September - November Literacy Events
Most recent listed first.
Date:
Thursday,
November 30
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Shared
Reading: Charts
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Review
I Like peaches.
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Shared
Reading: Predictable Books
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We
read Miss Polly Had a Dolly
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Independent
Reading
|
Dear
Girls and Boys, Today is Thursday, November 28, 2000.
This is the last day of November. Wow!
Are you ready for December?
Yes No
Love, Mrs. H.
|
|
Daily
Routines
|
Read
names on cubbies, coat hooks, placemats, etc.
|
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Play
Writing
|
Conclusion
of hospital in playhouse with children writing
prescriptions and charts for patients.
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Signatures
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Printing
names on all art and craft items.
|
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Notes
|
We
practiced rhyme words and more children are confident
enough that they can have fun making silly or nonsense rhymes
as well as real ones.
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Date:
Wednesday, November 29
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Shared
Reading: Charts
|
Review
Father Bear, Father Bear What Do You See?
|
|
Shared
Reading: Poems
|
I
encouraged children who wanted to “read” a nursery rhyme
picture chart to do so while I turned the video camera on.
We nearly had all the children involved when we realized the
camera was not functioning properly.
We will need to borrow
another camera and repeat this again.
|
|
Independent
Reading
|
Dear
Boys and Girls, Today is Wednesday, November 29.
Yesterday, we had Cameron’s birthday.
Did you like his cup cakes?
Yes No
Love, Mrs. H.
|
|
Daily
Routines
|
Reading
helping hands, name tags, cubby boxes, placemats for
snack. (It is
interesting to note that those children assigned to the
job of passing out placemats are now becoming conscious of the
names on them and frequently try to place their friends placemat
near to their own placemat).
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|
Writing
Centre
|
Children
were encouraged to make a sign for their creative
art pictures which incorporated their name:
Michael’s boat or
Matthew’s snowman. Children
were encouraged to try to
anticipate which letter was needed next if they could isolate
the sounds or if not, when the teacher isolated them.
Many
children were able to handle this.
|
|
Signatures
|
Print
names on all art and crafts.
|
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Other
Literacy Experiences
|
We
viewed a video of Little Red Riding Hood which had sign
language actions incorporated into the story line.
Many children
were fascinated with these actions which were introduced before
the story and they used in the story and finally reviewed at the end.
A growing number of children are trying to sign to the little girl
in my class that cannot speak.
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Date:
Tuesday, November 28
|
Read
Aloud Stories
|
Mrs.
Jarosche read a variation on the three little pigs
|
|
Shared
Reading: Charts
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Review
Once There Was a Princess
|
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Independent
Reading
|
Dear
Girls and Boys,
Today is Tuesday, November 28, 2000.
Today is Cameron’s birthday. He
is 5 years old.
Happy Birthday, Cameron.
Love, Mrs. H.
PS. Will we eat cup cakes?
|
|
Daily
Routines
|
We
are beginning our last week of Show and Tell ABC Object
Book where each child has a turn (weekly during the month of
November) to bring something for our big book that can be
left on the page with the letter that it starts.
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Signatures
|
Names
printed on all art and craft work.
I again explained to
children that their name on the back of the picture helps a
volunteer file their paper in their own portfolio.
Now that they have
all had a chance to show their file folder to their parents during our
student led conferences, the reasoning is logical.
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Other
literacy experiences
|
I
drew a picture of a clown on a chalkboard and erased parts of
him as I read a silly poem, which incorporated rhyme words:
e.g. he can’t hear…if we erase his ear.
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|
Notes
|
Magic
Words – After reading the old sight words we added
Dad and love
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Date:
Thursday, November 27
|
Read
Aloud Stories
|
Our
volunteer visitor, Mrs. Trifunski read the big book, “Starfire”.
|
|
Shared
Reading: Poems
|
Share
the nursery rhyme, Little Jack Horner.
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Independent
Reading
|
Dear
Girls and Boys, Today is Monday, November 27, 2000.
Let’s go to the music room for music today.
Susan is coming. Hooray!
Love, Mrs. H.
|
|
Daily
Routines
|
Reading
charts, names on nametags, cubby boxes and placemats
|
|
Signatures
|
Most
children worked at a special centre for improving letter
formation with letters from their own name.
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Notes
|
Magic
Words – we read all the sight words we had collected
last week
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Date:
Friday, November 24
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Shared Reading:
Charts
|
We looked at a
recipe and added the ingredients to make
MMM-marvelous mini muffins as our Kindercook experience
today.
|
|
Independent Reading
|
Dear Girls and Boys,
Today is Friday, November 24, 2000.
We will cook today. Love,
Mrs. H.
Did you bring show and tell?
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|
Daily Routines
|
We read our names on
the helping hands, coat hooks and
cubby boxes. We count on
the calendar. Our show and
tell is
focused on bringing flat objects for our Show and Tell ABC
book. This helps us hear
the sounds of the individual letter at
the beginning of each word.
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Play Writing
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Children at hospital
(play house) are writing prescriptions.
|
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Signatures
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Children are working
at improving their signatures
|
|
Notes
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Reread magic words
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Date:
Thursday, November 23
|
Read Aloud Stories
|
We read the Paul
Galdone version of Three Bears.
|
|
Shared Reading:
Charts
|
Review Papa Bear
Papa Bear What Do You see?
|
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Shared Reading:
Songs
|
We reviewed Once
there was a Princess as a song-play.
|
|
Independent Reading
|
Dear Girls and Boys,
Today is Thursday, November 23, 2000.
We are learning the 3 Bears Rap.
Love, Mrs. H.
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|
Daily Routines
|
We read our names on
the helping hands, name tags and coat
hooks
Our Show and Tell book continues
|
|
Writing Centre
|
We finished the
little reading books at the book making/writing
Centre.
|
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Signatures
|
We practiced
printing our names on art work and craft activities
|
|
Notes
|
We reread our magic
words
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Date:
Wed., November 22
|
Shared Reading:
Charts
|
We reviewed Jack and
Jill. We learned Papa Bear,
Papa Bear,
What Do You See? (I see
Mama Bear looking at me…)
|
|
Shared Reading:
Songs
|
We reviewed our new
rap of the Three Bears.
|
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Independent Reading
|
Dear Girls and Boys, Today
is Wednesday, November 22, 2000.
Yesterday, Gisela's Puppets came to our school.
Did you like Rascal? Yes No
Love, Mrs. H.
PS Did you bring show and tell?
|
|
Daily Routines
|
We are still reading
our name and those of some of our
classmates
On cubby boxes, coat hooks and name tags.
We print our own
names on artwork and crafts that we make.
