Writing Thank You Cards - Excel by scq60495

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									Month Of: October                     BOOK: What Do You Say, Dear? Theme: Cooperation, Sharing, MANNERS,             Prediction, Socialization Problem Solving Predictive      NOTES:
                                      By Sesylin Joslin             line                                                                                                       Remember: THIS IS A
Monday                                Tuesday                       Wednesday                         Thursday                               Friday                            PRACTICE AND REPITITION
Explain this is a manners book. It Review Monday's manners and Repeat the process: Move to            Repeat the process: Move to"I          Repeat the process: Move to"I'm   TYPE SKILL! Do the book over
has silly events but the man-         add two more. "No thank you'  "Excuse me." and "Please pass beg your pardon" and May I                 sorry and "Fine, Thank you. How   time in small pieces.
ners are always useful. Read two and "You're welcome." Find         the ___." Act out some situa-     please be excused?" (Again             are you?"                         The preschoolers probably won't
events to start with; "How do you times during the day when you     tions when you can use the lines. being excused isn't just at food                                         have the attention span for the
do" and "Thank you very much." can model the manners' lines. Be Give class examples like passing time.) Have children predict the                                              whole book; that is why it is
Think up class times you would DRAMATIC like our actors to          papers or toys, not just food.    line, "What do you say, dear?"                                           broken up over days. You can do
say these two lines.                  reinforce the line.                                             and fid it in the book's text.                                           this for a couple of weeks to get
Whole Group/Transitions                                                                                                                                                        the amount of repitition to hear
This has great lines for transition time…Make up some more to go with your needs. Remember to be dramatic.                              Ask the principal to come by after     the lines spontaneously form
you've practiced a great deal, and act out some manners for him/her.                                                                                                           children.                 TAKE
                                                                                                                                                                               THE BOOK TO SITUATIONS
                                                                                                                                                                               THAT CALL FOR MANNERS.
                                                                                                                                                                               Compare this book with What Do
                                                                                                                                                                               You Do, Dear? It is an extention
                                                                                                                                                                               activity.
Small Group/Special Activities
Literacy/Language Devel.               Writing Center                    Math                            Science                          Sensory Table
1. Copy pages from the book.           Make a class book: Ask the        See some of the kindergarten
Make cards to match to the             children to give you an example ideas
events. For example the airplane       of when they would say a
through the roof page and "I'm         manners line. Write the book in
sorry."           2. Use Game          the same format as this book.
boards to reinforce manners.           Call it "What Do You Say,
Move along the game board and          Class?"
find the page in the book that has     Fine Motor                                                        Art Center                       Music/Sound Center
the line on the square. Read the       Match the pictures copied from                                    Decorate a sign that reminds you
square. OR make up a scenario          the book's situation pages to the                                 to say a particular manners
that you could use with the            manners responses. Make them                                      phrase. Post it around the
manners phrase.                        so that the children can use them                                 classroom.
                                       during centers as well as circle
                                       time.

Dramatic Play                                                           Gross Motor                      Health/Nutrition/Dental          Miscellaneous                        Parent Signature/Comments
Set up a tea party/meal type                                            Set up trikes if you have them   Reinforce the meal time                                               Tie to home with Thanksgiving
activity and post the print that you                                    or climbing for manners…         manners; create times they can                                        coming up. Teach kids some
might use. Copy the pages from                                          "Excuse me, I'm sorry, You're    practice each line.                                                   things to say at the Thanksgiving
the book to make posters.                                               turn, Thank you very much."                                                                            table!!!!!!! Won't the parents be
                                                                        etc                                                                                                    wow-ed!
Month Of: NOVEMBER                  BOOK: A Cat and a Dog by Clair      Theme: Cooperation, Sharing,         Prediction, Socialization                                         NOTES:
                                    Masurel and Bob Kolar                                                                                                                      Take the book to ARGUMENTS
Monday D 1,4 C 5                    Tuesday C 5,9,10 E 2            Wednesday J 2 C 6                   Thursday C 4,9                     Friday C 4                          and ask children how they can
A good picture walk book!           Read the book and as you read   Read the book and talk about the Read the book focusing on when Build on the theme of problem              solve problems. Use a strength
Concentrate on the children                                         emotions of jealosy, greed (last the children don't get along and solving as you read. What if the of each child in the problem
                                    recall the children's predictions
getting clues to the story from the about the story. Ask them to    book), anger, happiness,            when they cooperate just like the toy rolled under the car, went on solving. For example, two
illustrations. Make predictions.                                    sadness, empathy, apprecia-
                                    recall beginning, middle, and end                                   dog and cat. Take the book to      the roof, fell in a hole, went over children are upset about both
There are emotions displayed in of the story.                       tion. (Don't just limit it to happy arguments and see how each         the fence? What strength of each wanting the same spot next to
the faces of the two animals.                                       sad, mad.) Children need to "try person's strengths add to the         animal could get the toy?           the teacher. One child has a
                                                                    on" emotions and situations.        problem solving.                                                       quiet voice and another child is
Whole Group/Transitions            C 4,8                                                                                                                                       more verbal. The quiet child
Stress how children can cooperate during clean up like the dog and cat. How can they copperate when it's line time, food time, circle time, etc.                               could be closer while the child
Tie to your other books: Give the cat and dog some MANNERS! What could they sat to one another instead of arguing. Also how could the elephant and mouse solve their who can talk "well" can sit further
problem another way.                                                                                                                                                           away and still get teacher's
                                                                                                                                                                               attention.
                                                                                                                                                                               Retell skill ask for it often and
                                                                                                                                                                               creatively!

