Daily Plan-Final

Monday
Time
8:40am to 8:50am (10 minutes)
Food Group
Detailed Plan
Arrival & Songs Once the bell rings, the students will line up outside of the Senior Kindergarten entrance/exit and they will enter the school. The students will hang up their jackets and belongings at their cubbies in the hallway located just outside of the classroom. The students will enter the classroom when they are ready and they will sit in a circle on the carpet. They will sing with the teacher until all students have entered the classroom and are sitting on the carpet. Concepts of Morning Message Print Objective: To introduce students to high frequency words (sight words). The Morning Message will demonstrate the Spelling & features of written language, including how text is Word Study organized, as well as teach common spelling patterns and word families. Letter-Sounds & Phonics Description: The students will read the Morning Message displayed on Phonemic the SMART Board and will recognize the red and green, Awareness high frequency words by sight. Students will be asked to count the red and green words on the board. Once they have counted the high frequency words, they will raise their hand to share their number. When everyone is ready, the teacher will go around the circle and ask students how many red and green words they counted. If a student is far off (i.e. she/he counts 40 sight words instead of 20, they will be asked to count again). The teacher will then ask the students to count the red and green words together as a class. After they say the final number, the teacher will then ask a student how to write the number on the board. If the student doesnt know how to write it, the teacher will prompt him or her. After the teacher has written the number of high frequency words on the top of the Morning Message, she will then go around the circle and ask each child to read a sight word out loud as she points to it. Please note that common sight words are written in red,
and the new high frequency word(s) of the week is written in green. As students become more familiar with the green word(s), they eventually turn to red and a new green high-frequency word is introduced. All other words are written in black. Here is the morning message for today: Good Morning SKs, I hope you all had a wonderful weekend. It is nice to see your smiling faces back at school this morning. The theme of the week is Community Helpers! Community helpers are people who work to make the community a better place. All of the people in a community help in some way and we will learn more about what they do this week. Lets make today a great Monday! Love, _________. Since today is the first day with the new sight word, students will be told what it is and will be asked to practice it altogether. The is the new word of the week. Students will eventually come to know this sight word as the bite the tongue word because that is what you do when you say the word The. This helps students remember what to do when they see this word. Instead of asking the kids to sound it out when they encounter the t-h-e word, the teacher will say, Its the bite the tongue word. Do you remember how to say it? Children should know right off the bat what that means and be able to say it from memory. ELL: Students will be provided with support in counting the high frequency words as well as reading their individual sight word to the class. After the Morning Message is done, the teacher will review the daily schedule and take attendance. Silly Sound Attendance Objective: To introduce a new sound and motivate students to play with the sounds in words by creating silly names. At this stage of development, appropriate phonemic awareness
instruction uses chants, poetry, songs, and rhymes to engage students curiosity about language (Yopp & Yopp, 2000). Description: The teacher will review the sound of the week by pronouncing the sound as a class and having students pay close attention to how it is formed with the mouth. She will explain that they will be creating silly names with the sound of the week. This week the sound will be D. The teacher models how to put the sound of the week at the beginning of each students name. For names that start with consonants, you can switch the initial sound (i.e. Sarah-Darah), but for names beginning with vowels, you can just add the consonant at the beginning (i.e. Allison-Dallison). Go around the circle and have each student say his or her new silly name. If they are having difficulty, ask the rest of the class to help. After the class understands how to make their silly names, the class sings the attendance song using their new names. The teacher will then do her usual attendance procedure, calling on students with their new silly names (LitDiet, 2014). We chose to incorporate this activity into our morning routine because phonemic awareness is a priority at Stage 0. We want to take advantage of every minute of everyday, and feel as though using this powerful recipe turns such a mundane event into something so meaningful. Rationale: We chose to incorporate this activity into our morning routine because phonemic awareness is a priority at Stage 0. We want to take advantage of every minute of everyday, and feel as though using this powerful recipe turns such a mundane event into something so meaningful. Assessment: The teacher can use the phonemic awareness checklist (located in Appendix D) to assess students progress in the phonemic awareness food group. She can make notes on which students are easily able to identify the sound of the week and put it at the beginning of their name,
and which have difficulty. ELL: Students will be provided with support in determining their silly name. Additionally, the teacher should be sure to practice the attendance song in advance before expecting the student to sing it independently. 9:00am to 9:40am (40 minutes) Motivation for Literacy Knowledge Building Concepts of Print Vocabulary Text Structures and Genres Oral Language Daily 5: Read to Self: I-PICK lead up lesson Objective: review the 3 ways to read a book build new vocabulary surrounding the community helpers theme as well as learn the meaning of the words purpose and interest introduce students to a variety of reading materials and describe the purpose of these reading materials Materials: chart paper, marker, different types of shoes, variety of reading materials (stories, novels, magazines etc.), Whose Hat is This by Sharon K. Cooper Description: Students have been working with the Daily 5 program since the second week of school, the first week focused on classroom routines, and community building activities. Students are already very familiar with: 3 ways to read (read the pictures, read the words, retell the story) Why we read (1. To become better readers and writers, 2. It is fun!, 3. It makes us happy!, 4. Practice skills, 5. Work on fluency) Expectations during Read to Self Book Nooks- appropriate places to read and as a class we are at 2 minutes of Building Stamina We are in our second week of working with the Daily 5! Today students will be introduced to the I-PICK chart, which is a guide for picking appropriate books.
