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Objectives ~
 I
tried to list our Kindergarten Grade Level Expectations in
simple terms. Click
HERE for that page.
For the original documents from the state, see below.
In
order to see the Washington State Essential Academic
Learning Requirements that are our Curriculum, please click
HERE. This will take you our Office of the
Superintendent of Public Instruction for Washington State. Then
click on "Teaching and Learning" to find the requirements for all of the
subjects. This will also include all grade levels.
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* Thanks to
this great
site for the graphics on this page ~ what talent!
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Here is a
quick outline of what I plan to do each day with LANGUAGE
– well, at times reality gets in the way and not everything gets done
this way every day.
I work
in a small school district – two elementary schools with one as a
primary school.
This year we will have 4 half-day Kindergarten sessions. It will
be a challenge to get as much done every day
as we did with our all-day Kindergarten program, but we will do our best
to provide your child with the best of these experiences as often
as possible!
I have worked here forever and have developed (with the assistance of a
former Kindergarten teacher
who was my partner for many years)
our own language program taking from other programs the things
we felt
were the most effective and adapting them to our kids and their
needs.
Our core
curriculum is our Washington State Essential Academic Learning
Requirements (EARL's) and
Grade Level Expectations (GLE’s)
– that is what we base all our planning on and we monitor any changes so
we are current.
(At the present time we do not have a current adopted language series
–
which would be the tools we would use to meet our state standards
- but our District will be working on this in the very near future.)
We
basically do a “Letter of the Week” approach covering a lot of reading
readiness skills
and we introduce beginning reading strategies (sounding out, blending,
segmenting), but do not teach reading as such.
We do have readers, and we are focusing on how to challenge them and
further their abilities,
but teaching reading is not a major goal for
us.
We always begin with a wide range of abilities
- from readers to those little ones that can
barely recognize their own name in September
and still struggle to write it clearly in the Spring.
Here's
what's on this page:
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Language ~ Daily
Lesson Planning Guide ~
Here is an outline
of my week for my language block ~ remember – FLEXIBILITY!!
(These activities are done throughout the
day, not in one block.)
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Monday |
|
Warm-Up |
Phonemic Awareness
(oral language) |
+ work on specific phonemic
awareness activities with single focus for the
day
+ share Nursery Rhyme for the week
|
|
Focus Poem |
read Poem from poster or pocket
chart |
+ read through; discuss personal
connections, new vocabulary – what’s it about?
+ reread several times – echo, choral
+ ask for individual readers |
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Letterwork
|
a) warm-up & review previous
letters |
+ sing/say choice of alphabet
chants on hand
+ review flashcards already introduced |
|
b) introduce new focus
letter with flashcard: |
+ letter name (begins whose
names? in whose names?)
+ letter hand sign (how to make letter & sign
for key picture)
+ letter shape (what does it look like, upper &
lower case form?)
+ letter sound (oral) |
|
c) ABC Reader |
+ read together several times in
pocket chart form, using pointer |
|
Letter Focus Book |
introduce Alpha Time book
(emphasis on new letter) |
+ share book, look for focus
letter (listen for beginning sounds)
+ book concepts, print awareness skills
(read mostly for enjoyment and skill) |
|
Shared Reading
or Predictable Charts
(alternating weeks) |
a) Shared Reading:
read chosen Big Book based on Theme, season or
holiday, or focus letter of the week |
+ cover talk (book concepts),
predicting what it’s about
+ build prior knowledge of own experiences
+ introduce new vocabulary
+ picture walk to peek at some of pictures
inside, further predicting
+ read through for enjoyment |
|
b) Predictable Charts:
class responds to frame sentence |
+ sentence dictation (by the
Teacher) from half the class today; child’s name
goes at the end in parentheses
+ child reads their sentence as teacher points
to it
+ class reads whole chart together |
|
Writing |
a) penmanship |
+ working in Drawing Books
(practice on writing different kinds of lines
and simple shapes)
+ working on letter formation of previous
letters, names, or numbers on whiteboards |
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Tuesday |
|
Warm-Up |
Phonemic Awareness
(oral language) |
+ work on specific phonemic
awareness activities with single focus for the
day
+ introduce Popcorn Words for the week (on
cards, posted at eye level)
+ name games (games/activities using children’s
names; working with letters/sounds/syllables;
using in simples sentences with Popcorn Words;
interactive charts) |
|
Focus Poem |
read Poem from poster or pocket
chart |
+ reread the poem
+ Teacher uses pointer, tracking words,
reviewing new vocabulary
+ look for the focus letter in
