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date_______________ theme______________
Morning Meeting
7:45-8:15 calendar, numeration, odd & even, dice, 10's & 1's, roll, rhyme bag, feature weekly concepts, money, poem, abc and color word, word wall, songs, morning message *... (includes 5 minutes of active participation in various songs)
Guided reading*using Pocket Chart Poem ________________
Shared Writing, Interview one child each day
Discuss writing of their name. discuss drawing a person.
Each child draws child and writes their name.
Read and reread sentences about each child
8:15 Spinning and Light therapy with Ms. Chap's class*
8:45 restroom/water
9:00 STaR *
BOOK LESSON Title:___________________________
comprehension strategy development
*pre-reading
*g.o. w/title, author only
Monday
book:
lesson: Writing and Drawing -- after reading TLW respond to an idea and share with class
(B) compare language and oral traditions (family stories) that reflect customs, regions, and cultures
(k.15B) write labels, notes, and captions for illustrations, possessions, charts, centers
phonemic awareness rhyming:

Tuesday:
book:____________
lesson: Writing and Drawing -- before reading TLW respond to a question
about the topic and share drawing with class
(B) compare language and oral traditions (family stories) that reflect
customs, regions, and cultures

segmenting:

Wednesday:

book:_______________
lesson:
Picture walk--TLW question visuals, explain what they can learn,
isolate vocabulary___
(k.10D) describe how illustrations contribute to the text
isolating:

Thursday
book:______________
lesson:
pantomining--
TLWselect actors to pantomine and ad-lib as I retell story
(k.3A) choose and adapt spoken language appropriate to the
audience, purpose, and occasion, including use of appropriate
volume and rate

(k.3D) present dramatic interpretations of experiences, stories,
poems, or plays

Friday:
blending:
book:
lesson: What�s for Reading:--TLW tell what text will be about and
how they know
(k.1A) determine the purpose(s) for listening such as to get information, to solve
problems, and to enjoy and appreciate (K-3);
playing:

9:30 Mon/Wed P.E. Tues/Thurs Music
Friday: continue related art activity and 10:05 clean up for lunch
10:00 wash for lunch, quick concept game

10:15-10:45 lunch

10:45-11:00 restroom/Independent reading * time 11:00 PHONICS* Based LESSON (KinderRoots) Phonics Reader_______
Monday
*intro vocabulary on g.o.
Tuesday
*review g.o.
*read story
*write sentence from story
Wednseday
*review g.o.
*make connections
*independent read story
*Begin McGraw reader
Thursday
*review g.o.
*choral read
Friday
*review g.o.
*read
*write a sentence using g.o. and illustrate

11:35 JOURNALING*, HANDWRITING SEGMENTS
Monday - Friday *free write
2:00 Centers*
TABLE I
teacher directed activity
MUST-DO
*poem
*using ww to write color words
TABLE 2
ABC drills
MUST-DO
*ABC arc
Concept development
ABC puzzles,
ABC arcs, games, name writing, little books, letter investigations
Number writing patterning
Literacy Practice
various papers, writing tools, books, leapfrog, flash cards,
fine motor dev.,
*cut-up group sentence *retell opportunities of literature *listening center selection ____________.
TABLE 3
math manipulatives
MUST-DO
*patterning
numeral writing 1-5
Math awareness
slates, 100 boards, cards, dominoes, dice,
sort, pattern blocks, unifix cubes, blocks, games
TABLE 4
science
MUST-DO
weigh
Science table
pets, plants, ongoing sci investigations, magnifying glasses,
drawing materials, journals, draw and label, computers
FLOOR
choice of building, games, puzzles
Art is incorporated into one of the 4 main center areas--
depending on the concept
12:50 Clean up centers
While I'm doing GT, Mrs. Galindo will:
Monday:
1:00-1:30 computer lab
1:30-1:45 walk outside
Wednesday:
1:00-1:45 library
Thursday:
1:00-1:45 Weekly Reader,
Spanish story, Spanish vocabulary development
1:10 Math
Monday
numeration
*counting
*writing numbers
*read, draw, solve*

Tuesday
patterning
*on calendar
*challenge a pattern
*read, draw, solve
Wednesday
geometry
*shape id
*attribute study
*read, draw, solve
Thursday
measurement
*comparing
*quantitative vocabulary
*read, draw, solve
Friday
problem solving
*read, draw, solve
*journal
1:45 Pack
Read child selected stories until dismissal
2:00 Bus and day care children dismissed
2:10 places for dismissal

*What is independent reading?
*What is the purpose of Independent reading?
Provides opportunity for children to become lifelong readers.
Book baskets are compiled to peek interest and to reinforce concepts.
Children are encouraged to choose a book to read during long
maintenance and transitional times. This makes otherwise
sitting and doing nothing waiting' time useful and somewhat productive.
*What is guided reading?
This uses predictable books, rhyming stories, repeating lines so the child
can easily join in the job of reading with the teacher. Reading format is
the guide to easily read selection. Reading and writing conventions are noted often.
*What is Spinning and Light therapy?
Spinning: Child spins for 30 seconds with eyes closed, then stands still
for 30 seconds with eyes open. Repeat 3 times
Light therapy: A shop light is used to shine on a picture for 10 seconds,
then turned off for 10 seconds. This is done for 10 minutes.
*What are concept bags?
Each child has a bag with a number chart, letter chart, chips, a magic
pointy finger, and other concept drill items. They rehearse skills in unison.
*What is a STaR book lesson?
This lesson is actually a shared reading whole class lesson focusing on an area
of comprehension, reading and discussing the selection.
*What should be accomplished in journaling?
Children practice writing skills and learn to put their thought on paper.
*What does sharing look like?
Children sit in a circle and tell others about their drawing/writing.
Classmates may "point" out items they particularly like.
*What are computer concept drills?
K-tips are reviewed in a systematic way to imprint the skills needed in the
child's memory. Other activities are done to reinforce the skills during the day,
but this short session is purely drill and reinforcement.
*Why teach phonics?
Teaching phonics give the student tools to decode words while reading.
Incorporating phonics in actual reading lessons, reinforces the application
of phonics as a strategy.
*Why let them play for so long? Center activities allow children to practice the skills needed to be a
successful elementary student. Children are given guided instructions and
are encouraged to stay on task. Children learn through play. Play is their work.
*What is read, draw, solve?
A simple word problem is presented. We draw how to figure the answer,
then solve it showing the traditional number sentence. This is a group activity
first semester, then we start doing it individually in our math journals.
Children are encouraged to repeat the story along with the question. They are
also encouraged to 'piggy back' a different situation using the same numerals
math functions.
*Objectives for morning message and student story writing activity (based on the TEKS)
*TLW connect experiences and ideas with those of others through speaking and listening
*TLW ask and answer relevant questions and make contributions in group activities
*TLW recognize that print represents spoken language and conveys meaning
*TLW know that print moves left-to-right, top-to-bottom on a page
*TLW understand that written words are separated by spaces
*TLW know the difference between capital and lower case letters
*TLW recognize how readers use punctuation/capitalization to comprehend
*TLW understand that spoken words are represented in written language by specific
sequences of letters
*TLW identify, segment, and combine syllables within spoken words
*TLW identify and isolate the initial and final sound of a spoken word
*TLW understand that written words are composed of letters that represent sounds
*TLW learn and apply letter-sound correspondences to begin to read
*TLW identify words that name persons, places, and things and words that name actions
*TLW understand simple story structure




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This page was created on April 7, 2004.

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