Students will review the three ways to read a book. The teacher will model, reading the pictures during the read aloud. The lesson will begin with a read aloud of Whose Hat is This by Sharon K. Cooper. The teacher will guide the students to think about which community helper each hat belongs to A hard yellow hat, who do you think might wear this one!? The class will have a discussion about why this particular community helper might need a hat like the one just described, emphasizing the PURPOSE of the different hats. The teacher brings out the different pairs of shoes (boots, slippers, running shoes, flip flops), just like the different hats in the read aloud have a purpose, different shoes have a different purpose. Students turn to their elbow partner to discuss the purpose of different kinds of shoes they see in the middle of the circle. The discussion then relates the purpose of different pairs of shoes to the different types of books we have. Each pair of shoes has its purpose. I would not wear my flip flops to go gym class! Just like choosing which shoes to wear for which activity, we also have a purpose when we choose a book. We may want to read a book to learn something. Which of these books would I pick if I wanted to learn about trucks? Or we may want to read a book just for fun! Everyone has a different book that INTERESTS them. Our interest is what we like, I like dogs so I may want to read this book that tells me all about different kinds of dogs. The teacher then brings out the I-PICK chart (refer to appendix E). Remember when I said that you will be able to pick books for your book bins all by yourself? After our lesson tomorrow you will be able to pick one new book for your book bin! But first we need to learn how to pick books our books. What are the two new words that we learned about books today? (INTEREST, PURPOSE). Teacher
reviews the first three steps of the I-PICK chart. Students then quickly review the correct model for when we Read to Self and students go to the Book Nooks. Today students continue to read to self, and the task is to read a book that interests them. The stamina goal is 2-3 minutes. Set the timer to three minutes. If ANY students disrupt the class, get up, or stop reading, ring the chime to signal that it is time to check-in. The goal is to train students muscle memory to make good choices while reading. Check in: review the rules and expectations. Ask students to put thumbs up on their heart if they believe they tried with all their hearts. Thumbs sideways on their hearts if they believe they could try harder. Congratulate the students on the amount of time they were able to build their stamina today!
Curriculum Expectations: Language - As children progress through the Full-Day Early Learning-Kindergarten program, they will: (1.4) Follow and provide one- and two-step directions in different contexts (1.5) Use language in various contexts to connect new experiences with what they already know. (1.7) use specialized vocabulary for a variety of purposes (1.10) orally retell simple events and simple familiar stories in proper sequence (2.1) demonstrate an interest in reading (2.2) identify personal preferences in reading materials (2.3) demonstrate an awareness of basic book conventions and concepts of print when a text is read aloud or when they are beginning to read print (2.4) respond to a variety of materials read aloud to them (2.6) use prior knowledge to make connections (2.9) retell stories, in proper sequence, that have been read by and with!the ELK team, using pictures in the book and/or props (3.1) begin to use reading strategies to make sense of
unfamiliar texts in print ELL: During independent reading time the teacher is able to conference with students who are ELL as well as work with small groups. This is an opportunity for students to develop oral language. 9:40am to 10:00am (20 minutes) 10:00am to 10:15am (15 minutes)
RECESS
Oral Language Snack Snack provides opportunities for students and teachers to engage in meaningful, authentic conversation
GYM Senior Kindergarten students will receive Physical Education instruction from the gym teacher in the gymnasium. Teacher Prep-Time Motivation for Activity Time Literacy Objective: To give students the freedom and responsibility to choose their own activities and play alongside their Oral Language classmates in a friendly, comfortable environment. Activity and ELL Time is a great opportunity for children to develop their self-regulation, which is an area of development that will be Knowledge assessed during this time (see Appendix D). Building Description: Writing Activity time in Senior Kindergarten is much like free time Conventions or choice time. Please see our Floor Plan to learn all about the centers that the children can go to during Activity Time. Vocabulary One important rule that the students need to remember during Activity Time is that there is a maximum of 4 people Concepts of at one center at a time. When a student wants to go to a Print new center, they must raise their hand and tell the teacher that they would like to leave. The teacher will grant Reading Fluency students permission to change activities. Students must play & Expression at a center for at least 10 minutes before they are allowed to leave. If a student isnt working well at a station or isnt Reading behaving, the teacher will choose which activity they will go
Comprehension Strategies Writing Processes & Strategies
to next. The class is aware that when a student needs to work with the teacher (small groups or one-on-one), they are allowed to save their spot at the center they are working at (unless they want to leave) and they are free to return. Rationale: We have learned in our program that the importance of play to young childrens healthy development and learning has been documented by research. Yet, it is easy for play to disappear from kindergarten programming due to busy schedules and adhering to curriculum expectations. Students in our Senior Kindergarten class will have the opportunity to engage in play for at least 45 minutes every day. This is because we are aware that children learn so much through play and exploration, exercising their bodies, and using their imaginations. At times, children will be removed from their play to work in small groups or one-on-one with the teacher (i.e. to work on printing, story plays, worksheets, etc.) However, the maximum amount of time they will be taken away from play each day is 15 minutes. Assessment: Teachers can use the Numerical Scale Method to assess a childs self-regulation (Appendix D) during Activity Time. Teachers can also assess for organizational skills, initiative, and responsibility using the Checklist that can also be found in Appendix D. Story Play Scripts Objective: To challenge students to create a story around a central theme and think about the beginning, middle, and end. As they talk about the storys events, students will practice their visualization skills. Description: Students will have ample opportunity to draw a picture with markers in the Art center on an 8 ! by 11 piece of white paper. They are encouraged to draw a picture that will represent a story that will eventually be acted out with a few of the other
students in the class (the actors). When they are done their picture, they will place it in the Story Play bin located on the shelf by the block center. During any Activity Time time slot, the teacher will pull the student aside and work with him or her on writing their Story Play. The child will be asked to think like a director and tell the teacher what is going on in the picture/story. The child (or director) is allowed to include up to 5 characters or actors in his/her Story Play. As the child talks about the story, the teacher will write the Script out on another piece of paper that will be attached to the childs drawing. The students may wish to incorporate the community helpers theme into their Story Plays especially this week. The community helper word wall (see Appendix E) will help students generate their characters and get their ideas flowing around what the characters will do throughout the story. When the script or story is complete, the teacher will keep the childs work until the next Story Play time slot. This is where the student will have their story acted out in front of the class with some students acting as the characters from their story.