the poem (masking, using a pointer)
+ whole class reads the poem with
teacher – Choral or Echo Reading |
|
Letterwork |
a) ABC Cheer |
+ Letter Chart |
|
b) Letter flashcard, Tongue
Twister |
+ review focus letter’s
flashcard, review all others
+ read Tongue Twister for the Week, using class
names when possible (have on sentence strip
where kids can read on their own later in the
day) |
|
c) look at letter features |
+ look at the shapes
+ look at the kinds of lines used (straight,
curved, diagonal)
+ special features (extends up, hangs down) |
|
d) practice writing |
+ in the air, one the hand or
backs, on whiteboards or chalkboards, on the rug
+ not with pencil and paper today |
|
e) ABC Reader |
+ read together several times in
pocket chart form, using pointer |
|
f) Letter Show’N Tell |
+ items brought by students
are shared and recorded on large chart, circling
focus letter
+ read names of those sharing tomorrow |
|
Shared Reading
or Predictable Charts
(alternating weeks) |
a) Shared Reading:
read chosen Big Book |
+ read through for enjoyment,
reviewing what was done yesterday
+ choral, echo read or read repetitive line
together
+ other activities: highlight certain
words/letters, find Popcorn Words, role play the
story with props |
|
b) Predictable Charts:
class responds to frame sentence |
+ sentence dictation (by the
Teacher) from the other half the class today;
child’s name goes at the end in parentheses
+ child reads their sentence as teacher points
to it
+ class reads whole chart together
+ additional activities focusing on 2 or 3
sentences: count the words in the sentence, find
the longest/shortest word, discuss
capitalization/punctuation, cut up sentence and
have child put it back together in correct
order. |
|
Writing |
a) penmanship |
+ working in Drawing Books
(practice on writing different kinds of lines
and simple shapes)
+ working on letter formation of previous
letters, names, or numbers on whiteboards –
especially this week’s letter
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Wednesday |
|
Warm-Up |
Phonemic Awareness – (oral
language) |
+ work on specific phonemic
awareness activities with single focus for the
day
+ work on Popcorn Words for the week (on cards,
posted at eye level)
+ Nursery Rhyme activity |
|
Focus Poem |
read Poem from poster or pocket
chart |
+ choral read the poem; ask for
individuals who can read it alone
+ look for print awareness features
+ review new vocabulary
+ cover an important word to see
if the class knows it as they read the poem
+ find specific words - animal
names, rhyming words ,etc – asking how they
found the word
+ find the Popcorn Words |
|
Letterwork |
a) ABC Cheer |
+ choice of alphabet chant or
song |
|
b) Letter flashcard |
+ review focus letter’s
flashcard |
|
c) ABC Reader |
+ read together several times in
pocket chart form, calling on some children to
come up at lead the class or read it by
themselves with a pointer |
d) Letter Sound Lesson
|
+ review letter sound w/ key
picture & word card
+ describe how sound is made in mouth (where
tongue is, how are the lips shaped, etc.)
+ orally say a few words – do they begin with
the focus letter?
+ list words which begin w/focus letter
web-style, add pictures as needed
+ circle focus letter, noting different sounds
if they come up |
|
e) Letter Show’N Tell |
+ items brought by students
are shared and recorded
+ read names of those sharing tomorrow |
f) Letterbook
|
+ go through page by page; do
last page together
+ move to tables and complete Letterbook; stamp
& take home |
|
Shared
Reading
or Predictable
Charts
(alternating
weeks) |
a) Shared Reading:
read chosen Big Book |
+ read through for enjoyment,
reviewing what was done yesterday
+ work on comprehension (the 5 w’s) or discuss
simple story elements
+ retell the story – sequencing
+ other activities: highlight the rhyming words;
word play – such as number of words on a page,
look for short/long words, clap syllables of
chosen words, guess the covered word, make an
“alpha-box” (write down words in story that
begin with certain letters), book/print
concepts, differences between
letter-word-sentence, punctuation, etc. |
|
b) Predictable Charts:
class responds to frame sentence |
+ read chart – each child reading
their own sentence as Teacher points
+ review what was done yesterday with cut up
sentences
+ each child receives own sentence, cut up in an
envelope ahead of time; they take out the slips
and put their sentence in correct order (later
on in the year, children will cut up their own
sentences)
+ glue completed sentence at bottom of paper,
illustrate it in space above
+ all pages are combined into a class book |
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Thursday |
|
Warm-Up |
Phonemic Awareness -
oral language |
+ work on specific phonemic
awareness activities with single focus for the
day
+ review & play with Popcorn Words |
|
Focus Poem |
read Poem from poster or pocket
chart |
print awareness:
look for
+ difference between letters, words, sentences
+ count the words in a given line
+ look for long/short words
other activity choices:
+ match the word with a picture
+ match the word
+ match the focus letter |
|
Letterwork |
a) ABC Cheer |
+ ABC songs – choice
+ reread ABC Reader |
|
b) Letter flashcard |
+ review focus letter’s
flashcard, review all others |
|
c) beginning sound picture cards |
+ what letter does ____ begin
with?