Show and tell in our ABC book continues each day
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|
Writing Centre
|
We are working on
numeral formation.
|
|
Written
Communication to friends
|
One of the children
wrote and drew a picture for the puppet lady
from yesterday. We will
mail it to her along with a photo of the two
of them.
|
|
Notes
|
We reviewed rhyme
words as we drew a clown on a chalk board
|
Date:
Tues., November 21
|
Read Aloud Stories
|
Our visitor, Gisela, presented the story of the Goldilocks and the
Three Bears; and the Three Pigs.
|
|
Shared Reading:
Charts
|
We reviewed the
chart I Like Peaches
|
|
Shared Reading:
Poems
|
We chanted the poem
about 3 Little Monkeys Jumping on the
Bed
|
|
Independent Reading
|
Dear Girls and Boys.
Today is Tuesday, November 21, 2000.
Today Gisela's Puppets are coming to do a show.
Love, Mrs. H.
P.S. Today is Lorie's Birthday.
Happy Birthday Lorie!
|
|
Daily Routines
|
Read helping hands,
calendar numbers and words, coat hooks
and Cubby boxes
Every day from Tuesday to Friday, five children bring Show and
Tell. This month we are
making a show and tell book with objects
that we can find around our house.
We need to tell what letter the
object starts with…and help find that page in our Show and Tell
ABC book. We have seen
yellow yarn, beautiful butterfly,
nine noodles, etc.
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Date:
November 20
|
Read Aloud Stories
|
We read the big book
of When Goldilocks went to the house of
the Bears (oh what did her two eyes see?)
|
|
Shared Reading:
Charts
|
Review Jack and Jill
and match words cards to word strips
|
|
Independent Reading
|
Dear Girls and Boys,
Today is Monday, November 20, 2000.
Today we will have Zianna's cup cakes.
Love, Mrs. H. P.S. Can Susan use the music room today?
YES NO
|
|
Daily Routines
|
Read names on
cubbies, coat hooks, helping hands and
nametags…
|
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Writing Centre
|
Book making
continues with little nursery rhyme booklets
|
|
Signatures
|
Names on art work
and crafts
|
|
Notes
|
We read our magic
words and added Wow.
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Date:
Friday, November 17
|
Shared Reading:
Songs
|
Continue Once I was
a Princess as a song and
dramatization
(the children do not seem to tire of this)
|
|
Independent Reading
|
Good Morning!
Today is Friday, November 17, 2000.
Today is Earl Buxton's birthday.
Will we eat cupcakes? Yes No
Love, Mrs. H.
|
|
Daily Routines
|
Reading helping
hands and counting on the calendar
|
|
Book Making Centre
|
Choices:
all previous little booklets available for
making and
reading
|
|
Signatures
|
Names on all art and
crafts
|
|
Written
Communication to friends
|
Children continue to
write prescriptions at the Hospital/play
house centre
|
|
Notes
|
We reread our Magic
Words and added: is & today
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Date:
Thursday, November 16
|
Read Aloud Stories
|
Read “Nursery
Rhymes,” a collection of eight rhymes
|
|
Shared Reading:
Songs
|
Read Once There Was
a Princess…
|
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Independent Reading
|
Good morning! Today
is Thursday, November 16, 2000. Lorie
and Celine are away today. Love, Mrs. H.
|
|
Daily Routines
|
Reading helping
hands and counting on calendar continue
every
day.
|
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Book Making Centre
|
Little booklets –
Continue Hickory Dickory Dock and
introduce
Hey Diddle Diddle
|
|
Signatures
|
Names on art work
and crafts. I worked with a
few children
reinforcing correct pencil holding position and correct formation
of several difficult letters in their name.
|
|
Notes
|
I asked children to
spell their first name today and only one child with ESL problems could
not
completely succeed…but even he gave me initial three
letters
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Date:
Wed., November 15
|
Read Aloud Stories
|
Mrs. Word, a
character/visitor, read a selection
of three books to the class and played a word game
|
|
Shared Reading:
Poems
|
We read/recited
several nursery rhymes to Mrs. Word
|
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Shared Reading:
Songs
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Once There Was a
Princess
|
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Independent Reading
|
Good morning! Today
is Wednesday, November 15, 2000.
Mrs. Word will read today. Hooray!
Love, Mrs. H.
PS Our buddies are coming after recess.
|
|
Daily Routines
|
Continue to read
helping hands and count on the Calendar
|
|
Book Making Centre
|
Little booklets –
Hickory Dickory Dock
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Notes
|
We reviewed our
Magic Words
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Date:
Tuesday, November 14
|
Read Aloud Stories
|
Librarian read
Gingerbread Baby by Jan Brett
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|
Shared Reading:
Charts
|
Review Round is an
Apple
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Shared Reading:
Poems
|
Jack and Jill in
pocket chart
|
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Shared Reading:
Songs
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Once There Was A
Princess
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Independent Reading
|
Good morning!
Today is Tuesday, November 14, 2000.
Mrs. Jarosch will read to us today. Hooray!
Love, Mrs. H
|
|
Daily Routines
|
Names read from
cubby boxes, coat hooks, and name
Tags.
|
|
Book Making Centre
|
Continue Humpty
Dumpty booklets
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Signatures
|
Names on art and
crafts
|
|
Notes
|
We added several
words to our collection of
Magic Words: words we want
to learn to read:
Besides I, we put in a, up, cat, dog, Mom and Wow
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Date: November 13
|
Read Aloud Stories
|
Our visitor read
When the Earth Wakes by Ani Rucki
|
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Shared Reading:
Poems
|
Jack and Jill with
little word cards in the pocket chart
|
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Shared Reading:
Songs
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Once There Was A
Princess. We acted it out
as we sang twice.
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Independent Reading
|
Morning Message:
Good Morning.
Today is Monday, November 13, 2000.
Did you have a good weekend? Yes
No
Love, Mrs. H.
|
|
Writing Centre
|
Continued at booklet
making with little booklet, Humpty Dumpty.
|
|
Signatures
|
Children are
encouraged to print their name on all their art work
and papers.
|
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Language Experience
|
Books in the
hospital/play house centre are referred to by the
doctors and nurses to figure out the extensions to their jobs.
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Notes
|
I interviewed most
of the children today and I will continue
tomorrow to determine which children can naturally produce
rhyme words from a prompt.
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Friday, November 10
______________________________________________________________________________________
Reading - message: Dear Boys and Girls, Today
is Friday, November 10, 2000. Today we will have a special assembly.
Did you bring Show and Tell?
____________________________________________________________________________________
Reading : charts : We reviewed Jack and
Jill word strips and started to match little word cards below each word in the
strips. Then we reread both. We read/sang Once There was a Princess
(based on Sleeping Beauty) and discussed how we could act it out.
______________________________________________________________________________________
Reading: Today we started a collection of
words that we know how to read. Using a shower curtain ring, and some
strips of card with a hole punch in each, I prepared the first word: I.
I told the children that it was probably the easiest word to read because the
name was the same as what it said. We practiced pointing to ourselves
and saying I am Mrs. H....or their own name...(We will collect other key
words/magic words/ or special words throughout the year. I keep them close
to the reading books on a special hook.)
____________________________________________________________________________________
Writing: Names and signatures: on all
pictures/ crafts and take home material. When Grace could not find the
Canada flag she had made, I showed her one with no name on it and wondered out
loud if that one was hers. She thought not, because she said she put her
name on it. No other flag was missing or found. She may have the
unnamed one...
