Time// by Rose Fyleman <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ Chart paper <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ Pocket chart <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ Sentence strips <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ Index cards Core Curriculum Standards: <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ RL.K.5: Recognize common types of text. <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ RF.K.2: Demonstrate understanding of spoken words, syllables, and phonemes. <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ RF.K.2 (a): Recognize and produce rhyming words. <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ SL.K.1: Participate in collaborative conversations with diverse partners about kindergarten topics and text with peers and adults in small and large groups. <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ SL.K.1 (a): Follow agreed upon rules for discussion. Performance Objectives: <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ To recognize the difference between a storybook and a poem. <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ To understand that poems are written by poets and often rhyme. <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ To identify the front cover, back cover, and title page of a book; track the print from left to right and top to bottom. <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ To understand that words are separated by spaces. Anticipatory Note: <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ Ask students to name the first thing they do when they wake up. <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ Have students tap their heads and toes. <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ Have the students clap out the syllables in each line. Procedure: <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ Read poem aloud tracking the print from left to right and top to bottom. <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ Emphasize the high frequency word //I//. <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ Invite a volunteer to frame the word //I// <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ Repeat the poem aloud ask children to repeat the words, //head, sit, I and sing//. <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ Ask children to point to words they see more than once in the poem. Guided Practice/Independent Practice: <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ Write the words //head, sit, I// and //sing// on index cards. <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ Have children match the word cards to words in the text. Closure/ Assessment <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ Teacher created word search using the designated words listed above. Extensions: <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ Students will play the “Syllable Game” at centers. Adaptations: <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ Adaptations provided within the classroom to meet the needs of diverse learners

Materials:
<span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ Poem, //Halfway Down// by A.A. Milne <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ Chart paper <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ Sentence strips. Core Curriculum Standards: <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ RL.K 4: With prompting and support, ask and answer questions about unknown words in a text. <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ RL.K.5: Recognize common types of text. <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ RF.K.2: Demonstrate understanding of spoken words, syllables, and phonemes. SL.K.1 (a): Follow agreed upon rules for discussion <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ SL.K.1: Participate in collaborative conversations with diverse partners about kindergarten topics and text with peers and adults in small and large groups. <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ L.K.5: With guidance and support from adults explore word relationships and nuances in word meanings. <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ L.K.5 (a): Sort common objects into categories to gain a sense of the concepts the categories represent. Performance Objectives: <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ Ask questions about unknown words in a text. <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ To recognize the difference between a storybook and a poem. <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ To understand that poems are written by poets and often rhyme. <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ To identify the front cover, back cover, and title page of a storybook; track the print from left to right and top to bottom. Anticipatory Note: <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ Students become familiar with positions through a Simon Says Game. Procedure: <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ Display the poem on chart paper. <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ Have the children identify the title and author. <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ Emphasize that poets are also authors. <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ Read the poem. <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ Review and discuss various spatial relationships in the poem and list the children’s favorites. Guided Practice/Independent Practice: <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ Arrange students in small groups and place an object in the middle of a circle. <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ Students pick up block and use the block to show a spatial relationship. Then the child returns the block back to the middle when finished. <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ Students will place objects in position based on a dictated position. Students will complete a worksheet drawing positions dictated. Closure/Assessment: <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ Children will demonstrate their knowledge of spatial relationships in a listening and following directions activity. Extensions: <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ Children will use manipulative in small groups in a center activity. Adaptations: <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> ¨ Adaptations provided within the classroom to meet the needs of diverse learners.

Common Core ELA- Kindie <span style="font-family: Arial,Helvetica,sans-serif;">Unit 2

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0pt;">Topic: Counting, Comprehension, Prediction, Making Inferences
===<span style="font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0pt;">Objectives: SWBAT identify the author, illustrator, cover and back of a story. SWBAT listen to and respond to a story. SWBAT make inferences using pictures and words. SWBAT draw and write using numbers. === ===<span style="font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0pt;">Anticipatory Set: Begin the lesson by playing the Rhyming Name Game. Have each students say their name and a word that rhymes with their name. For example: Sue and blue. If students have trouble thinking of a rhyming word, allow other students to help them. === ===<span style="font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0pt;">Procedure: After the game, show the students the storybook //Ten, Nine, Eight// by Molly Bang. Have the students identify the title, author, cover and back of the book. Before reading the story, set the stage for reading. Possible questions to ask: ===