+ chosen for letters already covered in class |
|
d) Letter Show’N Tell |
+ items brought by students
are shared and recorded
+ read names of those sharing tomorrow |
e) Letter Scrapbook Page
|
+ penmanship/art page for each
letter (saved and put into an alphabet book for
the year); page is dated to show progress of
work |
|
Nursery
Rhyme
Fun |
learning rhymes in fun ways
|
+ review previous rhymes (all
tied to focus letters)
+ learn new one (should be saying it all week
orally – today looking at the print in a chart
or sentence strip form)
+ work in Mother Goose Book (color page, puzzle
page – i.e. dot-to-dot, maze, matching, etc.)
+ simple art project for each rhyme |
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Friday |
|
Warm-Up |
Phonemic Awareness -
oral language
|
+ work on specific phonemic
awareness activities with single focus for the
day
+ name games (see Tuesday for ideas) |
|
Focus Poem |
read Poem from poster or pocket
chart
|
+ reread poem with chart; then by
memory – ask for volunteers if any
+ review old poems if time
+ illustrate poem page for their Poem Folders |
|
Letterwork |
a) ABC Cheer
|
+ choice of chants or songs |
|
b) Letter flashcard |
+ review focus letter’s
flashcard, review all letter flashcards |
c) Picture Sorts
|
+ sort pictures to beginning
letter cards (use letter pockets or letter
necklaces) |
d) Letter Show’N Tell
|
+ items brought by students are
shared and recorded
+ count & total number of focus letters in list
for the week (record at the top of the chart &
put that number on ABC Line) |
e) ABC Reader
|
+ final practice of Letter Reader
(will color/draw in book & take home today to
read to parents)
+ add Popcorn Words to Word Wall |
f) penmanship
|
+ review writing letter forms in
the air, on hands
+ I Can Write My Letters book (trace, write the
letters first, then color picture; add date) |
g) Homework
|
+ share homework page for
the letter - review instructions
+ will be in Boomerangs today, going home for
the weekend
+ award stickers/ prizes from Treasure Box as
needed for returned Homework |
|
Writing |
whole group writing lesson, then
individual work
|
+ model simple writing process
(come up with an idea, draw a picture, write
about it by writing down the letters you hear)
+ types of writing activities: frame sentences,
writing folders (draw, write in Kid Writing,
adult writing underneath, read together, date
it), journals |
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Here are some details on what some of our other Language
activities look like
- and I hope to include a few pictures of things I use. |
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Phonemic Awareness:
My biggest resource is Phonemic Awareness in
Young Children by Marilyn Jager Adams.
I've also collected lots of information from workshops, other teacher
language books, and online information as well.
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Resources |
Links |
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Phonemic Awareness
in Young Children
~ Marilyn Jager Adams |
Phonemic Awareness
~ Jo Fitzpatrick |
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Phonemic Awareness
Activities for Early Reading Success
~ Wiley Blevins |
Phonemic Awareness
Activities & Games for Early Learners
~ Beth Anne Bray |
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Phonemic Awareness Activities
Songs That Build
Phonological Awareness
What Is Phonemic Awareness?
The Reading Treehouse
a site to spend
time in! Lots of information and actual activities
in simple form – good for communication with parents
Reading Rockets: Phonemic Awareness
see other language
topics such as Phonics
Phonemic Awareness from
BalancedReading.com
check
out links to reading list and teacher
resources as well
The Importance of Phonemic
Awareness in Learning to Read
More Phonemic Awareness Activities
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Phonics:
My best resource has been Phonics From A to Z, A
Practical Guide by Wiley Blevins.
I have the first edition, but am thinking about getting the second
edition
because it has been so helpful to me. |
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Resources |
Links |
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Month-By-Month
Reading, Writing, and Phonics for Kindergarten
~ Dorothy P. Hall |
Making Words,
Kindergarten
~ Dorothy P. Hall |
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Phonics From A to Z
~ Wiley Blevins |
Word Learning, Word
Making, Word Sorting
~ Judy Lynch |
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Kindergarten Resources for Phonics
Practice
- loads of links
A Parent's Guide to Reading
in Kindergarten
Balanced Literacy Background Knowledge
- research findings
Phonics In Depth
-
from ReadingRockets.com
Billy's Phonics Games
Phonics Projects
Language Arts Online Games
- big collection in variety of Language skill
areas
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Shared Reading:
This
is from the Building Blocks program and one I try to follow
with a big book
or a poem that goes with the theme or the
letter.
