Ms

							    SMALL GROUP PLANNING FORM
                                   Week of 1-11
    Ms. Michaels’ “Driting” (Drawing/Writing) and Listening Comprehension to
                                 Literature Lesson
                                      Monday
Essential Questions: (Look at your drawing.) Who was in the story? Where is
he/she? What happened?
Standards: Approaches to Learning AL4. Children demonstrate an increasing ability to envision a
goal and to accomplish it. 4.1 Understand a task can be accomplished through several steps 4.2
Demonstrate an increasing ability to organize actions and materials in the learning environment 4.3
Demonstrate an increasing ability to follow through with tasks and activities 4.4 Try to solve
problems encountered in play AL5. Children extend their learning through the use of memory,
reasoning and problem solving. 5.1 Represent prior events and personal experiences in one or
more ways 5.2 Demonstrate increasing ability to use prior knowledge to understand new
experiences 5.3 Reason about events, relationships, or problems 5.4 Demonstrate growing ability to
predict possible outcomes based on prior experience/knowledge Social and Emotional
Development SE1. Children will demonstrate a positive sense of self. 1.1 Describe characteristics of
self and others 1.2 Demonstrate self direction by making choices among peers, activities, and
materials 1.3 Demonstrate confidence by participating in most classroom activities 1.5 Respond
respectfully to positive and negative feedback from adults most of the time SE2. Children will
demonstrate self control, respect and responsibility. 2.1 Follows classroom rules and procedures
with reminders 2.2 Use classroom materials responsibly, most of the time 2.4 Recognize effect on
others of own behavior most of the time 2.5 Demonstrate with adult guidance simple techniques to
solve social problems SE3. Children express feelings and show concern for others. 3.1 Recognize
own feelings and describe them some of the time 3.4 Show awareness and respect to feeling of
others with adult guidance and support 4.1 Display emerging social skills of trying to take turns and
talk with others 4.4 Participates in group life of class 4.5 Interact easily familiar adults: engage in
conversations, respond to questions, and follow directions English Language Arts and Literacy
Reading: ELA1. Begin to read and comprehend a variety of literary texts in print/non-print formats
1.1 Show interest in informational texts about familiar objects 1.2 Making relevant comments or
appropriate responses to story events or characters 1.3 Distinguish between descriptions of story
events and spoken words of characters 1.4 Respond to elements of colorful language in stories
and poetry 1.5 Retell one or two events from a story read aloud 1.6 Begin to identify significant
words from text read aloud 1.7 Recall some details in stories read aloud 1.8 Incorporate favorite
parts of literary texts into play activities 1.9 Explore books independently 1.10 Begin to distinguish
between real and make believe in stories read aloud 1.11 Explore books independently Reading:
ELA2. Begin to read and to comprehend a variety of informational texts in print/non-print formats
2.1Show interest in informational texts about familiar objects 2.2 Begin asking “how and why”
questions when looking at texts 2.3 Relate information from texts to personal experience 2.6 Begin
to understand graphic information which s/he has participated in creating 2.8 Begin to ask
questions the causes of events they observe or hear about in books 2.9 Seek information by looking
at texts, signs and photographs in the classroom Reading: ELA3. Learn to read by applying
appropriate skills and strategies 3.1Begin to use both pictures and text read aloud as cues to
meaning of unfamiliar words 3.3 Display curiosity and interest in learning new words 3.4 Begin
understanding how print is used to bring meaning 3.7 Begin using appropriate voice, volume,
sentence structure (syntax), and vocabulary 3.19 Make connections to prior knowledge, other
texts, & the world in response to texts read aloud Writing: ELA4. Begin to create written work that
has clear focus, sufficient detail, coherent organization, effective use of voice and correct use of
conventions 4.1 Describe events of personal significance 4.2 Uses sentences of 3-5 words (in
conversation) while describing familiar events/actions 4.3 Create a picture and label it orally 4.7
Begin to understand the relationship between oral language and written language 4.8 Contribute
to small group or whole class dictation activities Writing: ELA5. Begin to write for a variety of
purposes and audiences 5.2 Use drawings, letters, or words to create narratives about people and
things in their environment 5.3 Represent familiar people and experiences through art and
language Researching: ELA6. Begin to access and use information from a variety of sources 6.1 Ask
“how” and “why” questions about things in books and their environment 6.2 Begin to use resources
- books, charts, photographs and graphs to gain info/ topics of interest 6.3 Classify objects and
information by observable attributes into predetermined categories 6.4 Complete a thought or
    SMALL GROUP PLANNING FORM
                                         Week of 1-11
idea when communicating with others 6.5 Carry out simple directions and directives Physical
Education and Health Physical Education and Health PD2. Fine Motor Development 2.1 Use strength
and control to perform more complex tasks 2.2 Use hand-eye coordination to perform more
complex tasks 2.3 Show beginning control of drawing and writing tools
Resources/Materials: Big book, chart paper, brown marker, pencils, and “Driting”
books for each child.
