Circle Time and Story Time
A G
E
Large Group
O A
Circle Time and Story Time Through 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
20 min
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. Large Group Independent
Small Group
Big Book: Ming Goes to School
tration d ). lder to
nd
ng
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
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 Invit 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
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 responses: • 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 book 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
E
O A
S
A G
E
O A
Big Book: I Am a Cat
Big Book: I Am a Cat
4s DEVELOPING TYPICALLY
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
3s SUPPORT
5s CHALLENGE
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
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 Card
ge speaking veral new 4 )
Small Group
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
Recognize and understand how events, time, and routines relate to their lives. Language • Sentence Structure: Use single words or phrases as appropriate. La ge Group
Comprehension and Content Focus Children engage in activities that include drawing, dramatic play, singing, doing projects, and sorting picture cards.
Small Group
Writing, Drawing, and Storytelling Children write, draw, or tell a story related to the week’s literacy lesson.
Skills Focus sample
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