Assessment: Observe and make both short and anecdotal notes throughout the writing process. ELL: Teacher will use the word wall to help these students develop a story. Students will be supported in writing their Story Plays with prompts and sentence starters. Story Plays Objective: To motivate students to create a story that will eventually be acted out by students in the class as a play. Description: When a Story Play is complete (i.e. the teacher has sat down the with the student during Activity Time to write out the script of what is happening in their drawing), the student will have their story acted out in front of the class.
11:45pm to 12:00pm (15 minutes)
Motivation for Literacy Oral Language and ELL Knowledge Building Writing
Conventions Vocabulary
Students will sit in the Story Play Stage and Movement Area located in the center of the classroom (see floor plan). They will sit in a semicircle, to form a pretend stage that the actors and director will perform on. The teacher will choose a Story Play and call up the director (the student who drew the picture and wrote the script) to the front of the stage. The teacher will announce each character that the director incorporated into their Story Play. The director will get to choose whether they would like to be in the Story Play performance. He or she can choose the character that they would like to be. Then, the teacher announces another character in the story and asks a student in the audience if he/she would like to be that character. To give students in the audience an equal opportunity to participate and to prevent any arguments, the teacher starts at one end of the semi-circle and asks the child if they would like to be the character that she has announced. If they do not want to be an actor in the Story Play, they can say pass. The teacher will then ask the next child who is sitting beside the student who said pass, and the pattern will continue. Once all of the characters have been announced, and the actors are up on the stage, the Story Play begins! The teacher prompts the audience to say Lights, Camera, Action! and the Story Play begins. The teacher reads the script/story out and the actors use actions to represent what the teacher is saying. At the end of the story, the actors make a line, hold hands and take a bow. The audience claps and the actors sit back down in their spots. Another Story Play is selected and acted out with different actors from the audience. Teachers can usually have 3 to 4 Story Plays performed within the Story Play time slot.
Rationale: This activity integrates art, drama and literacy
by having students create a play based on their drawing and having it acted it out by students in the class. It encourages students to write and create stories around a central theme. This is a motivation for literacy especially when the students get to see their story come to life. Students who otherwise wouldnt choose this activity will feel motivated to write a Story Play after they see other students plays being acted out. ELL: The teacher can help students understand how to act out parts of the story through modeling and prompting. 12:00pm to 12:15pm (15 minutes) 12:15pm to 12:45pm (30 minutes) 12:45m to 1:15pm (30 minutes)
LUNCH LUNCH RECESS

Motivation for Literacy Oral Language and ELL Vocabulary Reading Comprehension Strategies Quiet Time: The Wonderful Wizard of Oz After the students return from lunch recess, they will lie down with their assigned pillow and rest while they are read a novel. For the first 5 minutes of Quiet Time, the students are to lie down silently and the teacher will turn on a singing snow globe. This gives students a chance to relax and unwind after recess. When the snow globe stops signing, the teacher will begin the novel read aloud. This month the class will be reading The Wonderful Wizard of Oz by Frank Baum. Throughout the read aloud, students are encouraged to ask questions regarding the contextual language (i.e. vocabulary and sentence structure) as well as story construction (ideas, sequence, structure). The teacher should use the think-aloud strategy to activate and build schema. According to Debbie Millers Book, Reading With Meaning, think alouds are a wonderful way to show our students how to build schema, but we must be careful when we do this. We must be deliberate. Our think alouds must be genuine, with precise language, and with thoughtful responses (Miller, pg. 54-57).
With proper planning the teacher should think about the following questions before using the think aloud strategy during the reading of the Wizard of Oz: What do you want the students to understand about this strategy? Of the places in the text where I could authentically think out loud, which two or three would best illustrate my point? The teacher should make these plans before beginning Quiet Time, thinking about what will be said and how. As you teach the students to think through the reading of The Wizard of Oz during Quiet time, encourage students to respond using this terminology: When I read [or heard] these words it reminded me of or When I saw the picture of it made me think about After 25 minutes, the children will be asked to put their pillows away and sit in a circle on the carpet. The teacher will then show the students the pictures that were in the chapters that she read during quiet time. During this time, the children are invited to raise their hand to ask questions, state their observations about the pictures, or make predictions about the story.
Rationale: Quiet Time is placed after lunch recess every day because it is important that the students have a consistent time after lunch where they can relax and listen to a good story. It is a good idea for the teacher to select a novel for this time because this allows students to really think about the words being read to them and visualize what may be happening in the story. As indicated above, Quiet Time is a great time for teachers to model the think aloud strategy. Teachers should encourage the students to raise their hand and share a connection they have made and explain why they are thinking about that connection. This is because it is important for teachers to become aware of what is going on inside the minds of the students. When the students are shown the pictures in the chapter at the end of quiet time, this helps students validate what they have visualized and support their comprehension of the story.