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">Do you recognize any of the toys on the cover?
===<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">Begin reading the story, stopping to count the items on each page, such as ten small toes and eight square windowpanes. As you read the story, point out and identify the different numbers on the page. To help challenge the students, have them come up and point to the different numbers. === ===<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">Throughout the story, stop to ask questions and review what is happening in the story. Allow time for the students to decide what will happen next in the story and use the pictures to answer the questions. ===

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">Whose tail do you see under the bed? How can you tell?
===<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">After reading the story, discuss what a bedtime routine is and have the students identify if their routine is the same or different from the story. ===

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">Guided Practice:
===<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">After discussing the story, I will explain to the students how I want them to look around the room for things they can count. Allow the students to work with a partner to find different things to count. As a group, we will share our objects and practice counting from one to ten and backwards from ten to one. ===

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">Independent Practice:
===<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">Give each student a number from one to ten. Have the students go back to their seats and either draw a picture using that number or look in magazines for pictures using that number. ===

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">Closure:
===<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">Students will share their pictures and sentences with the class and then we will create a classroom book that can be looked at over and over again. ===

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">Students will be assessed in the following ways:
===<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 0.5in; tabstops: list .5in; text-indent: -0.25in;">1- Participation throughout the lesson during discussion, group work, assignment at the end. ===

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 0.5in; tabstops: list .5in; text-indent: -0.25in;">2- Ability to count from 1-10 and 10-0.
===<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 0.5in; tabstops: list .5in; text-indent: -0.25in;">3- Independent assignment: Is the student able to draw the correct number of objects to match their number. === ===<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 0.5in; tabstops: list .5in; text-indent: -0.25in;">4- Communication of their picture and sentence: Is the student able to share what they drew and wrote about? ===

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0pt;">Objective: SWBAT listen to and respond to a story. SWBAT identify different story elements in a story.
===<span style="font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0pt;">Anticipatory Set: I will begin by showing the students a picture of a pig and ask: Has anyone ever read any stories about a pig? Has anyone ever heard of a poem or song about a pig? I will allow students time to share their ideas and answers. ===

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">Procedure:
===<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">I will show students the poem “This little piggy went to the market” on our pocket chart. Together we will read and act out this story using our fingers. I will show students my version of the story //Three Little Pigs// (make sure to use an original version). I will ask the students: How many of you have read this story? Since many of the children will have already heard this story, I will explain to them that today I want them to be story detectives. I will explain that I want them to look for the characters in the story and what happens in the beginning, middle and end. === ===<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">I will read the //Three Little Pigs// to the students, stopping to ask questions and have them tell me what is going to happen next. I will have the students use the pictures to help them explain their answers. ===

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">Guided Practice:
===<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">After reading the story, I will explain to the students that together we will create a story map about our story. On chart paper, I will write: ===

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">Independent Practice:
===<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">Students will go back to their seats and on paper folded in threes, they will draw something that happened in the beginning, middle, and end of the story. ===

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">Closure:
===<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">Students will share their pictures with the class telling us how they summed up the beginning, middle, and end of the story. ===

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">Assessment:
===<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">Students will be assessed through participation and their drawings of the beginning, middle, and end of the story. ===

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0pt;">Topic: Comprehension/Comparison
===<span style="font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0pt;">Objectives: SWBAT listen to and respond to a story. SWBAT compare two stories looking for similarities and differences. SWBAT draw and write about their favorite parts of two different stories. === ===<span style="font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0pt;">Anticipatory Set: We will begin by saying our poem/song from yesterday: This Little Piggy. We will then discuss our story //Three Little Pigs.// Students will review the characters and what happened in the beginning, middle, and end. I will then ask the students: Who do you think is telling this story? I will guide the students to realize it is the pigs. ===