I. Before
Reading
* building prior knowledge
* connecting personal experiences to the story or poem
* learning new vocabulary
* activities:
- Cover Talk (look at the cover illustration, title,
predicting what the story is about, author/illustrator)
- Picture Walk (looking at some of the pictures inside,
predicting what is going on)
- Retelling (class tells what happened first, in the middle,
at the end with or without looking at the pictures)
- Presenting the Props (using props to retell the story –
children will be able to “do the book”)
II. During
Reading
* reading the book more than once
* shared, choral, or echo reading may be a part of this
stage
* tracking is modeled
* activities:
- Read Aloud (reading the book with full expression)
- Choral Reading (whole class reads the book with teacher)
- Reading to Guess the Covered Word (cover an important word
to see if the class knows it as they read the page)
- Echo Reading (teacher reads a line, class repeats the
line)
- Reading and Thinking Aloud (after a page or two, pause and
ask questions about what will happen next)
- Highlighting (finding specific words - animal names,
rhyming words ,etc – asking how they found the word)
- Shared Reading (class reads the repetitive line as it
comes in the story)
- Doing the Book (pass out the props and have class take
turns acting out the story)
III. After
Reading
* focus on comprehension and understanding through
discussion and/or asking questions (the five w’s, story
elements)
* focusing on specific words, letters and sounds
* activities:
- Discussion
- Writing down responses of children (webbing, charting,
brainstorming)
- Retelling the story
- Making Words (word families of highlighted words)
- Writing and Drawing (children draw a picture of a favorite
part of the story and write about it)
- Finding and Writing (find the rhyming words, make a list)
- Categorizing (labeling lists of words form the story)
- Sequencing
- Summarizing (write about the characters, setting,
beginning, middle, and ending of the story)
- Word Talk (talking about
specific sentences, words, letters and sounds)
Shared Reading
I
try to choose one predictable big book to do each week. I
look for books with simple text, repetitive sentence
patterns and good pictures to support the text. Here is a
look at what a week of shared reading looks like:
Day
1:
Build prior knowledge. Look at book cover. Name, title and
author. Make predictions about what the book will be about.
Take a picture walk discussing illustrations. Teacher reads
the book to students for pleasure.
Day
2:
Review the story. Teacher reads with pointer, tracking
words. Identify the character, setting, author,
illustrator, problem in the story. Teacher reads the book
again and the students may join in if they are able.
Day
3:
Teacher reads story, the children read with teacher as they
are able. Various activities may take place on these days,
either in the whole group setting or in small groups at
center time. Here are some of the possibilities:
Graph something from the story, act out the story or re-tell
it with story necklaces, draw your favorite part of the
story, look for rhyming words, count the words on each
page...look for long words and short words, clap syllables,
sequence the story, stamp the story, make an art project to
go along with the story, guess the covered word, echo read,
choral read, listen to the book at the listening center, do
an "alpha-box." An alpha-box is a box drawn on paper. It
may have as many squares as you would like, such as four.
Write a letter in each box. Children help you think of
things or words in the story that start with that letter.
You may have them help you write and/or draw in each box.
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Writing:
I've relied on 2 resources
for my writing planning ~
"Writing to Read in Kindergarten - Exploring the Power of
'Kid Writing'" from
a great workshop by Julie Lay & Nellie Edge
and Kid Writing by Eileen G. Feldgus
(as well as several other great workshops I've attended) |
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Resources |
Links |
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Never Too Early to
Write
~ Bea Johnson |
Kid Writing
~ Eileen G. Feldgus |
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Teaching the
Youngest Writers
~ Marcia S. Freeman |
Teaching Beginning
Writing
~ Jo Fritzpatrick |
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Teaching Young
Writers
~ Lola Schaefer |
Getting the Most Out
of Morning Message and Other Shared Writing Lessons
~ C.D. Payne |
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Reading and Writing
in Kindergarten
~ Rosalie Franzese |
The New Kindergarten
~ Constance Leuenberger |
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Handwriting Worksheets & Printable
Activities
Printing Readiness
– printables for lines, curves – great practice
Mini Office Pages from Teaching From
the Heart
– printables included, variations shown
Mini
Office
– from Kinderbears – with downloads
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There are so many wonderful activities to do!
Time is so short so I can’t get to all I would like,
but I do try to pick the best that have worked for me
and TRY to keep them simple and fast moving without losing
any kids along the way!
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Environmental Print: |
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Resources |
Links |
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Environmental Print
in the Classroom
~ Jennifer Prior |
Everyday Literacy
~ Stephanie Mueller |
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Environmental Print Ideas and Links
Environmental
Print Book
abc
listing of candy wrappers
(go to
www.bradkent.com
then click on "Wrappers" tab at the top)
– actual photos – good for environmental
print activities
* just click on a letter
Logos
– for Environmental Print activities
More
Environmental Print ideas
– check it out!
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