Phonemic Awareness Print Awareness Oral Language Comprehe nsion Writing Alphabet Knowledge Intervention & Enrichment Strategies & Activities Kindergarten Unit 3: Families Everywhere Key Skills Interventions Enrichment Rhyme/Alliteration/Assonance: Recognition Of Rhymes Groove and Move Groove and Move Extension Oddity Tasks: Beginning Consonants Sound Houses Sound Houses Extension Concepts Of Print: Print Runs From Left To Right And Top To Bottom Conventions Of Print: Appropriate Use Of Spaces Between Words Listening: Following Two And Three Step Directions Speaking: Speaking In Complete Sentences Synthesizing -Bring Information About Story Together: Characters In Stories Synthesizing -Bring Information About Story Together: Sequence Go Read! Spacing Buddies Listen and Do Conversation Station Story Stew Story Sequencing Pictures Newspapers: A Whole New Twist Editing Checklist Listen and Do Extension Conversation Station Story Stew Follow-Up Story Sequencing Pictures Extension Letter Writing Knowledge: Lowercase Letters Outdoor Letter Fun Outdoor Letter Fun Extension Writing For Composing: Use Of Pictures To Convey Meaning Learning The Alphabet: Association Of Letters With Their Shapes And Sounds Learning The Alphabet: Identification Of Letters In First Name Illustration Station Lettercise Alphabet Tiles Name Sort Illustration Station Extension Lettercise Venn Diagram Letter Name Sort
Phonemic Awareness Rhyme/Alliteration/Assonance: Recognition Of Rhymes Groove and Move from Learning in Motion: Teaching Language Arts and Math through Movement by Mary Murray (p.20-22) Objective: Students will identify pairs of rhyming words as they perform various movement activities. Skill: Identifying rhyming words Setting: large, open area Materials: Groove and Move Rhyming Word cards Whistle Teacher Preparations: 1. Print and cut apart the Groove and Move Rhyming Word cards Extension: Have students create their own rhyming pairs. For students who are able, they can write their word pairs on cards to add to the game. Directions: 1. Read each pair of words from the Groove and Move Rhyming word cards aloud. Instruct students to repeat each rhyming pair aloud in unison. 2. Ask students to spread out around the room. 3. Explain to students that you will recite a pair of Groove and Move Rhyming Words. If the words rhyme, students should perform the rhyming movement word from the pair. For example, when you read the words goal and roll, students should roll on the floor when they recognize that the words rhyme. For movement words such as pull or climb, students can pantomime the motions. 4. Blow the whistle to signal when students should stop moving and listen for the next pair of words. 5. At any point during the activity, call out, Groove and Move! When you say this, student may choose any of the movement activities to perform. 6. After several rounds, explain that you will only recite the first word and not the rhyming movement word for each pair. Students should remember to perform the rhyming movement associated with each word.
Phonemic Awareness Rhyme/Alliteration/Assonance: Recognition Of Rhymes Groove and Move! Rhyming Word Cards from Learning in Motion: Teaching Language Arts and Math through Movement by Mary Murray (p.20-22) keep leap fun run hall crawl pit sit stop hop save wave chance dance sick kick bush push dime climb
Phonemic Awareness Rhyme/Alliteration/Assonance: Recognition Of Rhymes Groove and Move! Rhyming Word Cards from Learning in Motion: Teaching Language Arts and Math through Movement by Mary Murray (p.20-22) wither slither fog jog full pull try fly pig dig bump jump goal roll hip skip mend bend tide slide
Phonemic Awareness Oddity Tasks: Beginning Consonants Sound Houses Objective: Students will distinguish between different initial consonant sounds by telling which words have the same initial sound from a set of words. Skill: Identifying beginning consonant sounds Setting: small group area Materials: Sound Houses Objects/pictures that begin with target letters Teacher Preparations: 1. Print the Sound Houses template and use it to create 5-6 houses on tag board or construction paper. 2. Gather objects or pictures that begin with the target letters as visual aids for concrete learners. Directions: 1. Identify all of the objects/pictures before beginning the activity. Say the name of the object/picture and have the group repeat it. 2. Select 3 objects, two of which should begin with the same letter. Have students name each object in the set as you place the objects in the Sound House. 3. Tell students that only words with the same beginning sound can live together. Which object/picture has to move out? 4. When they determine which object or picture does not belong, repeat the process with another set of objects/pictures. Extension: Students who have mastered initial consonant sounds can do the same activity using final, medial, and initial vowel sounds for added complexity.