Teaching Strategy: Read: (Eeny Meeny Miney Mouse). Pre-reading-Discussions
center on pictures and predictions.
During Reading -discussions follow the Dialogic Reading Method of questioning and
evaluating responses for listening comprehension.
After Reading- discussions occur during a mini-lesson of “driting” from the story to elicit
the character, action, and setting (CAS). Children “drite” the story in journals (drawing
and dictating words, phrases, or sentences to describe their pictures). Conclusion:
Discuss EQ. After individual conference, students may read their chosen book to take
home or work on a floor puzzle cooperatively with other children.
Assessment: Language is dictated and written in child’s drawing and evaluated in the
complexity of language (words, phrases, sentences, and a summary of character, action,
and setting dictated in 2-3 sentences). Listening comprehension is assessed as to its
accuracy in character(s), action(s), and setting.
    SMALL GROUP PLANNING FORM
                                        Week of 1-11
                  Ms. Michaels’ Language and Alphabet Lessons
                                 Tuesday and Wednesday
Essential Question: How did we use pennies for measuring the money points for
Mm words? What makes it a good measuring tool?
Standards: Approaches to Learning, Social and Emotional Development, Physical Education and
Health, and English Language Arts and Literacy (stated above) and including) Reading: ELA2. Begin to
read and to comprehend a variety of informational texts in print/non-print formats 2.1 Show interest
in informational texts about familiar objects 2.2 Begin asking “how and why” questions when
looking at texts 2.3 Relate information from texts to personal experience 2.5 Identify familiar
environmental print 2.6 Begin to understand graphic information which s/he has participated in
creating 2.9 Seek information by looking at texts, signs and photographs in the classroom Reading:
ELA3. Learn to read by applying appropriate skills and strategies 3.1 Begin to use both pictures and
text read aloud as cues to meaning of unfamiliar words 3.2 Create a different form of a familiar
word by adding “-ed” ending to show past action 3.3 Display curiosity and interest in learning new
words 3.4 Begin understanding how print is used to bring meaning 3.6 Participate in choral
speaking of poems, songs and stories with repeated patterns 3.7 Begin using appropriate voice
volume, sentence structure (syntax), and vocabulary 3.8 Use word beginnings and endings as
language play or comprehension 3.9 Recognize rhyming words with adult modeling 3.10 Create
words by orally adding, deleting or changing sounds in response to adult prompt 3.12 Begin
identifying some letter sounds and matching them to letters 3.13 Identify several letters and their
general order in the alphabet 3.14 Begin to understand that letters can represent speech sounds
3.15 Begin to recognize similarities in sounds at the beginning and ending of words 3.19 Make
connections to prior knowledge, other texts, & the world in response to texts read aloud 3.21
Progress in understanding how books are viewed 3.22 Understand relationship between print and
pictures on page 3.23 Begin recognizing some letters in words Writing: 4.6 Understands that each
person in the class has a first and last name
Resources/Materials: Pictures/Words/Objects that begin with /m/ sound are: move,
masks, me, magic, macaroni, marble, medal, mushroom, mittens, monster, moose, march,
monkey, measure, money, mountain, Mom, mouse, muscles, machines, mad, map,
mouth, meal, menu, moon, menu, man/men, mailbox, mirror, Madilynn, pennies, and
balance.
