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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