Small Group/Special Activities
Literacy/Language Devel.           Writing Center                   Math                                   Science B 2,3 F 5,7,8              Sensory Table
Write books about a lion and       Cat, cat and Dog, dog are key    Some math ideas in K lesson            Make a problem solving chart
elephant or a horse and a          words. Find them in the book     plan                                   with two columns. Col. 1 is a
chicken who learn to get along.    and then make word cards. Point                                         problem and col. 2 is a strength,
The setting can be a zoo or        out the use of capital and lower                                        tool, or talent that can solve the
savannah or a farm. It can also    case-- but each word still says                                         problem-- i.e., untied shoe laces-
be about two humans who don't      "cat" and "dog." H 2,3 A 7                                              child who can tie; dirty hands- a
get along. E 1,2,3 F 1,3 5, 8                                                                              sink and soap…
G 1,3,4                            Fine Motor                                                              Art Center                         Music/Sound Center
                                                                                                           Make pictures of dogs and cats.




Dramatic Play                      Blocks E 2                           Gross Motor C 7                     Health/Nutrition/Dental         Miscellaneous                     Parent Signature/Comments
A great time for a pet store       Build the cat and dog's house.       Act out the story outside or in the
dramatic play area with pets                                            gym.
(stuffed animals), pet care items,
cash register, receipts, etc.
Week Of: November                     BOOK: A Cat and a Dog by            Theme: Cooperation, Sharing             OVATION BOOK                                                   NOTES:
KINDERGATEN all K standards           Masurel and Kolar                                                                                                                          Take the book to ARGUMENTS
Monday                                Tuesday                          Wednesday                           Thursday                          Friday                              and ask children how they can
A good picture walk book!             Read the book and as you read    Read the book and talk about the Read the book focusing on when Build on the theme as you read solve problems. Use a strength
Concentrate on the children           recall the children's predictionsemotions of jealosy, greed (last the children don't get along and of problem solving. What if the         of each child in the problem
getting clues to the story from the   about the story.                 book), anger, happiness,            when they cooperate just like the toy rolled under the car, went on solving. For example, two
illustrations. There are emotions                                      sadness, empathy, apprecia-         dog and cat. Take the book to     the roof, fell in a hole, went over children are upset about both
displayed in the faces of the two                                      tion. (Don't just limit it to happy arguments and see how each        the fence? What strength of each wanting the same spot next to
animals.                                                               sad, mad.) Children need to "try person's strengths add to the        animal could get the toy?           the teacher. One child has a
                                                                       on" emotions and situations.        problem solving.                                                      quiet voice and another child is
Reading A K 8,9 A K 6            Reading                               Reading                             Reading                           Reading A K 6,9                     more verbal. The quiet child
Interactive/ Pocket Chart (Prac- Predictable Sentences; write on Finish other half of the class's          Read the sentences; then cut      The child glues the words on a      could be closer while the child
tice reading all week w/ names) sentence strips                Child's sentences                           apart words for each child. They sheet of paper and then draws        who can talk "well" can sit further
I have a friend whose name is    name: My friend is ___. Ask I/2                                           put their sentences back          the two friends playing.            away and still get teacher's
_______,                    And of class to fill in a friend's name                                        together.                                                             attention.
we have fun together.       We   on their his/her line. Teacher
laugh and paly and sing all day  writes in dictation and reads back
In any kind of weather.          to child.