Teaching Strategy: Model how to write/walk like a pencil on the large, taped Mm on
rug (imitating correct handwriting strokes). “What is the sound you hear in Mm? /m/ for
“me” (4x). Use chopping motion when making the initial /m/ sound in each word. Two
teams are created and sit opposite each other around the Mm. Children listen for “Mm”
words described using context and rhyming clues. When the “m” word is identified, each
child must tell and pass the object/word to the next child until it reaches the last child. If
the last child can tell me the word/object’s name, then the other child can place money (a
penny) into their team’s cup on the balance/scale. At the end, discuss which balance is
heavier and lighter, which has the most/more and which has the least or is less/fewer.
Then compare pennies 1-1. Spin the “More/Less” spinner to see which number wins.
Conclusion: Discuss EQ. Children may work cooperatively on floor puzzles.
Assessment: Language is evaluated as to the ability a child participated in the language
activity or game using visual objects or pictures with context and phonemic awareness
clues (including initial letter sounds and ending rhyming sounds) to prompt verbal
responses and aid vocabulary development. Language is also evaluated as to the ability a
child followed verbal directions and interacted with a partner or team (group of 5).
Product work is evaluated as to how a child used materials, followed verbal directions
with visual aids, and created the visual letter product. Performance is marked on the Small
Group Rating form (+, √, -).
    SMALL GROUP PLANNING FORM
                                           Week of 1-11


          Extension Lesson: Ms. Michaels’ Language and Alphabet Lesson
                                    Thursday and Friday
Essential Question: How did we use the rectangle blocks to measure the M? What
would not be a good measuring tool?
Standards: Approaches to Learning, Social and Emotional Development, English Language Arts and
Literacy, and Physical Education and Health (stated above)/
Resources/Materials: Pictures/Words/Objects that begin with /m/ sound are: move,
masks, me, magic, macaroni, marble, medal, mushroom, mittens, monster, moose, march,
monkey, measure, money, mountain, Mom, mouse, muscles, machines, mad, map,
mouth, meal, menu, moon, menu, man/men, mailbox, mirror, and Madilynn,
Teaching Strategy: Model how to write/walk like a pencil on the large, taped Mm on
rug (imitating correct handwriting strokes). “What is the sound you hear in Mm? /m/ for
“me” (4x). Use chopping motion when making the initial /m/ sound in each word. Play
a vocabulary game, “Measure the M&m.” Two groups of five sit opposite of each other
on one side of the Mm. First lead children into a discussion for deciding which
classroom objects would make good and not good measuring tools and why. After the
measuring tool has been chosen, children listen to context and rhyming clues of “Mm”
words. A team places non-standard (blocks, cubes, etc.) units of measurement on a
vertical line of the capital M and a horizontal line of the capital M (in two different
games). When a team has reached the end of their line, the game is over if the team can
tell me how long the line is (How many units it took to match the beginning and ending
point of the lines?)
Conclusion: Discuss EQ. Students work on floor puzzle cooperatively with other
children.
Assessment: Individually, ask children to recall as many words/pictures/objects as they
can. (Words will be written on their papers.) Language is evaluated as to the ability a
child participated in the language activity or game using visual objects or pictures with
context and phonemic awareness clues (including initial letter sounds and ending
rhyming sounds) to prompt verbal responses and aid vocabulary development. Language
is also evaluated as to the ability a child followed verbal directions and interacted with a
partner or team (group of 5). Product work is evaluated as to how a child used materials,
followed verbal directions with visual aids, and created the visual letter product.
Performance is marked on the Small Group Rating form (+, √, -).