Curriculum Expectations: Language - As children progress through the Full-Day Early Learning-Kindergarten program, they will: (1.5) Use language in various contexts to connect new experiences with what they already know. (1.6) Use language to talk about their thinking, to reflect, and to solve problems. (1.9) Describe personal experiences, using vocabulary and details appropriate to the situation. (2.3) Demonstrate an awareness of basic book conventions and concepts of print when a text is read aloud or when they are beginning to read print. (2.4) Respond to a variety of materials read aloud to them. (2.5) Make predictions regarding an unfamiliar text that is read aloud, using prior experience, knowledge of familiar texts, and general knowledge of the word around them. (2.6) Use prior knowledge to make connections. (2.7) Use illustrations to support comprehension of texts that are read by and with the EL-K team. (2.10) Retell information from non-fiction materials that have been read by and with the EL-K team in a variety of contexts. (3.1) Begin to use reading strategies to make sense of unfamiliar texts in print. (5.2) Communicate their ideas verbally and non-verbally about a variety of media materials. 1:15pm to 1:45pm (30 minutes) Motivation for Literacy Structures and Genres Vocabulary Concepts of Print Writing Work With Writing: Mailbox Activity Materials: chart paper, marker, large envelope Objective: Model daily 5 reading strategies Introduce new vocabulary surrounding the theme of the week Model writing conventions when writing a letter Set the tone for the theme and get students excited about it (ie. surprise visitor at the end of the week) Description: Read Helpers in the Community by Bobbie Kalman
Conventions Writing Processes & Strategies
I will use the same strategies we used this morning during our Daily 5 to read this book. What does the picture in the front show us? There is someone holding a dog, who do you think she might be? (Vet) What about the man wearing this hat and holding the what is this red thing called? (Firefighter, fire extinguisher) This woman is wearing white and has something around her neck, who might she be? (A doctor) Does anyone know what she has around her neck? This is a tricky word. A stethoscope lets all say stethoscope slowly. Now really quickly. Now in a squeeky voice. A low voice. The doctor uses a stethoscope to listen to our hearts. Ask students to feel their hearts. What are all these people called? (Community Helpers). And this week we are learning all about community helpers. Today we are going to write a letter asking our community helpers to come visit our class, and maybe one of them will write back and let us know whether or not they can come visit us. Ill put our mailbox back where it belongs (students have already been introduced to the classroom mailbox). We will write this letter together, but maybe during activity time you would like to write your own letter to a community helper. Teacher demonstrates and emphasizes on appropriate writing conventions as well as those specific to a letter. ie. How should we start our letter? We usually begin a letter with Dear or To and then write to the person we are sending it to. Do we write a big D or a small d How do we end a question (squiggly line and a dot at the bottom- question mark! lets all make a question mark in the air). How do we end a letter? We usually write from or love and then sign our name. Today during snack you can come sign your name at the end of the letter if you would like (most children will be eager to practice their name in a context like this). Read the letter out loud as a class
Rationale:
Motivation for literacy is s key ingredient at all levels however especially important at this age, when students are just beginning to learn about the purpose of reading and writing. Providing students with authentic, engaging experiences with reading and writing can instill a life long love of literacy. In this activity the teacher models and reviews reading strategies. She also introduces students to a new text structure and motivates students to write their own letters using the classroom mailbox. Accommodations Using visuals, gestures and clear instructions Repeating words using various voice tones Modeling writing Accepting all forms of writing in the letters that students write, pictures are also a way to express ourselves Curriculum Expectations: As children progress through the Full-Day Early Learning-Kindergarten program, they will: (4.1) demonstrate an interest in writing 4.2 demonstrate an awareness that writing can convey ideas or messages (4.3) write simple messages (4.4) begin to use classroom resources!to support their writing (4.5) experiment with a variety of simple writing forms for different purposes and in a variety of contexts (4.6) communicate ideas about personal experiences and/or familiar stories, and experiment with personal voice in their writing Science: Casting Shadows Across Literacy and Science Objective: Through the discussion of literature on shadows and asking questions to probe prior knowledge, students will explore scientific concepts and test hypotheses. Students will explore scientific information drawn from informational texts, prose and poetry, and their own experience. They will develop skills in written and oral expression as they make connections between their reading and their own
Oral Language and ELL Writing Conventions Concepts of Print
observations. Motivation for Literacy Knowledge Building Introduce this lesson by taking the students on a shadow walk. It would be great if it is sunny outside and the kids can be taken out in the schoolyard or neighborhood, but it can also be a simple walk around the classroom. Tell students to look for shadows, to pay attention to the shadows shapes, and to make note of any other characteristic about shadows that they observe. Bring the students back into the classroom and have them sit on the carpet in front of the SMART Board. Give students the opportunity to share what they noticed about shadows, and also what they know from prior experience. Record their observations and prior knowledge on the board under the title Shadow Facts. Tell the students that you are going to read them a book called What Makes a Shadow? By Clyde Robert Bulla (see Appendix B). They will need to listen carefully to find out whether their current ideas and observations about shadows are correct. As you read the book, call attention to the wonderful illustrations. When you finish reading the book, ask the students if they learned anything new about shadows. Have them compare their recorded prior knowledge and observations with the information you have just read to them. Ask students to provide evidence from the book that either confirms or refutes their prior knowledge and observations. Record their thoughts on the SMART Board. Print this page out and post it somewhere around the classroom so that students can refer back to their theories in follow-up activities and lessons. Students will be asked if they have any questions about shadow. The teacher will write these down and revisit them in the next shadow investigation. During Activity Time on Tuesday to Thursday, students will have an opportunity to work in groups of 2-3 at the conference table with the teacher on the Shadow
Watching worksheet (see Appendix D). Students will be asked to think back to today when they went outside to find different shadows. They will be asked to draw a picture of someone or something they have seen that casts a shadow. They will draw the shadow and also draw the sun. It is important that students understand that drawing the sun shows where the light is coming from to make the shadow. Students will be asked to explain what is going on in their picture and the teacher will scribe their language on the back of their worksheet.
Rationale: Shadows fascinate young children, which open up many opportunities for them to learn more about science. Although shadows are typically associated with sunlight, they can be produced indoors with light. Through games and read alouds, we want Senior Kindergarten students to learn both indoors and outdoors about the science theme of shadows. In this lesson, language arts skills are combined with the learning of science in a literacy-based approach to the study of shadows. Implementing active games and providing hands-on learning is what makes science engaging and exciting. Curriculum Expectations: Language - As children progress through the Full-Day Early Learning-Kindergarten program, they will: (1.5) Use language in various contexts to connect new experiences with what they already know. (1.6) Use language to talk about their thinking, to reflect, and to solve problems. (1.9) Describe personal experiences, using vocabulary and details appropriate to the situation. (2.3) Demonstrate an awareness of basic book conventions and concepts of print when a text is read aloud or when they are beginning to read print. (2.4) Respond to a variety of materials read aloud to them. (2.5) Make predictions regarding an unfamiliar text that is read aloud, using prior experience, knowledge of familiar texts, and general knowledge of the word around them.