Phonemic Aware. A K 2,3             Phonemic Awareness A K 5              Phonemic Awareness A K 2,3          Phonemic Aware. A K 3,5,7           Phonemic Aware. A K 5
"at" word family: Using letters, Dog- /d/ sound: Dance for /d/            Mad Sad Glad: (These are the        Clap the Sounds: How many           Say your name and your friend's
change "at" into cat into bat, etc. Words Have a list of words; as        emotions the cat and dog felt in    sounds do you hear in cat, dog.     name. Do they begin with the
                                    you read the list the children        the book. Review when they felt     Where do you hear the /d/ and       same sound? Can you think of
                                    listen for the /d/ words and they     this way.) Children make new        /g/? (Also use "ad" words or "at"   another friend with the same
                                    dance. If the word is not a /d/       "ad" words with magnetic or         words.) Do the word stretch with    beginning sound as yours?
                                    word, freeze like a statue.           moveable alphabet letters. Make     the sounds.
                                                                          faces to match words.
Writing G K 2                         Writing G K 1                       Writing F K 1,4,5,6                 Writing F K 1,4,5,6                 Writing F K 5,7,8
Draw the characters from the          Write a message to your friend.     Using invented spelling, write a    Write about cats using inventive    Draw a picture of your friend and
book; label them.                     (self-written, shared writing or    sentence about what dogs do.        spelling.                           write his/her name. They may
                                      dictated). Put it in an envelope    I.e., Dogs bark. Dogs like bones.                                       copy from the sentence strip
                                      and put his/her name on it.         Share your sentence with the                                            activity. Add something they can
                                                                          class.                                                                  do i.e., Rita skis. Cheryl
                                                                                                                                                  teaches.

Math A K 1,3,4,7                      Math A K 7,8,10 A K 6               Math D K 1                          Math C K 1                          Math
Using cubes or links, make sets       Make up number stories using        Talk about the patterns in the      Create a picture using the
to match the animals' "best           goldfish crackers-- How many the    book-- rug, ball, teeth, eyes,      shapes in the book.
treats" (bones and fish) and,         dog ate, the cat ate; how many      nose, bowl, table, house parts.
after they retrieve the toys, the     the cat saved for later. (Review    Make your own pattern on a ball
drops of water and leaves.            equal shares too-- back to the      or rug.
                                      greedy bears.)
Week Of: November                    Book: Just a Little Bit By          Theme: Cooperation, Manners,             Math: Lever and fulcrum      Animals                             NOTES:
KINDERGATEN all K standards          Tompert                                                                                                                                       Other interactive pocket chart
Monday                               Tuesday                             Wednesday                           Thursday                            Friday                            idea: "Let me help you," said
Active Background Info: Ask the      Talk about heavy and light. Use     Talk about heavy and light. Use     Read the book and ask the           Read the book and ask the         _______. (animal name from
children what they know about        the scale as you read to add        the scale as you read to add        children for ways they can          children for ways they can        book) "Push down! Push down!"
see-saws or scales. Make one if      animals. Talk about how the         animals. Talk about the concept     cooperate to get something          cooperate to get something        said Elephant.
you don't have one. Play with it     animals cooperated to make the      of equal weights on each end of     done.                               done.
before reading the book. (See        heavy elephant go up.               a lever.
Science) Then READ it.

Reading A 8 C 1                    Reading A 8 C 1                       Reading A 6                         Reading A 6                         Reading A 8
Pocket Chart: Work with 1/2 the Finish the other 1/2 of the class        Read each child's sentence.         Cut apart each child's sentence     Make the sentences into a class
class. Each child adds an activity with predictable chart.               Then give children someone          strip. Each child puts it back      book. Bind and illustrate.
and his/her name.        "I need                                         else's sentence. They need to       together so it reads as it was
help to _____." name       I.e., I                                       find their words.                   before.
need help to write. Rita



Phonemic Awareness A 5,3             Phonemic Awareness A 3              Phonemic Awareness A 5              Phonemic Awareness A 2              Phonemic Awareness A 7
Review the /e/ sound a in            Tell/ teacher can record/           Whose name starts with the          Teach the nursery rhyme:            Make tongue twisters with the
elephant, elk, and /m/ as in         long words          short words     same sound as mouse /m/, /l/        Hickory Dickory Dock, the mouse     animal names: i,e,. Muddy
mouse, monkey, mongoose. Use         animal names                        lion, /c/ crocodile, etc.           ran up the clock...                 monkey makes mischief.
non animal words too. Then clap
out the syllables of the words you
have in the list.