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">Procedure:
===<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">I will hold up the story //The True Story of the Three Little Pigs.// I will ask: Has anyone ever read this story? I will explain to the students that today we will be reading another story about the three little pigs. I will discuss how this story is told by the wolf and not the pigs. I will have the students look at the cover and I will ask: What do you think is going to happen in this story? === ===<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">I will read the story to the students, stopping to ask questions and having students use the pictures to predict what will happen next. === ===<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">After reading the story, we will discuss the story elements. Using the same format from yesterday, I will ask the students about the characters, the setting, and the beginning, middle, and end of the story. ===

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">Different:
===<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">The pig tells one story, and the wolf tells the other. The wolf blows the houses down in the original and sneezes in the second story. === ===<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">I will ask the students: Which story did you like better? As a group, we will share and discuss our answers. ===

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">Independent Practice:
===<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">Students will go back to their seats and on paper divided into two, they will draw their favorite part of both stories. ===

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">Closure:
===<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">Students will share their pictures, discussing their favorite parts and identifying if their favorite parts were the same in both story or not. ===

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">Assessment:
===<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">Students will be assessed throughout the lesson for participation, their independent work, and discussion questions. They will also be assessed on how they communicate their favorite parts indentifying if they were the same or different. ===

Core Curriculum Standards:
===<span style="margin: 0in 0in 2.05pt 31.2pt; tabstops: list 31.2pt; text-indent: -0.25in; vertical-align: top;"> ¨ RI.K.1: With prompting and support, ask and answer questions about key details in a text. === ===<span style="margin: 0in 0in 2.05pt 31.2pt; tabstops: list 31.2pt; text-indent: -0.25in; vertical-align: top;"> ¨ SL.K.1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. === ===<span style="margin: 0in 0in 2.05pt 31.2pt; tabstops: list 31.2pt; text-indent: -0.25in; vertical-align: top;"> ¨ W.K.3: Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order which they occurred, and provide a reaction to what happened. ===

¨ Adaptations provided within the classroom to meet the needs of diverse learners.
Topic: Sequencing (Unit 2)

Materials:

¨ //Mix a Pancake// by Christina Georgina Rossetti ¨ Chart paper ¨ Paper ¨ Colored pencils

Core Curriculum Standards:

¨ ** RL.K.2: ** With prompting and support, retell familiar stories, including key details. ¨ ** RI.K.1: ** With prompting and support, ask and answer questions about key details in a text. ¨ ** SL.K.1: ** Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. ¨ ** W.K.3: ** Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. Performance Objectives: ¨ Introduce poetry to students. ¨ Recognize the importance of sequence in storytelling, informational and fictional counting books, and nursery rhymes. ¨ Enhance students’ creativity with words Use a combination of writing, drawing, and dictating to retell stories with a beginning, middle and end. ¨ To read to follow directions. ¨ To understand sequencing. ¨ Appreciate the difference between an original story and other versions of the same story. Anticipatory Note: ¨ Read a children’s poem out loud to the class and afterwards discuss what the poem was about. ¨ Ask the students: What a poem is and why what you just read is considered a poem? ¨ Discuss the differences and similarities between fictional storybooks and poetry. Procedure: ¨ Page through poem //Mix a Pancake// Ask children to talk about the directions to make pancakes. ¨ Tell children that when you make pancakes, you need to do things in a certain order. Remind them that the poem tells how to make pancakes. It tells us what to do first, next and last. ¨ Have students list the steps and record their responses on chart paper. Reread. ¨ Ask children to do the actions as you talk about the steps.

Guided Practice/Independent Practice:

¨ Have students draw illustrations that match the words to show the steps in making pancakes. When finished, they can share the illustrations with a friend and read the poem together. Closure/Assessment : ¨ Ensure that every student gets a chance to share their illustrations. ¨ Give a lot of positive feedback throughout the whole exercise to help the students gain confidence in their ability to understand what poetry. Extensions: ¨ Instruct each student to think of images associated with something they like to eat. ¨ Students will write their own poems and list the steps to make their favorite food. ¨ Draw and color the pictures associated with the poem. ¨ Motivate students to write poetry by allowing them to create a poem about about their [|family] pets. To begin this activity, ask students to think about their family pets. Provide students with art supplies and drawing paper, and invite them to create images of their pets. Encourage the students to make detailed images of how their pets look. ¨ The extension activity allows kindergartners to further develop their skills while composing poems about topics that are meaningful to them. The students can reflect upon their written work while making an artistic piece to go along with their creative work Adaptations: ¨ Adaptations provided with in the classroom to meet the needs of diverse learners.

