Circle Time and Story Time
Large Group
A G
E
O A
Vocabulary Cards include instructional content for defining words and phrases both visually and kinesthetically.
Language: Listening; Vocabulary; Conversation Social Studies:
Economics Fine Arts: Art
20 min
Small Group
In this lesson, you will: • Use Circle Time to build background, engage children through dramatic play, and introduce vocabulary (stew, delicious) . • Begin Story Time by introducing the big book an asking, Why did so many people knock on Omu’s door? • Read while noticing vocabulary in context. • Check understanding, differentiating as needed. • Share the daily writing option.
Small-group activities support oral language and vocabulary development: Act It Out : Picture cards show different examples of key words or phrases for children to act out. Concept Sort : Children discuss and sort picture cards that represent important concepts from the week’s book. Writing/Drawing/Storytelling : Children write, draw, or tell a story in response to a prompt related to the week’s learning objectives.
Big Book: Thank You, Omu!
tration d ). lder to
nd
ng
ME AND YOU
LANGUAGE
DAY 4
ME AND YOU
LANGUAGE
ALL ABOUT ME | WEEK 1: ME AND YOU
ND YOU
ALL ABOUT ME | WEEK 1: ME A
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 out the movements of painting pict on the wall like Alma and h er grandfather. Have them rea
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 wi th children. Ask children if Bingo is a good name for a
Focus on Vocabulary Introduce new vocabulary words. Use 1.1.4 Vocabulary Cards. catch square Focus on Vocabulary Introduce new vocabulary. Use 1.1.5 Vocabulary Cards. mountains “just right”
5 min
TIME
CIRCLE
y think
ures
dog. en to
Why or why not? Ask childr
ch up
etter.
share the names they like b
to paint.
high and then go down low
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
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. 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 on her face. pages 14–15
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. Possible respons s: • Knowing the st ry of my na me c n make me feel happy. • Knowing the story of my na me can make me feel proud. • Knowing the story of my na me can make me feel special. Support 1 Can learning about your name make you feel happy? Challenge How could learning the story of your name make you feel special? 3 Learning about my name can make me feel happy. 2 Learning about my name c n mak m feel h_____ (happy) . OR
her name? Show the look she ha s
15 min
TIME
STORY
Retell the Big Book Show the book cover. Today we are going to retell and reenact the book Alm and How She Got Her Name by Juana Martinez-Neal. Use Scout puppet. This boo is a narrative. That means it is a stor that the autho r made up, but it may be based on something that actually happened. Scout loves to read narrative stories. Share the Guiding Question This week, we read all about Alma and where her long name came from. As we read the book one more time, I want you to thin k about this guiding question: How can learning the story of your name make you feel? Read Aloud: Retell and Reenact
A G NI
Alma’s daddy talks about how his father, José, walked to the mountains. Let’s pretend to walk to the mountains. Revisit mountains Vocabulary Card. pages 16–17 Alma likes to draw just like her grandfather. She draws a kitty ca t for her daddy. What do you like t o draw? pages 18–19 Alma is wearing a red string around her wrist. Why is she wearing it? page 29 At the end f the book, Alma say s
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S
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Big Book: I Am a Cat
Big Book: I Am a Cat
she loves the story of her name. She thinks it fits her “just right.” Revisit “just right” Vocabulary Card. How do you think Alma feels? Show the look she has on her fac e. Talk About It Invite children to Turn and T alk about the guiding question : How can learning the story of
4s DEVELOPING TYPICALLY
Reread and retell the book together. Use equity sticks children to actively particip
to pick
Interactive Writing Invite children to draw or w about the dierent people i
ate in
rite
3s SUPPORT
5s CHALLENGE
n their
the prompts below. page 2 Alma thinks her name is too long . Does she fe l happy or sad abou t
your name make you feel? Give a moment for Turn and
Talk.
families.
Child Development: Mind Builder Being able to identify emotions in others is a critical part of children’s emotional Then, pick 2–3 children with equity sticks to share.
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)
Child Development: Social Studi es People from dierent parts of the world have dierent
itions.
names, live in dierent pla ces, and have dierent trad ople from dierent parts of
the
the dierences between pe
of accepting and respecting
Emphasize the importance
world.
Large Group Card
Vocabulary Cards
ge speaking veral new 4 )
See the Large Group Card for dierentiation options.
SKILLS FOCUS
15/11/19 1:50 AM Language • Listening: Respond appropriately to spoken language. • Sentence Structure: Join related sentences. • Vocabulary: Understand and use a growing number of theme words. • Conversation: Show motivation to communicate; Share observations about events.
Mind Builder • Executive Function: Take another perspective. (MB) Social Studies • Economics: Talk about roles and jobs of the people in their community; Show understanding that people have basic needs, e.g., food, clothing, and shelter.
Fine Arts • Art: Show interest and appreciation for others’ work.
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42 | Language | Our Community
Skills Focus sample
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