Writing F 5 F 1                      Writing F 8                          Writing F 4                        Writing F 4                        Writing F 7 F 9
Stamp out animal names using         "______ helps _______." Write Write about: What is your                 Write an animal story, i.e., Three Share stories from the previous
inventive spelling.                  in a friend's name first and child's favorite animal and why?           Bears, Little Red Hen, etc.        two days in the author's chair.
                                     name second.




Math B 2                             Math B 2                            Math A 3,2                          Math A 7                            Math A 4,7 10
Discuss size words: small/ large,    Make a class book of opposites.     Using a primary balance, find out   More and less: Using a popsicle     Use the concept "one more" to
tall/short. Make towers with         Two child teams each illustrate a   how many small bears will           stick and a pencil as a fulcrum,    show when you add a one the
partners using blocks or unifix      page for the book; one draws        balance with differernt objects.    and raisins, make some              number goes up by one. (8+1=9,
cubes. One partner makes a           something long, the other short,    See activity sheet attached.        balances (equalities) and           9+1=10) Do the adding on
small tower and one a large one.     etc. (high low, heavy light, thin                                       imbalances (inequalities, more,     strategies with raisins or
Then switch. Children label the      thick, etc.)                                                            less). Ask good probing and         cheerios.
towers, "My tower is ____."                                                                                  mathematical questions?
Week Of: NOVEMBER                     BOOK: What Do You Say, Dear?       Theme: Manners, Repetitive line, Problem solving                                                        NOTES:
KINDERGATEN all K standards           By Joslin                                                                                                                                  SUGGESTION FROM CHERYL
Monday                                Tuesday                            Wednesday                            Thursday                           Friday                          I would staple/tape the "Thank
Explain this is a manners book. It    Review Monday's manners and        Repeat the process: Move to          Repeat the process: Move to"I      Repeat the process: Move to"I'm you very much" page to the "You
has silly events but the man-         add two more. "No thank you'       "Excuse me." and "Please pass        beg your pardon" and May I         sorry and "Fine, Thank you. How are a nurse…" page and omit the
ners are always useful. Read two      and "You're welcome." Find         the ___." Act out some situa-        please be excused?" (Again         are you?"                       no thank you pages as they are
events to start with; "How do you     times during the day when you      tions when you can use the lines.    being excused isn't just at food                                   violent. Let children take real
do" and "Thank you very much."        can model the manners' lines. Be   Give class examples like passing     time.)                                                             classroom events and rewrite this
Think up class times you would        DRAMATIC like our actors to        papers or toys, not just food.                                                                          one together. (Rita thinks this is
say these two lines.                  reinforce the line.                                                                                                                        just fine! Each of you needs to
Reading A 6 B 1                       Reading A 8                        Reading A 6                          Reading A 6                        Reading A 9                     decide.)
Match the pictures copied from        Make a Predictable pocket chart    Read each child's sentence.          Cut apart each child's sentence    Make the sentences into a class
the book's situation pages to the     with sentence strips. "Thank you   Then give children someone           strip. Each child puts it back     book. Bind and illustrate.
manners responses. Make them          for _______." child's name         else's sentence. They need to        together so it reads as it was
so that the children can use them                                        find their words.                    before.
during centers as well as circle
time.


Phonemic Awareness A 5,7              Phonemic Awareness A 2,3           Phonemic Awareness A 8               Phonemic Awareness                 Phonemic Awareness A 2
Sound /s/ as in "say" -- Children     Word family--/ay/ Make new         High frequency words: Do and         Word stretch: Choose words         Word family--ear/ Make new
draw a picture of an /s/ word.        words as changing say to way,      You. Find these words in the         from the book that are short.      words as changing dear to tear,
Make up riddles for your words,       play, day, etc. Use magnetic       book and in other places like        Segment and put back together--    fear, hear, etc. (Don't use bear
"I'm thinking of a /s/ word that is   letters or moveable alphabet or    books and charts in the              e..n..d, end; n..o, no; b..e..g,   and wear.) Use magnetic letters
an animal, no legs, long and          cut up sentence strips.            classroom. Write them out;           beg; etc.                          or moveable alphabet or cut up
skinny, and has scales."                                                 chant/cheer the spelling.                                               sentence strips.