(2.6) Use prior knowledge to make connections. (2.10) Retell information from non-fiction materials that have been read by and with the EL-K team in a variety of contexts. Curriculum Expectations: Science and Technology - As children progress through the Full-Day Early LearningKindergarten program, they will: (1.1) Ask questions about and describe some natural occurrences, using their own observations and representation (i.e. drawings, writing). (2.1) State problems and pose questions before and during investigations. ELL: The read aloud is an opportunity for students to make sense of the text through their conversations with their peers and their teachers. When the teacher is working at the conference table with the students, she can model for students how they should draw an object, its shadow, and the position of the light source. Snack Snack provides opportunities for students and teachers to engage in meaningful, authentic conversation Read Aloud: When I grow up I want to be...A Firefighter The Old Schoolhouse Wanna Be Series To open up our Community Helpers theme for the week, the teacher will read, When I grow up I want to be A Firefighter This time the teacher will use the strategy read the words to read the book Todays discussion will be around what the children would like to be when they grow up and why During Outdoor Play, a picture will be take of each child which will then be used for the class poster Rationale: This read aloud allows students to make connections to self and to the world- what kind of careers they have heard of, and allows the to share their aspirations
Oral Language
2:30 to 2:45pm (15 minutes)
Oral Language Concepts of Print
Outdoor play Students will change into their outdoor clothes and pack up their bags at their cubbies. They will then line up and head outside (rain or shine) to play before they head home. Whether permitting, the teacher will take them on a nature walk for 10 minutes at the beginning of Outdoor Play. Today, the teacher will be taking a headshot of each student for the class poster. At 3:15pm, the students will already be outside and the parents can pick them up to head home.
Tuesday
Time
Food Group
Detailed Plan
Arrival & Songs Once the bell rings, the students will line up outside of the Senior Kindergarten entrance/exit and they will enter the school. The students will hang up their jackets and belongings at their cubbies in the hallway located just outside of the classroom. The students will enter the classroom when they are ready and they will sit in a circle on the carpet. They will sing with the teacher until all students have entered the classroom and are sitting on the carpet. Concepts of Morning Message Print Objective: To introduce students to high frequency words (sight words). The Morning Message will demonstrate the Spelling & features of written language, including how text is Word Study organized, as well as teach common spelling patterns and word families. Letter-Sounds The students will read the Morning Message displayed on & Phonics the SMART Board and will recognize the red and green, high frequency words by sight. Students will be asked to Phonemic count the red and green words on the board. Once they Awareness have counted the high frequency words, they will raise their hand to share their number. When everyone is ready, the teacher will go around the circle and ask students how many red and green words they counted. If a student is far off (i.e. she/he counts 40 sight words instead of 20, they will be asked to count again). The teacher will then ask the students to count the red and
green words together as a class. After they say the final number, the teacher will then ask a student how to write the number on the board. If the student doesnt know how to write it, the teacher will prompt him or her. After the teacher has written the number of high frequency words on the top of the Morning Message, she will then go around the circle and ask each child to read a sight word out loud as she points to it. Please note that common sight words are written in red, and the new high frequency word(s) of the week is written in green. As students become more familiar with the green word(s), they eventually turn to red and a new green high-frequency word is introduced. All other words are written in black. Here is the morning message for today:
Good Morning SKs, Today is Tuesday! On my drive to school this morning I saw a fire truck and an ambulance. I wondered if they were going to help someone who was in need. It is so nice to know that we have people in our community who are here to help us when we are in trouble. Police officers, doctors, nurses, and dentists also help us in some way. I cant wait to hear what you have to say about the community helpers in our community. Today is going to be a fantastic day SKs! Love, _________. ELL: Students will be provided with support in counting the high frequency words as well as reading their individual sight word to the class. After the Morning Message is done, the teacher will review the daily schedule and take attendance. Silly Sound Attendance Objective: To introduce a new sound and motivate students to play with the sounds in words by creating silly names. At this stage of development, appropriate phonemic awareness instruction uses chants, poetry, songs, and rhymes to engage
students curiosity about language (Yopp & Yopp, 2000). The teacher will review the sound of the week by pronouncing the sound as a class and having students pay close attention to how it is formed with the mouth. She will explain that they will be creating silly names with the sound of the week. This week the sound will be D. The teacher models how to put the sound of the week at the beginning of each students name. For names that start with consonants, you can switch the initial sound (i.e. Sarah-Darah), but for names beginning with vowels, you can just add the consonant at the beginning (i.e. Allison-Dallison). Go around the circle and have each student say his or her new silly name. If they are having difficulty, ask the rest of the class to help. After the class understands how to make their silly names, the class sings the attendance song using their new names. The teacher will then do her usual attendance procedure, calling on students with their new silly names (LitDiet, 2014). We chose to incorporate this activity into our morning routine because phonemic awareness is a priority at Stage 0. We want to take advantage of every minute of everyday, and feel as though using this powerful recipe turns such a mundane event into something so meaningful.
Assessment: The teacher can use the phonemic awareness checklist (located in Appendix D) to assess students progress in the phonemic awareness food group. She can make notes on which students are easily able to identify the sound of the week and put it at the beginning of their name, and which have difficulty. ELL: Students will be provided with support in determining their silly name. Additionally, the teacher should be sure to practice the attendance song in advance before expecting the student to sing it independently.