__________________________________________________________________________________
Writing: Booklets: conclude Jack and Jill
booklets, as well a choosing to remake either of the earlier booklets
introduced. I suggested that children might like to make one to leave at
school so that they could read it to their parents at Student Led Conferences
later this month.
__________________________________________________________________________________
Writing: Several children took
small chalk boards to practice writing numbers.
__________________________________________________________________________________
Notes: We had a big discussion of
war and peace. Silas was concerned and indeed frightened as soon as I
mentioned war. I had to calm him before I could go on, but I wanted the
children to know that the soldiers that had fought in World War I and II
helped keep Canada more peaceful. I stressed that we want all people to be
safe and happy. We made a Canada flag as our follow-up craft and sang O
Canada both in our class and in the assembly later in the gym.
___________________________________________________________________________________
Thursday, November 9
______________________________________________________________________________________
Reading message: Dear Boys and Girls, Today
is Thursday, November 9, 2000. Will we sing Happy Birthday today?
Yes No Who brought Show and Tell? (I incorporated the birthday
question because one of the children predicted that every sentence will have a
yes answer, as it did every other day this week)
____________________________________________________________________________________
Reading charts: We tried to read
Jack and Jill sentence strips when they were scrambled. We reorganized
them and tried again...It definitely pleased the children that they knew the
order. We introduced the chart/song Once There Was a Princess. I
have colour coded the lines that repeat throughout the song (i.e.., Long , long
ago is purple in each verse)
_____________________________________________________________________________________
Reading books: Reread Brown Bear, Brown Bear
with a small group of children. Many of the children want to read this by
themselves and they are doing so in a memory/recall reading, but with lots of
expression and super confidence.
______________________________________________________________________________________
Writing: Name/ signature on all crafts and
pictures.
____________________________________________________________________________________
Writing: The student nurse on a wellness
practicum from Grant MacEwan set up a hospital in the play house.
The children are encouraged to write prescriptions and to prepare a phone list
for patients.
__________________________________________________________________________________
Notes: Many of the children choose to
do a connect the dots 1 - 10 to make the well that Jack and Jill got their water
from I had to explain what a well was to more than one child....
__________________________________________________________________________________
Wednesday, November 8
______________________________________________________________________________________
Reading message: Dear Boys and Girls, Today
is Wednesday, November 8, 2000. Will we eat Michael's cup cakes today?
Yes No Who brought Show and Tell?
____________________________________________________________________________________
Reading charts: Jack and Jill four word
strips are in our pocket chart today. We read the strips in order from top
down
______________________________________________________________________________
Reading books: Each child that makes a little
nursery rhyme booklet is encouraged to read the booklet, tracking from top to
bottom, and left to right. The phrase "The End" is built into
each booklet, and I remind the child that he or she knows what that says.
_______________________________________________________________________________________
Writing: Name/signature on all crafts and
pictures. I introduced the formation of the number 9 on a chalk board.
All the children wrote in the air, starting at the top and continuing.
__________________________________________________________________________________
Writing: Books: continue little
nursery rhyme booklets: The Jack and Jill booklets were available
today, along with any of the other ones introduced this week and last.
__________________________________________________________________________________
Notes: Some of the homework Math Packs
that we are sending home this month have the Jack and Jill booklet with an
activity to measure water in little containers. The experiment/project
asks them to mix some baking soda and vinegar and report what happens.
This is causing great excitement in this months reports from parents.
(Last month they graphed the color of Smarties in a tiny box and sorted buttons
after reading about Corduroy's lost button)
__________________________________________________________________________________
Tuesday, November 7
______________________________________________________________________________________
Reading message:
Today is Dear Boys and Girls, Today is
Tuesday, November 7, 2000. Did we like Alexis' cupcakes? Yes
No. Who brought Show and Tell? (I listed the children's names
from the raised hands, and then referred to this list to call children in turn
for show and tell.)
____________________________________________________________________________________
Read Charts: Review Jilly Jilly Jumpkin;
review Jack Be Nimble and Little Miss Muffet
______________________________________________________________________________________
Read books: Librarian read The Three Little
Pigs
________________________________________________________________________________________________
Writing: name/signature on all crafts and
pictures
__________________________________________________________________________________
Writing - booklets: continue little reading
books with own name printed at back. On the chalk board I showed the
children how to make a number 8. We all tried in the air. We
verbalized, start at the top and go around like a snack then back to the top.
I reminded the children that they may have learned to write an 8 like two
circles but that in kindergarten we would try to write like the grade ones and
form the 8 properly. Writing in the air camouflages lots of mistakes...
__________________________________________________________________________________
Notes: We concluded an assessment of all
children yesterday and today, to survey which letters of the alphabet that they
know in upper and lower case format. We used small magnetic letters that
they could touch and handle as opposed to just referring to printed letters on a
flat paper surface. I know I cannot take credit that many children know
most of the letters, we have not done a lot of letter work yet. They
have been learning abc's at home over the past year...
__________________________________________________________________________________
Monday, November 6, 2000
______________________________________________________________________________________
Reading - message : Dear Boys and Girls,
Today is Monday, November 6, 2000. Today is Alexis' birthday. Will
we eat cup cakes? Yes No
____________________________________________________________________________________
Reading - charts: review White Ghost
White Ghost. Review Little Miss Muffet and introduce nursery rhyme, Jack
Be Nimble
______________________________________________________________________________________
Reading - books: After reviewing story of
Little Red Hen from last week, Read Little Red Hen Makes Pizza. Children
learn to make their own little reading booklet for Jack Be Nimble and read it to
someone. Then take it home and read it to someone else.
____________________________________________________________________________________
Writing - name/signature: on all crafts and
pictures/ paintings etc.
__________________________________________________________________________________
Writing - booklets At this point the
writing centre is a reading book making centre with children learning the
sequence to fold three times, open the sheet, refold once, snip along a partial
line, refold, and refold. It makes an 8 page booklet with the nursery
rhyme print on the pages. The children are printing their name at the back
(after the words, the end)
__________________________________________________________________________________
Notes: Show and Tell this month is taking the
form of children bringing something to class what starts a letter of the
alphabet. We suggested that this first week, the children bring something
that starts with the same letter as their name, but no real restrictions exist.
When a child brings the small object and shows, and tells, we then attach it to
one of the pages in our big Show and Tell Object Book. This month long
project is our first attempt of the year to focus on phonological awareness.
__________________________________________________________________________________
Date:
November 3
|
Shared
Reading: Predictable Books
|
The
Bread Lady read “Little Red Hen”. (A different
Version than we had read yesterday).
|
|
Independent
Reading
|
Today
is Friday.