Sound Houses Template
Print Awareness Concepts Of Print: Print Runs From Left To Right And Top To Bottom Go Read! From Learning in Motion: Teaching Language Arts and Math through Movement by Mary Murray (p.10-11) Objective: Students will practice the method of reading written text from left to right and top to bottom while marching around the room as a group. Skill: Understanding that print is read left to right, top to bottom Setting: Classroom Materials: a selection of large-print texts, such as chart stories or big books Cardboard paper-towel tubes (one for each student to use as a pointer) Go Read! Sign Green copy paper Teacher Preparations: 1. Display large-print texts randomly around the room. 2. Copy Go Read! Sign onto green copy paper, making one sign for each large-print text. Cut out the signs. 3. Display one Go Read! Sign near each of the large-print texts so that students can easily find them. Directions: 1. Review with students how to read text, by reading words from left to right and top to bottom. 2. Divide students into small groups (4-5 students per group). 3. Choose a student to be the leader of each group. Instruct students to form a line behind their group leader. 4. Provide each student with a cardboard paper towel tube to use as a pointer. 5. Teach the following rhyme to students: Left to right, left to right, that is how we read. Top to bottom, top to bottom, (group leader s name) is in the lead! 6. Chant rhyme as students march around the room. When you call out, (Name of Group), go read! students in the named group will stop marching and leave their line to look for a Go Read! Sign. Other groups will continue marching and chanting. 7. When students in the named group locate a largeprint text, they should move their pointers left to right and top to bottom across the text until they reach the end. 8. When all students in the group have correctly moved their pointers across pages of text, they should reform their line with a new leader. 9. Repeat the activity until all students have a turn.
Print Awareness Concepts Of Print: Print Runs From Left To Right And Top To Bottom Go Read! Sign From Learning in Motion: Teaching Language Arts and Math through Movement by Mary Murray (p.10-11)
Print Awareness Objective: Students will practice the method of reading written text from left to right and top to bottom by reading text in newspaper format. Skill: Understanding that print is read left to right, top to bottom Setting: small group Concepts Of Print: Print Runs From Left To Right And Top To Bottom Materials: Newspapers for children such as Time for Kids! online newspapers for children such as: http://teacher.scholastic.com/activities/sch olasticnews/index.html http://www.timeforkids.com/news Teacher-created newsletters in column format for independent reading Newspapers: A Whole New Twist Directions: 1. Review with students how to read text, by reading words from left to right and top to bottom. 2. Explain that newspapers are read the same way, but that text is divided into columns. 3. Using pointers, have children track print in a newspaper or magazine in individual copies or on enlarged copy 4. Students can mark the beginning of each column with highlighter or highlighter tape. 5. Students can show different sections by using crayons or markers to put boxes around each section. Teacher Preparations: 1. Gather children s newspapers/magazines and/or create your own 2. Enlarge a section from a children s newspaper if possible
Print Awareness Conventions Of Print: Appropriate Use Of Spaces Between Words Spacing Buddies Author s Editing Checklists Objective: Students will practice using appropriate spaces between words by making and using a Spacing Buddy. Skill: Conventions of Print: Appropriate use of spaces between words Setting: classroom Objective: Students will practice using appropriate spaces between words and other conventions of print by using an editing checklist for writing assignments. Skill: Conventions of Print: Appropriate use of spaces between words Setting: classroom Materials: Wide popsicle sticks Markers Stickers Teacher Preparations: 1. Gather materials Directions: 1. Review the purpose of leaving spaces between words. 2. Explain to students that they will be making a Spacing Buddy to help the remember to leave enough space between words. 3. Have students write their name on a popsicle stick with marker and decorate it using markers and stickers. 4. Students can keep the Spacing Buddy in their pencil bag/box to use during writing time as a scaffold for this skill. Materials: Laminated Author s Editing Checklists Small Dry Erase Markers Teacher Preparations: 1. Print and laminate Author s Editing Checklists Directions: 1. Explain Author s Editing Checklists and read through each item with students. 2. When students complete a writing assignment, ask them to use the Author s Editing Checklist to check their work. 3. A laminated copy of the Author s Editing Checklist can be kept in their writing journal, personal dictionary, or other easily accessible place. 4. Students can check off with dry erase marker as they complete the checklist for each assignment. Marks can then be erased when work is completed.