Motivation for Literacy Vocabulary Knowledge Building Concepts of Print
Daily 5: Just the Right Fit books: Materials: shoes that are too big, I-PICK anchor chart Objective: Provide students with the tools to pick appropriate books based on purpose, interest and reading level Description: Today we continue with the I-PICK chart from yesterday Teacher begins the lesson by putting on shoes that are much too big, and tries to walk around. Senior Kindergarteners, what is the problem!? Why am I having so much trouble today The students will find it silly to see the teacher like this and most likely say something like Your shoes!! What about my shoes, whats wrong with my shoes? Oh you dont like the colour of them :(. The teacher will continue in this manner and reach the ultimate conclusion- that the shoes are just too big! The teacher will then proceed to explain that when we buy shoes we need to pick the right size so that they are just the right fit Can anyone think of a story that we read when something was toooooo hot, or toooo cold and then there was something that was just right! Or tooo hard and tooooo soft and there was something that was just right! (refering back to Goldilocks and the Three Bears). Just like Goldilocks and just like our shoes, when reading books we need to find books that are Just the right fit! Sometimes a book can be too hard and we will have a hard time reading it, just like when I had a hard time walking around the room with shoes that were too big for me. What are some ways we know that a book is too hard for us to read?.... We will get to read that book one day, but for now in order to become better readers, which is one of the reasons we read, we must find books that are the right fit for us Pick two students who clearly have different shoe
sizes and get them to switch shoes. "This is just like books! Books that are a good fit for one student may not be a good fit for another. What are the two ways we learned to pick books yesterday? (Purpose and Interest). Today I will teach you two other ways to know if a book is a good fit for you. Teacher models using a book that even she cant sound out the words to. This book is too hard, which can be boring and frustrating. This book is not a good fit book for me. The teacher then model using a book for which she can read the words but doesnt understand the context. In this book we can read the words but we dont know what they mean. This means we do not comprehend, can everyone say comprehend. To COMPREHEND means to understand what we are reading, we KNOW what we are reading about, and we KNOW most of the words . Teacher then reads a page from a picture book. This book is just the right fit. Lets review what we need to do in order to pick a book that is just the right fit for us. When we pick a book that is Just the right fit we us I-PICK 1. I Choose a book 2. Purpose- Why do I want to read it? 3. Interest- Does it interest me? 4. Comprehend- Am I understanding what I am reading? 5. Know- I know most of the words Tomorrow when we go to the library you can tell Mr/Ms _________ how you will pick your books! Today we will pick one new book for our book bin, using I-PICK Students are given ample time to pick a book and a book nook to read in. When they hear the chimes they gather back on the carpet. The goal for stamina today is 3 minutes. Rationale: In order for students to succeed and enjoy reading it is curtail that they are reading books that are appropriate to their level. Explicitly teaching students how to pick a book
that is just the right fit provides them with the skills they need to succeed. When students read books that are of interest to them and that are at their level, they enjoy reading. When they enjoy reading, they will read more, which will develop fluency and comprehension. Showing students that even teachers cant read all books and that everyone has a different fit when it comes to reading, prevents shame or embarrassment around reading ability. This will ensure that all children are reading and prevent the vicious cycle of the rich get richer. 9:40am to 10:00am (20 minutes) 10:00am to 10:15am (15 minutes)
RECESS
Oral Language Snack Snack provides opportunities for students and teachers to engage in meaningful, authentic conversation
MUSIC Senior Kindergarten students will receive Music instruction from the music teacher in the music room. Teacher Prep-Time Motivation for Activity Time Literacy Objective: To give students the freedom and responsibility to choose their own activities and play alongside their Oral Language classmates in a friendly, comfortable environment. Activity and ELL Time is a great opportunity for children to develop their self-regulation, which is an area of development that will be Knowledge assessed during this time (see Appendix D). Building Activity time in Senior Kindergarten is much like free time Writing or choice time. Please see our Floor Plan to learn all about Conventions the centers that the children can go to during Activity Time. One important rule that the students need to remember Vocabulary during Activity Time is that there is a maximum of 4 people at one center at a time. When a student wants to go to a Concepts of new center, they must raise their hand and tell the teacher Print that they would like to leave. The teacher will grant
students permission to change activities. Students must play Reading Fluency at a center for at least 10 minutes before they are allowed & Expression to leave. If a student isnt working well at a station or isnt behaving, the teacher will choose which activity they will go Reading to next. The class is aware that when a student needs to Comprehension work with the teacher (small groups or one-on-one), they Strategies are allowed to save their spot at the center they are working at (unless they want to leave) and they are free to Writing return. Processes & Strategies Rationale: We have learned in our program that the importance of play to young childrens healthy development and learning has been documented by research. Yet, it is easy for play to disappear from kindergarten programming due to busy schedules and adhering to curriculum expectations. Students in our Senior Kindergarten class will have the opportunity to engage in play for at least 45 minutes every day. This is because we are aware that children learn so much through play and exploration, exercising their bodies, and using their imaginations. At times, children will be removed from their play to work in small groups or one-on-one with the teacher (i.e. to work on printing, story plays, worksheets, etc.) However, the maximum amount of time they will be taken away from play each day is 15 minutes. Assessment: Teachers can use the Numerical Scale Method to assess a childs self-regulation (Appendix D) during Activity Time. Teachers can also assess for organizational skills, initiative, and responsibility using the Checklist that can also be found in Appendix D. Casting Shadows Across Literacy and Science Objective: Students will explore scientific information drawn from informational texts, prose and poetry, and their own experience. They will develop skills in written and oral expression as they make connections between their reading and their own observations. During Activity Time on Tuesday to Thursday, students
will have an opportunity to work in groups of 2-3 at the conference table with the teacher on the Shadow Watching worksheet (see Appendix D). Students will be asked to think back to Monday when they went outside to find different shadows. They will be asked to draw a picture of someone or something they have seen that casts a shadow. They will draw the shadow and also draw the sun. It is important that students understand that drawing the sun shows where the light is coming from to make the shadow. Students will be asked to explain what is going on in their picture and the teacher will scribe their language on the back of their worksheet.