The Bread Lady has come to help make bread.
|
|
Language
Experience
|
We
learned so much about making bread –
the ingredients, the sequence, and lots of protocol
( wash your hands and keep them clean…)
|
|
Notes
|
Today
was also a pretty different sort of a day, with the entire
day devoted to making bread…
|
Date:
Thursday, November 2
|
Shared
Reading: Predictable Books
|
Read
Little Red Hen, a big book version.
|
|
Shared
Reading: Poems
|
Review
Little Miss Muffet
|
|
Independent
Reading
|
Today
is Thursday.
Mrs. Hoekstra is at a meeting today.
Our teacher today is Mrs. Baboneau.
|
|
Writing
Centre
|
We
continued learning how to fold and make a little nursery
rhyme booklet of Little
Miss Muffet. It is the
first of a series of
rhyme books that we will make this month.
|
Date:
November 1
|
Shared
Reading: Predictable Books
|
We
read In the Dark Dark Woods
|
|
Shared
Reading: Poems
|
We
reread I Like Kids
|
|
Independent
Reading
|
Today
is Wednesday. Yesterday
was Halloween.
Did you have fun last night?
Yes No
|
|
Writing
Centre
|
Our
writing centre is a book making centre this month.
We start with the little booklet for Little Miss Muffet this week.
Children are going to learn to fold and snip a single page of
paper to make an eight page booklet that they are expected
to practice reading. (…at
least going from front to back, top
to bottom and left to right) All
these booklets are to be taken
home to “read” to mom
and dad.
|
|
Signatures
|
We
printed our name on the drawings we made about last
night. Also other art and craft items were labeled.
|
Date:
Tuesday, October
31
|
Read
Aloud Stories
|
We
read Pumpkins and Apples
|
|
Shared
Reading: Songs
|
We
practiced singing It's Halloween Tonight.
|
|
Independent
Reading
|
Today
is Tuesday. Today is
Halloween.
We will have fun today.
|
|
Signatures
|
Put
name on tail for Pin the Tail on the Cat.
Then we could identify whose tail was in the funniest
place.
We clapped for the one on the ear, the one on the foot and
the one on the ground.
|
|
Notes
|
Today
was a party from start to finish and had little
resemblance to a regular day of kindergarten.
|
Date:
Monday, October 30
|
Shared
Reading: Charts
|
We
read White Ghost, White Ghost, What Do You See?
|
|
Shared
Reading: Predictable Books
|
We
introduced : One, Two
A child said Boo…3, 4… (a
homemade version)
|
|
Shared
Reading: Songs
|
We
sang with our music therapist:
All around the circle…
|
|
Independent
Reading
|
Today
is Monday.
We will get ready for our party tomorrow.
|
|
Daily
Routines
|
Print
name on art and craft work. Read
names on helping
hands, cubby boxes and coat hooks.
Count numbers on
calendar.
|
|
Writing
Centre
|
Continue
pumpkin/Halloween books.
|
Friday,
October 27
This
is a Professional Development Day. No
children
Thursday,
October 26
______________________________________________________________________________________
Reading
message: Today is Thursday.
We will have a special snack day.
Tomorrow is No School.
____________________________________________________________________________________
Reading
charts: Read 1,2 a child said
boo. We used the small word
cards to match and cover the words on the strips
_____________________________________________________________________________________
Reading
-books I asked
children to help me choose which story book I should read today.
I showed the covers of three likely ones and they selected one
______________________________________________________________________________________
Writing:
Name/ signature on all crafts and pictures.
____________________________________________________________________________________
Writing:
booklets - Continue My Halloween Words booklet (in shape of
pumpkin). Some children to
finish their Count of Halloween booklets from yesterday.
__________________________________________________________________________________
Wednesday,
October 25
______________________________________________________________________________________
Reading
message: Today is Wednesday.
Happy Birthday, Ganit. Who
is 5 years old?
____________________________________________________________________________________
Reading
charts: We reread 1, 2 a
child said boo; and reread Listening from a few weeks ago
______________________________________________________________________________
Reading
books: In the Dark, Dark
woods
____________________________________________________________________________________
Writing:
Name/signature on all crafts and pictures.
We also signed our names on our Count of Halloween booklets
__________________________________________________________________________________
Writing:
Introduce My Halloween Book at writing Centre.
Whole class to do Count of Halloween book - most children completed
all six pages
__________________________________________________________________________________
Tuesday,
October 24
______________________________________________________________________________________
Reading
message: Today is Tuesday.
Today is Buddy Day. Hooray!
____________________________________________________________________________________
Read
Charts: Read 1, 2 a child
said boo (I used long strips
in the pocket chart) I also
have shorter word cards that match. We
will introduce those later this week.
______________________________________________________________________________________
Read
books: 1, 2 a child said boo. Our
library tech read a Halloween book to the class:
Zoom, Broom. It
featured lots of opportunity for voice changing.
Children were enraptured.
____________________________________________________________________________________
Writing:
name/signature on all crafts and pictures.
We signed our names on the letter to Fountain Tire
__________________________________________________________________________________
Writing
- booklets: orange booklets,
again
__________________________________________________________________________________
Writing-letters:
We wrote the second thank you letter to the Travis, the mechanic at
Fountain Tire
________________________________________________________________________________
Notes:
While writing I talked about what word I was printing.
I continued to comment on fitting the words into the spaces (I
can't fit it in this line, I should start on the next)
and going from left to right.
________________________________________________________________________________
Monday, October 23, 2000
______________________________________________________________________________________
Reading
- message :
Today is Monday. What
workers did you see on our trip? We
looked at the pictures from the digital camera and decided to write a
thank you letter to one of our destinations.
____________________________________________________________________________________
Reading
- charts: 1, 2 a child said
boo. Also reviewed I like
Apples; we reread our apple graph and then compared it to the one from the
other morning class. ______________________________________________________________________________________
Reading
- books: Five Little
Pumpkins, a big book (homemade)
____________________________________________________________________________________
Writing
- name/signature: on all
crafts and pictures/ paintings etc. Everyone
signed their name on the thank you letter to Elizabeth at McDonalds
__________________________________________________________________________________
Writing
- booklets: writing booklets
- Orange booklets - draw three or more things that are orange.
I encouraged those children who seemed interested to try to write
the word orange on each page, or even the whole phrase "orange
pumpkin" or "orange cat" etc.
For others, especially
those having pencil grip or letter formation problems, I scribed the whole
phrase.
__________________________________________________________________________________
Notes:
We wrote a thank you letter to McDonalds for hosting us on our
field trip last week. I made
a point of telling the children that some words were long...that I was
filling out one line and going to start the next...
__________________________________________________________________________________
Friday,
October 20
______________________________________________________________________________________
Reading
- message: Today we are going
on a bus. (a field trip to
Riverbend Square - Safeway, Fountain Tire, McDonald's and the Library)
____________________________________________________________________________________
Reading:
book with librarian
____________________________________________________________________________________
Writing:
recording what kinds of food we found that belonged to different
food groups
__________________________________________________________________________________
Notes:
The trip was very successful.
