Circle Time and Story Time
A G NI
E
Large Group
O A
Circle Time and Story Time In large-group Circle Time, children explore various text genres, build read-aloud comprehension skills, and discover the joy of reading.
Literacy: Read-Aloud
Comprehension Social Studies:
People, Past and Present
Small Group
Phonological Awareness with Activity Cards Children explore the sounds of the English or Spanish language through activities with initial sounds, rhyme, alliteration, ending sounds, and onset and rime.
In this lesson, you will: • Use Circle Time to introduce the letters Cc and Dd , engage children with a song about school, and introduce a new vocabulary word (pretends) . • Begin Story Time by introducing the Big Book and asking, What does Ming do at school? • Read for enjoyment and understanding. • Check understanding, differentiating as needed. • Share daily writing option. Independent Large Group
Small Group
Big Book: Ming Goes to School
Alphabet Knowledge Children explore each letter of the alphabet multiple times throughout the year. Every alphabet activity includes a focus on the letter’s name, sound, appearance in written words, and formation.
ME AND YOU
LANGUAGE
DAY 4
ME AND YOU
LANGUAGE
ALL ABOUT ME | WEEK 1: ME AND YOU
: ME AND YOU
ALL ABOUT ME | WEEK 1
DAY 5
CIRCLE
TIME
CIRCLE
TIME
5 min
5 min
5 min
TIME
CIRCLE
Talk About What You Like to Do Talk with children about what di erent people like to do. Discuss how doing things they like can make them happy. Act It Out Invite children to act o movements of paintin on the wall like Alma
Pia Likes Pie! Tell children to pretend that they only like things with names that start with the same sound as their own names. Model with your name. B-I-N-G-O Sing the song B-I-N-G -O with children. Ask children Bingo is a good name for a dog. if they think
Focus on Vocabulary Introduce new vocabulary words. Use 1.1.4 Vocabulary Cards. catch square Focus on Vocabulary Introduce new vocabu lary. Use 1.1.5 Vocabulary Car ds. mountains “just righ t”
5 min
TIME
CIRCLE
ut the
g pictures
and her
children to
Why or why not? Ask
m reach up
like better.
grandfather. Have the high and then go dow
share the names they
n low to paint.
STORY
TIME
15 min
STORY
TIME
15 min
15 min
TIME
STORY
Share the Big Chart of Big Ideas Show Big Chart 1.1.4 This week we are going to read I like to. . . . It is an informational text in the form of a poster. Informational texts give true facts. Use Scout puppet. Scout loves to look at informational posters. They give great information! Connect the Texts Alma and How She Got Her Name and I like to . . . both talk about things that dierent people like to do. Let’s see if we can find any other connections. Show Alma and How She Got Her Name book cover. Revisit the Concept Question As we read the Big Chart, let’s made up, but it may be ba on something that actually happened. Scout loves to Martinez-Neal. Use Scout puppet. This book is a narrative. T hat means it is a story that the
think about how it connects to this week’s concept question: What makes us who we are? Close Read: Connect to All About Me Read aloud the Big Chart. Then use the following prompts to discuss the poster. mountains. Let’s pretend t Use equity sticks during reading to pick children to answer questions. Play Catch The girl is trying to catch the ball. What games do you like to play with a ball? Revisit catch Vocabulary Card. Make a Square What is the girl using to draw? What shapes do you see in her drawing? Revisit square Vocabulary Card. Read a Book The boy is reading a book. What kind of books do you like to draw? pages 18–19 Alma is wearing a red strin g around her wrist. Why is s he wearing it? page 29 At the end of the book, Alm she loves the story of her her name? Show the look on her face. pages 14–15 Alma’s daddy talks about his father, José, walked to to the mountains. Revisit mountains Vocabulary Card. pages 16–17 Alma likes to draw just like her grandfather. She draws a for her daddy. What do yo how the
read? How do you feel when you read your favorite book? Eat Pizza Who can come point to the children who are eating pizza? Name a food that you like to eat. Do the children in this picture look happy or sad? Extended Play Invite children to play charades. Children would think of something they like to do and then act it out for the other children without using any words. Challenge the children watching to guess what it is that the child likes to do. Model for children. Shared Writing Provide a writing prompt about something children like to do with their families. Give ongoing feedback as children draw and write in response to the prompt. Challenge How could learning the st of your name make you fe el special? OR Possible responses: • Knowing the story of m can make me feel hap py. • Knowing the story of m ud. • Knowing the story of m can make me feel pro can make me feel spe cial. ory Support 1 Can learning about your name make you feel happy? 3 Learning about my name can make me feel happy. 2 Learning about my name can make me feel h_____ (happy) . y name y name y name
15 min
she has
TIME
STORY
Retell the Big Book Show the book cover. Today we are going to ret ell and reenact the book Alma and How She Got Her Name by Juana
A G
E
O A
S
o walk
A G NI
E
O A
author
sed
kitty cat u like to
read
narrative stories. Share the Guiding Question This week, we read all abo ut Alma and where her long name came from. As we read th e book one more time, I want you to think about this guiding questio n: How can learning the stor y of your name make you feel? Read Aloud: Retell and Reenact Reread and retell the book together. Use equity s ticks to pick children to actively pa rticipate in the prompts below. page 2 Alma thinks her name is to o long. Does she feel happy or sa d about
Big Book: I Am a Cat
Big Book: I Am a Cat
a says
4s DEVELOPING TYPICALLY
name.
She thinks it fits her “just r ight.” Revisit “just right” Vocabulary Card. How do you think Alma fe els? Show the look she has on her face. Talk About It Invite children to Turn and Talk about the guiding que stion: How can learning the stor y of your name make you feel? Give a moment for Tur n and Talk. Then, pick 2–3 childre n with equity sticks to share.
3s SUPPORT
5s CHALLENGE
Interactive Writing Invite children to draw
or write
ople in their
about the dierent pe
families.
Child Development: Mind Builder Being able to identify emotions in others is a critical part of children’s emotional
development. The more children listen to Alma’s story, they will start to understand that other people have perspectives and feelings di erent from their own. Provide as many opportunities as you can to help children identify other people’s feelings. (MB)
l Studies
ions.
Child Development: Socia
d have dierent tradit
in dierent places, an
from dierent parts o f the
e dierent names, live
parts of the world hav
respecting the diere nces between people
People from dierent
ance of accepting and
Emphasize the import
world.
Large Group Card
Vocabulary Card
Small Group
king w
See the Large Group Card for dierentiation options.
Print and Book Concepts Children learn about letters, words, and pictures through Alphabet Books and Alphabet Cards—and by creating their very own books.
SKILLS FOCUS
15/11/19 1:50 AM Literacy • Read-Aloud Comprehension: Use information to describe; Recognize different kinds of texts/genres. • Alphabet Knowledge: Identify at least 20 uppercase and lowercase letters in isolation.
Mind Builder • Social Development: Follow classroom rules and routines; initiate play and join a group in play. (MB) • Motivation and Creativity: Try a new approach or new tasks. (MB)
Social Studies • People, Past and Present: Large Group
Small Group
Comprehension and Content Focus Children engage in activities that include drawing, dramatic play, singing, doing projects, and sorting picture cards.
Recognize and understand how events, time, and routines relate to their lives. Language • Sentence Structure: Use single words or phrases as appropriate. Large Group
Small Group
Writing, Drawing, and Storytelling Children write, draw, or tell a story related to the week’s literacy lesson.
Skills Focus sample
5
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