From: http://aintheclassroom.blogspot.com/2011/04/our-new-authors-editing-checklist.html
Oral Language Listening: Following Two And Three Step Directions Listen & Do From Learning in Motion: Teaching Language Arts and Math through Movement by Mary Murray (p.37) Objective: Students will practice following two-step directions as they move around the room. Skill: Following directions Setting: Classroom Materials: Common objects, such as socks, blocks, shoes, empty milk cartons, crayons, crumpled sheets of paper, etc. Teacher Preparation: 1. Gather one set of objects for each student. Each set should have one of each type of object. Extension: Increase the complexity by adding additional steps to your directions. Allow students who demonstrate mastery to lead the game, using their own ideas to give classmates 2-3 step directions. Directions: 1. Instruct students to spread out across the room. 2. Ask students to place their common objects in piles on the floor by their feet. 3. Call out directions for various exercises or movements that use the common objects. Examples include: Balance the milk carton on your head and walk around the room. Toss the paper ball into the air and catch it five times. Hold the crayon in your right hand, then stretch left, right, up, and down. Hold the block between the palms of your hands and do six squats. 4. After several minutes of directions with two steps, incorporate a third step in your directions. Variation: Relocate students with their materials to a gymnasium or outdoors. Repeat the activity, incorporating movement activities that use the open space (running, kicking, etc.).
Oral Language Speaking: Speaking In Complete Sentences Conversation Station From Learning in Motion: Teaching Language Arts and Math through Movement by Mary Murray (p.37) Why Use Conversation Stations? Conversations are a primary tool for language development in preschool classrooms. Unfortunately, opportunities to have meaningful conversations between children and adults may not exist in preschool classrooms, especially those that serve children from high poverty contexts. Conversation Stations were implemented in preschool classrooms to ensure that high quality, consistent conversation would occur. In a "Conversation Station," children have the opportunity to talk, to get feedback on their language, and to have appropriate language modeled for them. The "Conversation Station" can be used as an effective activity to promote language and vocabulary development in preschool classrooms. Using "Conversation Stations" allows for language development to be systematically included in everyday experiences in the classroom. Abstract from: Conversation Stations: Promoting Language Development in Young Children by Mary Alice Bond, Barbara A Wasik Conversation Station Guidelines: Introduce to whole class Share the purpose and promote excitement about conversations Create the Setting Prepare an area where the Conversation Station will be used Plan Daily Opportunities Set time aside in the daily schedule for individual and small group conversations Engage with 1-2 children at a time In the early stages work with one child at a time, as children become comfortable with this process you can invite another child to participate Extend current theme/book related vocabulary provide materials, e.g. picture vocabulary cards that promote theme/concept related conversations and encourage children to use the vocabulary Ask Open-Ended questions Build vocabulary and encourage children to share their thoughts and ideas Thoughtfully listen to children give child your full attention Provide feedback ask questions or share comments that extend children s responses to open-ended questions From: the Early Learning Partnership (2011) Extension: For above-level students, ask more complex questions.