I'll recommend Tom the meat cutter at Safeway, Travis at the garage
who set out tools for kids to touch, he guided kids to use this pneumatic
drill to take tire off, etc. Elizabeth
at MacD onald's
took five kids at a time behind the scenes so we could see what
workers in Riverbend do; If you are going you might want to consider Carol
at the Medi Centre. We didn't
go this year because she does the field trip on her day off and we weren't
able to arrange the other places then.
___________________________________________________________________________________
Thursday,
October 19
______________________________________________________________________________________
Reading
message: Today is Thursday.
Who are the people in your neighbourhood?
____________________________________________________________________________________
Reading
charts: Review "I Like
Peaches" (Most children
seem to have the left to right; top to bottom progression in chart reading
now....
_____________________________________________________________________________________
Reading
books: Reread Brown Bear,
Brown Bear
______________________________________________________________________________________
Writing:
Name/ signature on all crafts and pictures.
A few children are using a pencil grip to help them position their
fingers. I help a few
children with formation of a letter by running my finger on their back so
they can feel it through their body to their very finger tip.
____________________________________________________________________________________
Writing:
conclude purple writing booklets.
I introduced writing the three easiest numbers on chalk boards:
1, 7 and 4. Focus on
start at the top.
__________________________________________________________________________________
Wednesday,
October 18
______________________________________________________________________________________
Reading
message: Today is Wednesday.
Who are the people in your neighbourhood?
We sang my sweat shirt which had a fireman, a policeman, a baker and a
doctor on it (old Sesame St. song)
____________________________________________________________________________________
Reading
charts: review favorites, including 1,2 Buckle My Shoe
______________________________________________________________________________
Reading
books: Volunteer read
"What's my job?" (a riddle book) with half the class
I
shared 10 copies of a magazine with the other half class.
We did picture reading with a cartoon picture of a dog surprised to
see a fat mouse in his dog food bowl (food all gone) while a cat is
giggling at the whole scene. Another
page featured a photo scene of a class on a field trip to a hospital while
a nurse and other adult looking at a child on a bed, with four or children
with paper nurses hat sitting on the floor watching and listening.
Another page featured dotted lines for the children to follow from
left to right and along regular paths.
(I have several different editions of this magazine to use
throughout the year)
____________________________________________________________________________________
Writing:
Name/signature on all crafts and pictures
__________________________________________________________________________________
Writing:
continue colour booklets
__________________________________________________________________________________
Notes
Small groups of children worked with a parent playing ABC bingo,
practice in recognizing letters of the alphabet.
__________________________________________________________________________________
Tuesday,
October 17
______________________________________________________________________________________
Reading
message: Today is Show and
Tell.
____________________________________________________________________________________
Read
Charts: Introduce I Like (I
like peaches, I like pears, I like sitting on the stairs)
with 4 other verses
______________________________________________________________________________________
Read
books: Librarian read
something (I guess I wasn't
paying attention again...)
____________________________________________________________________________________
Writing:
name/signature on all crafts and pictures
__________________________________________________________________________________
Writing
- booklets: continue colour
booklets
__________________________________________________________________________________
Monday,
October 16, 2000
______________________________________________________________________________________
Reading
- message :
Today is Jani's birthday. She
is 5 years old. Who else is
5? (We predicted and then
asked children if we had been right in our guesses).
____________________________________________________________________________________
Reading
- charts: Review Gobble,
Gobble
We re-read the Apple Graph that we had made a few weeks ago...focus on
more than, less than
We performed Turkey Tango for our music therapist, Susan, who visits every
Monday.
______________________________________________________________________________________
Reading - books: Harold and
the Purple Crayon ____________________________________________________________________________________
Writing
- name/signature: on all
crafts and pictures/ paintings etc.
__________________________________________________________________________________
Writing
- booklets: writing booklets
- I Like the Colour, Purple. I
am scribing "purple ______" for each object drawn.
I empower each child to read this book to someone who would like to
hear them...i.e.: their dad or
mom
__________________________________________________________________________________
Notes:
Show and Tell this week continues with five children each day
taking turns sharing something brought from home.
I had asked parents to practice helping their child say at least
three things. Confidence is
good for most kids.
__________________________________________________________________________________
Date: Friday, October 13
|
Shared Reading: Charts
|
Read I Like apples
|
|
Shared Reading: Predictable Books
|
Ten Apples Up on Top
|
|
Independent Reading
|
Message: Yesterday was Apple Day.
Did you like the apple sauce?
|
|
Daily Routines
|
Reading helping hands, names over
coat hooks, cubby boxes and on name tags.
|
|
Writing Centre
|
continued apple books
|
|
Written Communication to friends
|
Which apple weighs more: I
modeled
drawing a yellow apple and writing 18 to indicate that Jani and I
thought the yellow apple "balanced" with 18 weights on
the other side.
|
Date: Thursday, October 12
|
Read Aloud Stories
|
Apples and Pumpkins
|
|
Shared Reading: Charts
|
ABC chart
Review I Like Apples. Children are
occasionally coming to this chart at play time to track along the
lines.
|
|
Shared Reading: Songs
|
review favorites
|
|
Independent Reading
|
Message: Yesterday was Apple Day.
What colour did you like best? Michael again wanted to say that
there was a mark to say it loud, but I explained that this one asks
a question. He is definitely tuned into those marks!!
|
|
Daily Routines
|
Helping Hands: I see children coming
to check regularly to see what they have to do. They can’t read
all the jobs, but they are definitely able to read their name.
|
|
Writing Centre
|
Continue apple books
|
|
Signatures
|
names on crafts and art work. I take
the time to show several children their memory book folder
(portfolio) and what is in it. I made a point of saying that their
name on the back of each sheet helped the mother volunteer to find
the right folder.
|
|
Notes
|
I got a colour printer today and it
works!! I want to start my photo display with pictures of the
children around the room. I can hardly wait for these to get done!
|
Date: Wednesday, October 11
|
Read Aloud Stories
|
Whose Mouse Are You by Robert Krause
|
|
Shared Reading: Charts
|
introduce I Like Apples
|
|
Shared Reading: Predictable Books
|
Five Red Apples
|
|
Independent Reading
|
Message: Yesterday we started Show
and Tell. Hooray! (Several remembered the Hooray from last week, but
one boy wanted to explain the ‘question mark’ at the end. We
discussed that a bit: yes it is a mark but an exclamation mark to
tell us to say it louder.)
|
|
Daily Routines
|
Reading names and signs around our
room - we added STORE above the playhouse.
|
|
Writing Centre
|
We have red, green and yellow apple
books. Some children choose to draw apple things; others wanted to
make yellow things in the yellow apple book.
|
|
Signatures
|
Children signed their name on the
apple graph to record if they like the red, green or yellow apple
best.
|
|
Dictated Language
|
Daniel asked me to write his
"story" in his apple book.
|
|
Notes
|
We recorded our response to each
apple taste on a sheet that had three apples and a happy face, a sad
face and a so-so face drawn beside each apple. It was a good chance
to discuss following along the line from the apple on the left to
the faces across the page.