Writing F 1,2                         Writing K 5                        Writing F 3,4,5,6,                 Writing F 8                          Writing F 7,9
Stamp out nice manners words,         Show children how speech           Write a thank you note to a friend Write thank you in other             Show and read the children's
i.e., thank you, you're welcome,      bubbles work. Then have the        or to the Ovation actors.          languages. Teacher can put           author's works-- thank you notes,
etc.                                  children draw pictures and use                                        these words on a chart in the        bubble pages, or language cards.
                                      speech bubbles to show                                                writing center. Merci, Grazie,
                                      manners responses.


Math A 2,4                            Math A 8,7                         Math A 13                            Math A 5                           Math A 8,10a
On page 1, count the elephants.       Find animals in the book with      Talk about 5. Using dice's pattern   Practice writing 4 and 5. Draw     Make up story problems with the
Find sets of five in the classroom-   four legs. Game: Bring me sets     of five, point out that this is      sets of items that are the         book pictures.
- 5 tables, 5 plants, etc.            of 4-- 4 crayons, 4 books, etc.    always a quantity of 5.              appropriate set.
                                      Talk about 4-- 2+2=4, 3+1=4,
                                      0+4 =4. Use links or unifix (2
                                      colors) to create the equations.
Month Of: NOVEMBER               BOOK: Just a Little Bit by Ann           Theme: Cooperation, Sharing,      Levers, Fulcrum and Balance, Prediction, Socialization                    NOTES:
                                 Tompert                                                                                                                                              (regular verbs for -ed) climb
Monday                           Tuesday                                  Wednesday                         Thursday                             Friday                               push walk trot prance
Active Background Info: Ask the Talk about heavy and light. Use           Talk about heavy and light. Use   Read the book and ask the            Retell the story in the groups'      lumber grunt groan
children what they know about    the scale as you read to add             the scale as you read to add      children for ways they can           own words using the pictures as      grimace moan help cry
see-saws or scales. Make one if animals.                                  animals.                          cooperate to get something           clues.                               hover land trumpet cheer
you don't have one. Play with it                                                                            done.                                                                     clap (irregular verbs for past
before reading the book. (See                                                                                                                                                         tense) swing (swung) fly(flew)
Science) Then READ it.                                                                                                                                                                say (said)
                                                                                                                                                                                      Why did the littlest, lightest
Whole Group/Transitions                                                                                                                                                               animal tip the balance? This is a
Did the animals line up in an orderly way when they climbed on the see-saw? How can they be more orderly in line?                                                                     very hard question for children
                                                                                                                                                                                      who are pre-operational and can't
                                                                                                                                                                                      hold two perceptual qualities at
                                                                                                                                                                                      the same time. That is why
                                                                                                                                                                                      EXPERIENCE is critical to
                                                                                                                                                                                      understanding.

Small Group/Special Activities
Literacy/Language Devel.               Writing Center                 Math                                  Science                              Sensory Table
What are the onset sounds of the       Animal names are fun to write. Count the animals that it takes to    Make a balance: Take a stick         Put a balance in the sand table to
animal names. Display the              Make word cards with the       lift one elephant.                    about 2 feet long. Tie a bucket or   measure amounts of dry
pictures and give clues: "I'm          animals in the book. Make                                            basket to each end. Hold out a       material, weights or other items.
thinking of an animal that starts      matching games (check out                                            hand and place the stick on the
with /m/." If the children have        Picture this for some of the                                         unclosed hand- the fulcrum. Put
difficulty, ask them if it's bear or   animals or copy book pages and                                       items in the basket to balance
mouse. (Limited choice with last       cut out.                                                             /unbalance the scale.
heard as right answer)                 Fine Motor                                                           Art Center                           Music/Sound Center




Dramatic Play                          Blocks                             Gross Motor                      Health/Nutrition/Dental               Miscellaneous                        Parent Signature/Comments
                                       Make a balance with the blocks.    1. Use the vinyl animals to
                                       Help with the language of equal    balance against the weight of
                                       weight, inequal weight, heavier,   the elephant.     2. Move like
                                       lighter, less heavy, etc.          the animals!     3. Also you can
                                                                          act out the key words in the
                                                                          NOTES section.

								
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