Topic: Categorizing Unit 2

Materials: ¨ //Our Animals Friends at Maple Hill Farm// by Alice and Martin Provensen ¨ Graphic Organizer-KWL ¨ Chart paper ¨ Journal

Core Curriculum Standards: <span style="margin: 0in 0in 2.05pt 31.2pt; tabstops: list 31.2pt; text-indent: -0.25in; vertical-align: top;"> ¨ ** RI.K.1: ** With prompting and support, ask and answer questions about key details in a text. <span style="margin: 0in 0in 2.05pt 31.2pt; tabstops: list 31.2pt; text-indent: -0.25in; vertical-align: top;"> ¨ ** SL.K.1: ** Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. <span style="margin: 0in 0in 2.05pt 31.2pt; tabstops: list 31.2pt; text-indent: -0.25in; vertical-align: top;"> ¨ ** SL.K.1(b): ** Continue a conversation through multiple exchanges. <span style="margin: 0in 0in 2.05pt 31.2pt; tabstops: list 31.2pt; text-indent: -0.25in; vertical-align: top;"> ¨ ** W.K.3: ** Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. <span style="margin: 0in 0in 2.05pt 31.2pt; tabstops: list 31.2pt; text-indent: -0.25in; vertical-align: top;"> ¨ ** L.K.2: ** Demonstrate command of the conventions of standard English capitalization punctuation, and spelling when writing. <span style="margin: 0in 0in 2.05pt 31.2pt; tabstops: list 31.2pt; text-indent: -0.25in; vertical-align: top;"> ¨ ** L.K.2(a): ** Capitalize the first word in a sentence and the pronoun "I."

Performance Objectives: ¨ To categorize information ¨ To note picture details ¨ To understand action words

Anticipatory Note: ¨ Sing “Old MacDonald” and children will name various animals that live on a farm.

Procedure: ¨ Display the book, use prompts to set a purpose for reading. ¨ Complete KWL chart ¨ During reading point out details on each page. ¨ To develop concept vocabulary tell the children that action words describe the action of the character. ¨ On chart paper record the words to describe the actions. ¨ Ask children to recall the action words of given characters.

Guided Practice/Independent Practice: ¨ Children will recall the various actions associated with the farm animals as together we create a chart to categorize. Closure/ Assessment: ¨ Children will make text to text connections and text to life connections as they complete a sentence starter using a noun and a verb. “I like the, he/she on the farm”

Extension: ¨ Children will draw, illustrate and write a description sentence about their household pet.

Adaptations: ¨ Adaptations provided with in the classroom to meet the needs of diverse learners

Topic: Following Directions Unit 2

Materials: ¨ // Pancakes for Breakfast // by Tomie DePaola ¨ Chart paper ¨ Worksheet

Core Curriculum Standards: <span style="margin: 0in 0in 2.05pt 31.2pt; tabstops: list 31.2pt; text-indent: -0.25in; vertical-align: top;"> ¨ ** W.K.3: ** Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. <span style="margin: 0in 0in 2.05pt 31.2pt; tabstops: list 31.2pt; text-indent: -0.25in; vertical-align: top;"> ¨ ** RI.K.1: ** With prompting and support, ask and answer questions about key details in a text. <span style="margin: 0in 0in 2.05pt 31.2pt; tabstops: list 31.2pt; text-indent: -0.25in; vertical-align: top;"> ¨ ** RL.K.2: ** With prompting and support, retell familiar stories, including key details.

Performance Objectives: ¨ To read a storybook using picture clues and noting details. ¨ To understand the purpose of a list and following directions. ¨ To order events in a story.

Anticipatory Note: ¨ Have students share what they had for breakfast and how it was made.

Procedure: ¨ Identify the title/author/illustrator. ¨ Discuss how illustrators use pictures to help readers understand a story. ¨ Page through the book noting details on each page. ¨ Model, allowing for predictions, making statements about the pictures on each page.

Guided Practice/Independent Practice: ¨ On chart paper have children list the steps to making pancakes.