|
Date: Tuesday, October 10
|
Read Aloud Stories
|
Librarian read What Mary Jo Shared (a
lead in to Show and Tell)
|
|
Shared Reading: Charts
|
We reviewed "Gobble,
Gobble"
|
|
Shared Reading: Songs
|
We sang We Give Thanks and Turkey
Tango
|
|
Independent Reading
|
Our morning message said,
"Yesterday was No School. Did you eat too much turkey?" We
looked closely at Y-E-S and N-O
|
|
Daily Routines
|
Reading names on coat hooks and cubby
boxes, name tags and helping hands. A few children are generalizing
from the first letter and making errors-i.e.. Guessing Michael when it
actually says Matthew
|
|
Writing Centre
|
We featured Yellow writing books in
the shape of a yellow crayon. Children choose to draw three or more
yellow things from objects and pictures on display.
|
|
Signatures
|
Signing a thank you card to our
principal who read to us last week.
|
|
Notes
|
I didn’t actually plan my morning
messages to have a pattern this week. But it worked out that
way...and I think it helped the kids when I repeated that Y-E-S
spells yes, and this word is Yesterday...I repeated this the next
day and by the third day most children were telling me that YES is
yes!
|
Date: Friday, October 6
|
Read Aloud Stories
|
lots of variety with buddies reading to
kindergarteners individually and then doing a turkey craft
|
|
Shared Reading: Charts
|
Review Gobble, Gobble
|
|
Shared Reading: Poems
|
Review: Round is..
|
|
Shared Reading: Songs
|
Reviewed Turkey Tango and Run Turkey
Run
|
|
Independent Reading
|
Message: Today is Read In. Our buddies
will come to read. Hooray!
|
|
Daily Routines
|
Finding our own coat hooks, cubby boxes
and name tags. Reading our helping hand names and the jobs to do
today.
|
|
Play Writing
|
The school photographer gave each child
a "ticket" to carry to the photo session and we pretended we
were distributing and later collecting tickets for a
"performance" (SMILE!)
|
|
Language Experience
|
Discussion of birds and whether a
turkey was a chicken, reinforcing all birds have specific features.
|
|
Letters
|
Children received and "read"
together the letter of thanks that the aide and I had written to each
of them: Turkey Talk... (a thank you note for working so well in
class)
|
Date: Thursday, October 5
|
Read Aloud Stories
|
visitor read If You Give a Mouse a Cookie
and reviewed it with some cut out pieces to sequence the events. (And a
cookie for everyone too!!!)
|
|
Shared Reading: Charts
|
Introduce Gobble, Gobble.. "a turkey
sat on the backyard fence... and sang this sad, sad..."
|
|
Shared Reading: Predictable Books
|
Introduced Brown Bear, Brown Bear. This
is my version with a picture of me as the teacher and former students on
the children page. The class was fascinated to see that this version had
the junior high visitor from Tuesday as a kindergartener. Later this
book was very popular at book time.
|
|
Shared Reading: Poems
|
reviewed One two buckle my shoe from
pocket chart
|
|
Shared Reading: Songs
|
We learned Turkey Tango for the first
time (this year)
|
|
Independent Reading
|
Message: Today is Read In: Mrs. Trifunski
will read today. Hooray!
|
|
Daily Routines
|
Finding our own coat hooks, cubby boxes
and name tags. Reading our helping hand names and the jobs to do today.
|
|
Reading/Writing Centre
|
colour words - read and mark with crayon
|
|
Signatures
|
print name on art work (lots of turkeys
today)
|
|
Notes
|
I am surprised by the progress two
children have made in name printing... phenomenal... Daniel who could
not do more than the wobbly D and a without reference to his name
tag...has progressed to a very careful but neat, legible, uniform and
accurate name printer.
Children remembered to check important
people chart to get clue to reading the message again today.
|
Date: Wednesday, October 4
|
Read Aloud Stories
|
Stone Soup and Button Soup (two versions
of original Stone Soup)
|
|
Shared Reading: Charts
|
ABC we read the letters and said the
picture slowly trying to match the name of the letter and the picture
word.
|
|
Shared Reading: Poems
|
introduce Gobble, Gobble
|
|
Shared Reading: Songs
|
Review We Give Thanks.
|
|
Independent Reading
|
Message: Today is Read In. Mrs. Sonnen
(principal) will read today.
|
|
Daily Routines
|
Finding our own coat hooks, cubby boxes
and name tags. Reading our helping hand names and the jobs to do today.
|
|
Writing Centre
|
Introduce 5 colour words at writing
centre
|
|
Signatures
|
names on back of crafts and pictures
|
|
Language Experience
|
discussion of a recipe
|
|
Notes
|
I suggested during morning message that
children refer to our important People chart to get a clue regarding
whose name was in the message.
|
Date: Tuesday, October 3
|
Read Aloud Stories
|
Visitor selection: Mercer Mayer, My dad
and me.
|
|
Shared Reading: Charts
|
Red Leaves and Yellow
|
|
Independent Reading
|
Message: Today is Read In. Visitors from
Junior High will read to us.
|
|
Daily Routines
|
Finding our own coat hooks, cubby boxes
and name tags. Reading our helping hand names and the jobs to do today.
|
|
Writing Centre
|
Continue brown writing books
|
|
Signatures
|
names on art and craft work
|
|
Language Experience
|
we looked at the original Stone Soup book
and compared it to yesterday’s video (identical)
discussions of fruit and vegetables.
Brainstorming for different examples
|
|
Notes
|
Several children suggested that I modify
the morning message to conclude with the word Hooray! (I did.)
|
Date: Monday, October 2
|
Read Aloud Stories
|
We used the video of Stone Soup to
introduce our project of
Kindercooking
later this week.
|
|
Shared Reading: Charts
|
"Listening"
|
|
Shared Reading: Poems
|
we reviewed Red Leaves and Yellow
|
|
Shared Reading: Songs
|
We learned the song "We Give
Thanks"
|
|
Independent Reading
|
Message: Today is Read In. Carolyn’s
mom will read to us.
|
|
Daily Routines
|
Finding our own coat hooks, cubby boxes
and name tags. Reading our helping hand names and the jobs to do
today.
|
|
Writing Centre
|
children made brown writing books and
drew several (3) things in it
|
|
Play Writing
|
children at the play house were writing
notes to use for shopping lists
|
|
Signatures
|
children signed letter to the Park
workers if they had not done so last week, and we mailed the letter
|
|
Dictated Language
|
several of the children at the writing
table asked for help dictating what they had drawn in their writing
book
I
Like the Colour Brown
|
|
Notes
|
A big project today was doing a cut and
paste activity to match words and phrases and some letters on to a
song sheet for our new song, We Give Thanks. We were able to sing/read
back our page later:
We give thanks, (pasted as three word
strips)
We give thanks, (pasted as individual
letters)
We give thanks (printed by kids
themselves)
for friends and food. (Pasted as a
single strip)
|
Date: Friday, September
29, 2000
|
Read Aloud Stories
|
Red Leaf, Yellow Leaf
|
|
Shared Reading: Charts
|
Reread Red Leaves and
Yellow
|
|
Shared Reading: Poems
|
Review Round is an
Apple
|
|
Shared Reading: Songs
|
Review traffic lights
songs and Goodbye...
|
|
Independent Reading
|
Today is
Daniel's birthday. He is 5. |
|
Daily Routines
|
find name tags, coat
hook names and cubby box names
Reading Helping Hands, calendar, Review reading the days of the
week.