Curriculum Expectations: Science and Technology - As children progress through the Full-Day Early LearningKindergarten program, they will: (1.1) Ask questions about and describe some natural occurrences, using their own observations and representation (i.e. drawings, writing). (2.1) State problems and pose questions before and during investigations. ELL: Model for students how they should draw an object, its shadow, and the position of the light source. Themed Activity: Community Helpers Vocabulary Materials: Community Helper Dress Up Costumes, Community Helper Vocabulary Cards Objective: Expand vocabulary Description: Part 1: Whos That Community Helper? Costumes are available to students in the Drama Center. Right before the Themed Activity ask students, who are already engaged in the Drama Center to leave their costumes on for a surprise activity. Introduce each community helper without giving away
Motivation for Literacy Vocabulary Letter Sounds and Phonics Oral Language Knowledge Building Spelling and Word Study
the name. Extend students vocabulary by getting them to expand on what the community helper does, or why they think that it is that particular community helper. Place several cards for students to pick from and have student come up and pick the corresponding card for each helper Repeat this process until each helper is holding a card Review the names of each community helper, emphasizing the first letter of each name. Thank the children who dressed up and give everyone a round of applause for guessing correctly and identifying which care goes with which community helper Get students to put costumes back where they belong and come join the rest of the class on the carpet
Extensions: Mystery Community Helper- Have students guess a community helper by giving them hints such as, this community helper starts with the sound ffff, they put out fires etc. This can be done to get students to line up, during transitions or right before the surprise community helper comes to visit! Have students guess which one it is Part 2: Community Helper Word Wall Have the class pick one community helper By now the teacher will have a sense of which community helper has spark the most student interest and this will be the community helper who will be the class surprise visitor on Career Day (Friday) Get the class to think about as many words associated with this community helper, encourage them to think of what they wear, what they use, what they do etc. This activity can also be done with letters of the alphabet (in this case the children love competing with other groups (ie. other Kindergarten class) to see who comes up with the most words. These words can later be used during story plays or activity time
Add pictures to the words and review each word with the students. Then count how many words they came up with. Post the mini word wall somewhere that is visible and available for the students See Context on website for Firefighter word wall that the class came up with!
ELL:

give many hints about the different community helpers encourage students who may struggle to be involved by dressing up regularly practice vocabulary words use lots of visuals and pictures
12:00pm to 12:15pm (15 minutes) 12:15pm to 12:45pm (30 minutes) 12:45m to 1:15pm (30 minutes) Motivation for Literacy Oral Language and ELL Vocabulary Reading Comprehension Strategies
LUNCH LUNCH RECESS

Quiet Time: The Wonderful Wizard of Oz After the students return from lunch recess, they will lie down with their assigned pillow and rest while they are read a novel. For the first 5 minutes of Quiet Time, the students are to lie down silently and the teacher will turn on a singing snow globe. This gives students a chance to relax and unwind after recess. When the snow globe stops signing, the teacher will begin the novel read aloud. This month the class will be reading The Wonderful Wizard of Oz by Frank Baum. Throughout the read aloud, students are encouraged to ask questions regarding the contextual language (i.e. vocabulary and sentence structure) as well as story construction (ideas, sequence, structure). The teacher should use the think-aloud strategy to activate and build schema. According to Debbie Millers Book, Reading With Meaning, think alouds are
a wonderful way to show our students how to build schema, but we must be careful when we do this. We must be deliberate. Our think alouds must be genuine, with precise language, and with thoughtful responses (Miller, pg. 54-57). With proper planning the teacher should think about the following questions before using the think aloud strategy during the reading of the Wizard of Oz: What do you want the students to understand about this strategy? Of the places in the text where I could authentically think out loud, which two or three would best illustrate my point? The teacher should make these plans before beginning Quiet Time, thinking about what will be said and how. As you teach the students to think through the reading of The Wizard of Oz during Quiet time, encourage students to respond using this terminology: When I read [or heard] these words it reminded me of or When I saw the picture of it made me think about After 25 minutes, the children will be asked to put their pillows away and sit in a circle on the carpet. The teacher will then show the students the pictures that were in the chapters that she read during quiet time. During this time, the children are invited to raise their hand to ask questions, state their observations about the pictures, or make predictions about the story.
Rationale: Quiet Time is placed after lunch recess every day because it is important that the students have a consistent time after lunch where they can relax and listen to a good story. It is a good idea for the teacher to select a novel for this time because this allows students to really think about the words being read to them and visualize what may be happening in the story. As indicated above, Quiet Time is a great time for teachers to model the think aloud strategy. Teachers should encourage the students to raise their hand and share a connection they have made and explain why they are thinking about that connection. This is
because it is important for teachers to become aware of what is going on inside the minds of the students. When the students are shown the pictures in the chapter at the end of quiet time, this helps students validate what they have visualized and support their comprehension of the story. Curriculum Expectations: Language - As children progress through the Full-Day Early Learning-Kindergarten program, they will: (1.5) Use language in various contexts to connect new experiences with what they already know. (1.6) Use language to talk about their thinking, to reflect, and to solve problems. (1.9) Describe personal experiences, using vocabulary and details appropriate to the situation. (2.3) Demonstrate an awareness of basic book conventions and concepts of print when a text is read aloud or when they are beginning to read print. (2.4) Respond to a variety of materials read aloud to them. (2.5) Make predictions regarding an unfamiliar text that is read aloud, using prior experience, knowledge of familiar texts, and general knowledge of the word around them. (2.6) Use prior knowledge to make connections. (2.7) Use illustrations to support comprehension of texts that are read by and with the EL-K team. (2.10) Retell information from non-fiction materials that have been read by and with the EL-K team in a variety of contexts. (3.1) Begin to use reading strategies to make sense of unfamiliar texts in print. (5.2) Communicate their ideas verbally and non-verbally about a variety of media materials. Activity Time Objective: To give students the freedom and responsibility to choose their own activities and play alongside their classmates in a friendly, comfortable environment. Activity Time is a great opportunity for children to develop their self-regulation, which is an area of development that will be assessed during this time (see Appendix D).