Closure/ Assessment: ¨ Children will complete a teacher generated sequencing worksheet.

Extensions: ¨ Children will utilize sequencing picture cards in a center.

Adaptations: ¨ Adaptations provided within the classroom to meet the needs of diverse learners.

<span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> <span style="display: block; margin: 0in 0in 0pt 39pt; mso-list: l0 level1 lfo2; tab-stops: list 39.0pt; text-indent: -0.25in;"> <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;">﻿Unit 1 Lesson <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;">**Topic :** Poetry-"Halfway Down" poem by A.A. Milne <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;">**CCS:** RI K5, RI K4, RI K2a <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;">**PO/SWBAT:** understand taht poems are written by poets and often rhyme. <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;">**AN:** Explain the difference between storybooks and poems. Show an example of both. Remind students an author writes storybooks and a poet writes poems. Tell students a poem often has rhyming words. <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;">**P:** Read the "Halfway Down" poem from a chart in the front of the class. Use a pointer and follow the words from left to right. Then ask a student to use the pointer while the class reads the poem. Ask students to listen for the rhyming words as the poem is read. <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;">**I/P:** Then ask students to identify the rhyming words as they fill in the letters in the stair word family organizer. <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;">**C/A:** Students will draw themselves halfway down a staircase in any location they want.

<span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;">Unit 1 Lesson <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;">**Topic:** Informational book-"My Five Senses" storybook by Aliki <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;">**CCS:** RL K5, L.K. 5(a), SLK1 <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;">**PO/SWBAT:** Identify the author and illustrator of an informational book and that we learn about the world through our five senses. <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;">**AN:** Ask the students to name the five senses and teacher writes them on the smart board. <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;">**P:** Tell everyone to close their eyes and listen to a couple of different sounds. Then ask students to open their eyes and tell you what sounds they heard. Ask them what part of their body did they use? Explain that hearing is one of our 5 senses. Repeat the process witha taste testing, guess what the object is in the bag using only your fingers, a smelling test and the I spy game using only their eyes. Then read the book **My Five Senses** by Aliki to the students. Discuss how they learn from seeing, hearing, touching, smelling, tasting. Chart responses. <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;">**I/P:** Students complete a 5 senses book using frame senteces and drawing a picture: "I see __with my eyes, I hear___with my ears, " etc... <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;">**C/A:** Assess the students' performance on the writing task.

Unit 2 Lesson The song: **add different activities to the different seasons** What Shall we do when we all go out. All go out, all go out. What shall we do when we all go out When we all go out to play. We will jump like jumping jacks Jumping jacks, Jumping jacks We will jump like jumping jacks
 * Topic:** Seasons and sequencing in a story.
 * Objective:**SWBAT recognize the importance of sequence in storytelling in an informational book about the four seasons and farm animals.
 * Standard:** **RI.K.1:** With prompting and support, ask and answer questions about key details in a text.
 * WK.3:** Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred and provide a reaction to what happened.
 * AN:** Introduce the song “What Shall We Do When We All Go Out” to the class, pointing to the words as you sing them.
 * Procedure: 1.** Begin by finding out what your students already know about the four seasons. (So they know how many seasons there are, what the names of the seasons are, about when they fall, what is characteristic of each?) **2.** Discuss what season each month falls in, how the temp/weather changes, and what activities tend to take place during the season. If at all possible try to elicit this info from the children rather than giving it all to them. **3.** Then introduce the book “The Year at Maple Hill Farm” by Alice and Martin Provensen. Read it to the class. This book will introduce students to the work involved on a farm all year round. Additionally, it details the changes that plants and animals undergo as the seasons change over the course of a year. **4.** Discuss what happened during the year using a sequencing graphic organizer large enough for the whole class to see. Ask students to put the events in the book in order and write them on the GO chart. **5.** Then hang 4 pieces of butcher paper in the room with the seasons name on them. Ask the students to hang prepared pictures from the story to the corresponding season.
 * Assessment:** Then ask students to draw and/or kidwrite what they like to do during a certain season. (ice skate), (swim) and hang up in the room.

<span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;"> <span style="font-family: Times New Roman; margin: 0in 0in 0pt 39pt; tabstops: list 39.0pt; text-indent: -0.25in;">