Reviewed game "I Spy with my little eye..."
|
|
Writing Centre
|
Conclude little red
booklets.
|
|
Signatures
|
print name on own craft
work
|
|
Dictated Language
|
reread
yesterday's dictated letter Add decorations to it. |
|
Language Experience
|
Discuss our
favorite characters in books we know. Take suggestions of
Clifford, Arthur, curious George and Franklin. Ask
children which one they like the best. Design a picture to
display on Read In week poster for library. |
Date: Thursday,
September 28, 2000
|
Shared Reading:
Charts
|
Review
1, 2 Buckle my Shoe |
|
Shared Reading:
Predictable Books
|
Reread
A Hunting we will go |
|
Shared Reading: Poems
|
Review Round is an
Apple
|
|
Shared Reading: Songs
|
Red
Leaves and Yellow |
|
Independent Reading
|
Autumn Leaves, a
homemade book, I had made a few years ago
Message: Today Mrs. T is visiting us.
|
|
Daily Routines
|
find name tags, coat
hook names and cubby box names
Reading Helping Hands, calendar,
|
|
Writing Centre
|
Red booklet writing
was offered but not many children chose it today
|
|
Signatures
|
print name on own art
work
|
|
Dictated Language
|
We talked
about and then dictated (I scribed) a thank you letter to the
workmen at Hawrelak Park. we reread it and signed it
from the Kindergarten Children at Earl Buxton |
|
Language Experience
|
"debriefing"
of trip to park yesterday; big discussion of what to expect
when Mrs. Hoekstra will be away tomorrow |
|
Notes
|
Highlight
of today was the magic of rubbing leaves with the broad side
of a crayon to make a paper copy |
Date: Wednesday, September
27, 2000
|
Shared Reading: Poems
|
Here is the Beehive
|
|
Shared Reading: Songs
|
Sing: If you're
happy; traffic light song; Wheels on the Bus; and Goodbye My
Friends, Goodbye (in sign language)
|
|
Independent Reading
|
Discussion of sentence on
white board: Today is our field trip. We are going on a bus.
|
|
Daily Routines
|
find name tags, coat hook
names and cubby box names
Reading Helping Hands, calendar,
|
|
Play Writing
|
names on
own crafts |
|
Language Experience
|
Realizing that what we
talked about yesterday really happened today. We came into
the class as usual, but we did not take off our coats nor did we
put on our inside shoes. we took attendance and then went to
the bus. Moms road in cars and we rode in the bus. We
walked in the park, fed the ducks, collected acorns ate snack and
played on the equipment.
|
|
Notes
|
the
weather was unbelievably great, especially after yesterday's fog. |
Date: Tuesday, September
26, 2000
|
Read Aloud Stories
|
Clifford's first Autumn
|
|
Shared Reading: Charts
|
Red Leaves and
Yellow reading the words |
|
Shared Reading: Poems
|
Here is
the Beehive |
|
Shared Reading: Songs
|
Red Leaves and
Yellow singing the words |
|
Independent Reading
|
Message:
Today is Library Day. Mrs. Jarosch will read to us. |
|
Daily Routines
|
find name tags, coat hook
names and cubby box names
Talk about days of week and sing song Monday, Tuesday...etc
Reading Helping Hands, calendar
|
|
Writing Centre
|
Continue little red
booklets
|
|
Signatures
|
print name on own art
work
|
|
Language Experience
|
discuss procedures for
bus behavior and expectations on a field trip with our own mom or
somebody else's.
|
|
Notes
|
We
tackled a sewing project needle, yarn and Styrofoam meat tray with
pre-drawn leaf and prepoked holes. The in and out action is
good eye-hand coordination training with a new media. |
Date: Monday, September
25, 2000
|
Read Aloud Stories
|
The
Library Dragon |
|
Shared Reading: Charts
|
We reread the Listening
poem
Introduce word red in written and sign language format
|
|
Shared Reading: Songs
|
Red Leaves and Yellow;
Goodbye my Friends Goodbye, visiting music therapist taught
a song Five in a Bed.
|
|
Independent Reading
|
Message of the day: Today
is Music Day. Susan will sing with us. Hooray!
|
|
Daily Routines
|
find name tags, coat hook
names and cubby box names
Reading Helping Hands, calendar
discuss red things around us
|
|
Writing Centre
|
Writing three red things
in a red (crayon shaped) book
|
|
Signatures
|
print name on own art
work
|
|
Dictated Language
|
One or two children asked
for dictation in their red book or at the art easel
|
|
Language Experience
|
Talk about woods, leaves
and why trees drop their leaves...tried to get beyond
"because
|
Date: Friday, September 22,
2000
|
Read Aloud Stories
|
A-Hunting We will Go
|
|
Shared Reading: Charts
|
1,2 Buckle My Shoe in forward
mode
|
|
Shared Reading: Poems
|
Review Round is an Apple
|
|
Shared Reading: Songs
|
Review traffic lights songs
and Goodbye...
|
|
Independent Reading
|
We looked at the poem about
listening again and at some of the words that we had circled or boxed
yesterday. I asked the kids to try to remember what they said. Many of
us forgot. But we did find ‘I’, and with some prompting,
‘and’. More children seemed to read with me as I lead the oral
reading.
|
|
Daily Routines
|
find name tags, coat hook
names and cubby box names
Reading Helping Hands, calendar, Review reading the days of the week.
Review that Daniel’s birthday is right below today...next Friday
|
|
Writing Centre
|
Conclude little animal
booklets.
|
|
Signatures
|
print name on own craft work
|
|
Dictated Language
|
Benjamin asked me to write
three dinosaur words on his picture. (He may have been inspired by my
shirt.)
|
|
Language Experience
|
Hooray. Today is a BEARY good
day. I explained the joke of this phrase on our bookmark handout. (It
had a picture of a bear on it)
|
|
Notes
|
We had a discussion about why
you don’t run away from your teacher and the rest of the class while
a fire drill is on...Michael was upset that I told him not to run
around the no parking sign while we waited in the cold with the rest
of the school...(they return bell took for ever to ring)...I only had
to run 25 feet to tackled him before would have managed to reenter the
school. We had a long hug...
|
Date: Thursday, September 21,
2000
|
Shared Reading: Poems
|
Review Round is an Apple
|
|
Independent Reading
|
We looked at a poem about
listening and tried to find any words we knew: I, the, me. Some of the
kids wanted to name letters they knew...I accepted that and told them
what the letters around it said as a whole word. I think I have few or
no readers at this point....