Comprehe nsion Synthesizing -Bring Information About Story Together: Sequence Story Sequencing Pictures Objective: Students will sequence events from familiar stories (and life cycles) by placing pictures in order. Skill: Story Sequencing Setting: classroom Materials: Story sequencing pictures Scissors Glue Sentence strips/construction paper Teacher Preparation: 1. Make copies of story sequencing pictures for each student. Directions: 1. Have students cut the pictures apart and place them in order for familiar nursery rhymes and life cycles. 2. Glue to construction paper or sentence strips in order. 3. Use the pictures to retell the story to a friend. Extension: Ask students to draw a picture of what they think will happen next. Explain their picture and justify their thinking to a partner.
Writing Letter Writing Knowledge: Lowercase Letters Outdoor Letter Fun Adapted from Learning in Motion: Teaching Language Arts and Math through Movement by Mary Murray (p.15) Objective: Students will learn the shapes of letters by walking around their outlines. Skill: Recognizing letter formations Setting: Outdoor blacktop Materials: Sidewalk chalk Teacher Preparation: 1. Use the chalk to draw a variety of alphabet letters on the blacktop. Make the letters at least 6 in length and width. Place several pieces of chalk by each letter. Directions: 1. Instruct each student to choose a chalk letter outline on the blacktop. 2. Explain that they should walk heel-to-toe along the path of the chalk letters. When they finish walking along a letter, they should call out the letter s name and sign their initials underneath that letter. 3. If a student meets a classmate face to face on a letter, she should ask, May I pass you on the (name of the letter)? The other student should reply Yes, and jump off to let his classmate pass. 4. Students should choose new letters each time they complete a letter. Extension: For students who demonstrate mastery of lowercase letters, include sight words and CVC words. Students should follow the same procedure, but spell, then say, the words.
Writing Writing For Composing: Use Of Pictures To Convey Meaning Illustration Station Objective: Students will demonstrate that pictures convey meaning by drawing a detailed picture to match an assigned sentence or topic/ Skill: use of pictures to convey meaning Setting: classroom Materials: Drawing paper Markers/crayons pencils Directions: 1. Instruct students to draw a detailed picture to capture a given sentence or topic. For example, Give students the sentence: My dog ran away from home. Have them draw a picture to show what they think this looks like. 2. Have students conference with each other and give one another feedback about their illustrations. 3. Give students support to include sufficient and pertinent details in their pictures. Teacher Preparation: 1. None. Extension: For students who demonstrate mastery of understanding that pictures can be used to convey meaning, have them brainstorm their own topic to illustrate. Have them write a sentence on the back. Show their picture to the class or a small group to see if their peers can determine the meaning of their illustration.
Alphabet Knowledge Learning The Alphabet: Association Of Letters With Their Shapes And Sounds Lettercise from I Love Letters! By Jean Feldman and Holly Karapetkova (p.70) Objective: Students will develop alphabet knowledge, practice motor skills, and gain phonological awareness by participating in Letttercise. Skill: Association of letters with sounds and shapes Setting: classroom Materials: None Directions: 1. Put your hands in the air and say a letter, touch your waist and make the letter sound, and then touch the ground and say a word that begins with that sound. For example: A (hands in the air), /a/ (hands on waist), ant (touch the ground) B (hands in the air), /b/ (hands on waist), bear (touch the ground) Teacher Preparation: 1. None. Extension: For students who demonstrate mastery when letters are given in order, point to letters out of order and have students perform motions. For students who demonstrate mastery of letters given randomly, have them brainstorm action words that begin with each letter. For example, A (hands in the air), /a/ (hands on waist), act (pantomime acting) B (hands in air), /b/ (hands on waist), bend (pantomime bending).
Alphabet Tiles Name Sort From Florida Center for Reading Research http://www.fcrr.org/curriculum/pdf/g K-1/P_Final_Part1.pdf
Venn Diagram Letter Name Sort From Florida Center for Reading Research http://www.fcrr.org/curriculum/pdf/gk- 1/P_Final_Part1.pdf