|
|
Daily Routines
|
find name tags, coat hook names
and cubby box names
Reading Helping Hands, calendar,
|
|
Writing Centre
|
Children used wipe off cards
with their own name to trace and copy their name. We praised and
evaluated level of performance. We tried to point out one letter or one
formation for improvement and asked each child (one on one) to practice
it for a minute or two.
|
|
Signatures
|
print name on own art work
Visiting retired k teacher pulled four children to work again on their
name printing. Direct instruction and praise evident.
|
Date: Wednesday, September 20, 2000
|
Read Aloud Stories
|
We Share Everything, by Robert
Munsch
|
|
Shared Reading: Charts
|
1,2 Buckle My Shoe in
rearranged order (rhymes stay intact)
Review ‘Stop’ in sign language and written letters
|
|
Shared Reading: Poems
|
Review Round is an Apple
|
|
Shared Reading: Songs
|
Review traffic light song
|
|
Independent Reading
|
Discussion of sentence on white
board: Today Jonathan’s dad will visit.
|
|
Daily Routines
|
find name tags, coat hook names
and cubby box names
Reading Helping Hands, calendar, Start reading the days of the week
|
|
Writing Centre
|
Encourage children to write
stop and go
|
|
Signatures
|
print name on own art work
|
|
Language Experience
|
Review emergencies and fire
drill. Talk and walk through our first drill (our class only)
|
Date: Tuesday, September 19, 2000
|
Read Aloud Stories
|
read individually by parent or
other adult
|
|
Shared Reading: Charts
|
ABC chart ‘talking’ the
letters and picture clue
|
|
Shared Reading: Songs
|
What do you do when the light
turns green?
|
|
Daily Routines
|
find name tags, coat hook names
and cubby box names
Reading Helping Hands, calendar
Discuss how many more days until Daniels’s birthday
|
|
Writing Centre
|
Continue little jungle booklets
|
|
Play Writing
|
delivering letters to play
house continued with encouragement to make special letters, as volume of
mail was staggering to house kids, I encouraged those making, to make
something special.
|
|
Signatures
|
print name on own art work
|
|
Language Experience
|
Discussion of fire drill
procedures
|
Date: Monday, September 18, 2000
|
Read Aloud Stories
|
Individually by children’s
grade four buddies.
|
|
Shared Reading: Charts
|
1, 2 Buckle my shoe...in a
pocket chart. We reorganized the strips and read the couplets in other
order but always read top to bottom.
Introduce word ‘Stop’ in written and sign language format
|
|
Shared Reading: Songs
|
ABC; Goodbye MY Friends
Goodbye, visiting music therapist taught a finger play about 5 little
bees.
|
|
Independent Reading
|
Message of the day: Today is
our Buddy Day.
|
|
Daily Routines
|
find name tags, coat hook names
and cubby box names
Reading Helping Hands, calendar
discuss what 2 letters our name starts with
|
|
Writing Centre
|
Making Jungle books from
prefolded and stapled booklets, drawing or more recently stamping
pictures and writing.
|
|
Signatures
|
print name on own art work
|
|
Dictated Language
|
One or two children asked for
dictation in their free choice writing book "My Jungle
Animals"
|
|
Language Experience
|
Discussion of emergency/safety.
Building the rational for knowing what is reasonable
|
|
Letters
|
Children in the playhouse
started receiving rubber stamped notes from children at the writing
centre. Excitement grew with each delivery.
|
September 15, 2000
|
Read Aloud Stories
|
We Share Everything, by Robert
Munsch
|
|
Shared Reading: Charts
|
1,2 Buckle My Shoe in backwards
order (rhymes stay intact)
|
|
Shared Reading: Poems
|
Review Round is an Apple
|
|
Shared Reading: Songs
|
Willoughby Wallaby Woo (play
with names)
|
|
Independent Reading
|
Discussion of sentence on white
board: Today is our Terry Fox Run.
|
|
Daily Routines
|
find name tags, coat hook names
and cubby box names
Reading Helping Hands, calendar
|
|
Writing Centre
|
Making little booklets. Draw
own pictures of animals. Teacher to scribe names or other dictation. Ask
children to help with the first letter....if they know it.
|
|
Signatures
|
Individual practice and
instruction on one item in their name that may need improvement.
We worked on wipe off cards with child's name pre-printed. For
some children I focused on pencil grip; for others the size of small
letters; for others, where to start a small a...
|
|
Language Experience
|
Discussion of what Terry Fox
video told us
|
|
Notes
|
We made name
collages today to have children carefully highlight their name with
beans, seeds, macaroni, and glitter. Its sort of a reading
activity but I wasn't sure where I wanted to put it. |
September 14, 2000
|
Read Aloud Stories
|
Owen by Kevin Henkes
|
|
Shared Reading: Charts
|
1,2 Buckle My Shoe in
reorganized order
|
|
Shared Reading: Songs
|
Goodbye MY Friends Goodbye
|
|
Independent Reading
|
Find the letter on the ABC
chart that your name starts with (some children wanted to show and say
both initials)
|
|
Daily Routines
|
find name tags, coat hook
names and cubby box names
Reading Helping Hands, calendar
|
|
Writing Centre
|
Making little booklets. Draw
own pictures of animals. Teacher to scribe names or other dictation.
Ask children to help with the first letter....if they know it.
|
|
Signatures
|
print name on own art work
|
|
Language Experience
|
Discuss some vocabulary from
Owen: handkerchief, vinegar, (I can't remember the other ones...)
|
Date: Friday, September 8, 2000
| Read Aloud Stories |
The Cake that Mack
Ate |
| Shared Reading |
Charts Reread
"Round is an Apple" - discuss what looks the same in each
line
Songs Review: "Purple Stew" |
|
Independent Reading
|
Read own name on
the art/placemat picture that had previously been written by the
teacher |
|
Daily Routines
|
find name tags,
coat hook names and cubby box names
Reading Helping Hands, calendar, discuss what letter our name
starts with (attendance) |
| Writing Centre |
Write your name to
sign a special letter |
| Play Writing |
In play house, one
child mailed a "letter" of rubber stamped animal pictures to
the other "inhabitants" We thanked him and he went to
work to write some more. |
| Language
Experience |
discuss what you
think will come next in Cake that Mack Ate.
Make a note of the author's name |
Date: Thursday, September,
7, 2000
| Read Aloud
Stories |
Miss
Bindergarten Goes to Kindergarten |
| Shared Reading |
Charts Introduce
"Round is an Apple"
Songs Review favorites: Twinkle, Twinkle And "ABC
Song"
introduce it with sign language. Also introduce
"Purple Stew" |
Daily Routines |
find name
tags, coat hook names and cubby box names
Reading Helping Hands, calendar, discuss what letter our name
starts with |
| Writing Centre |
Using rubber
stamps to illustrate an adventure story (oral)
Signatures print name on hat/visor |
| Dictated
Language |
At art easel one
child told about his picture as I
scribed |
| Language
Experience |
discussion of
how we each got ready for school today
before looking to see what Mrs. Bindergarten and her class did |
|
|
|