Motivation for Literacy Oral Language and ELL Knowledge Building
Activity time in Senior Kindergarten is much like free time Writing or choice time. Please see our Floor Plan to learn all about Conventions the centers that the children can go to during Activity Time. One important rule that the students need to remember Vocabulary during Activity Time is that there is a maximum of 4 people at one center at a time. When a student wants to go to a Concepts of new center, they must raise their hand and tell the teacher Print that they would like to leave. The teacher will grant students permission to change activities. Students must play Reading Fluency at a center for at least 10 minutes before they are allowed & Expression to leave. If a student isnt working well at a station or isnt behaving, the teacher will choose which activity they will go Reading to next. The class is aware that when a student needs to Comprehension work with the teacher (small groups or one-on-one), they Strategies are allowed to save their spot at the center they are working at (unless they want to leave) and they are free to Writing return. Processes & Strategies Rationale: We have learned in our program that the importance of play to young childrens healthy development and learning has been documented by research. Yet, it is easy for play to disappear from kindergarten programming due to busy schedules and adhering to curriculum expectations. Students in our Senior Kindergarten class will have the opportunity to engage in play for at least 45 minutes every day. This is because we are aware that children learn so much through play and exploration, exercising their bodies, and using their imaginations. At times, children will be removed from their play to work in small groups or one-on-one with the teacher (i.e. to work on printing, story plays, worksheets, etc.) However, the maximum amount of time they will be taken away from play each day is 15 minutes. Assessment: Teachers can use the Numerical Scale Method to assess a childs self-regulation (Appendix D) during Activity Time. Teachers can also assess for organizational skills, initiative, and responsibility using the Checklist that can also be found in Appendix D.
Vocabulary Oral Language Knowledge Building
Math: Community Helpers Sorting Activity * See Context for example Materials: Two Hula Hoops, Pictures of Tools, Yes and No Cards, Picture and name of a Community Helper Objective: review vocabulary (from word wall activity and read alouds) introduce new vocabulary understand that things can be sorted into categories
Description: The students have been working on sorting in math and are some what familiar with the concept that things belong to certain categories Part 1: Tools of the Trade Show students pictures of tools (needle, medicine, tooth brush etc.) that belong to a particular community helper, in this case a doctor. Review the names of these tools with the students. Show the card that says No to the students and ask them to read it. Then show the card that says Yes (or give the students a hint by asking for the opposite of no) Place the Yes card in one hula hoop, place the No card in the other hula hoop and the picture of a community helper above them Explain that this community helper uses some of the tools but not others. Which circle will the tools that the doctor uses go in? Which circle will the tools that a doctor doesnt use go in? Show the picture and ask one student to name the tool and then ask them to place it in one of the hula hoops. Do not correct the student (this avoids any pressure to get the right answer or embarrassment, students are used to working as a team to problemsolve which they will do in the next step). Once everyone has had a turn and all the tools have been placed in either of the circles ask the students
Part

look at the two circles, does anything need to be changed or are we all done? Children who see something that needs to be changed will raise their hand and change the location of the tool. Students will also explain their reasoning. This will continue until the whole class has agreed that all the tools are in the right place Review the name of the tools in the Yes and No circles 2: Who Does This Belong to? This time bring out 3 hula hoops Place one community helper above each one In the same process as in Part 1 students will sort tools, however this time there are 3 different community helpers that the tools might belong to Disclaimer: Students may encounter tools that can be used by more than one of the community helpers. Ask the class how they can sort tools that belong to more than one of the community helpers. This is a nice lead up to the Venn Diagram activity on Thursday.
Curriculum Expectations (Math): As children progress through the Full-Day Early Learning-Kindergarten program, they will: (DM5.1) sort, classify, and compare objects (DM5.3) respond to and pose questions about data collection Curriculum Expectations (Language): As children progress through the Full-Day Early Learning-Kindergarten program, they will: (1.5) use language in various contexts to connect new experiences with what they already know (1.6) use language to talk about their thinking, to reflect, and to solve problems ELL:
Math is often when students who are ELL are most engaged. Capitalize on this opportunity by incorporating visuals and vocabulary.
2:15pm to 2:30pm (15 minutes) 2:30 to 2:45pm (15 minutes)
Oral Language
Phonemic Awareness Vocabulary Oral Language
Snack Snack provides opportunities for students and teachers to engage in meaningful, authentic conversation Finger Plays and Songs Refer to appendix A for a list of themed songs for this week Students will sing songs and chants that are related to the theme of the week These can later also be used during transition times
Outdoor play Students will change into their outdoor clothes and pack up their bags at their cubbies. They will then line up and head outside (rain or shine) to play before they head home. Whether permitting, the teacher will take them on a nature walk for 10 minutes at the beginning of Outdoor Play. At 3:15pm, the students will already be outside and the parents can pick them up to head home.
Wednesday
Time
Food Group
Detailed Plan
Arrival & Songs Once the bell rings, the students will line up outside of the Senior Kindergarten entrance/exit and they will enter the school. The students will hang up their jackets and belongings at their cubbies in the hallway located just outside of the classroom. The students will enter the classroom when they are ready and they will sit in a circle on the carpet. They will sing with the teacher until all students have entered the classroom and are sitting on the carpet.
Concepts of Print Spelling & Word Study Letter-Sounds & Phonics Phonemic Awareness
Morning Message Objective: To introduce students to high frequency words (sight words). The Morning Message will demonstrate the features of written language, including how text is organized, as well as teach common spelling patterns and word families. The students will read the Morning Message displayed on the SMART Board and will recognize the red and green, high frequency words by sight. Students will be asked to count the red and green words on the board. Once they have counted the high frequency words, they will raise their hand to share their number. When everyone is ready, the teacher will go around the circle and ask students how many red and green words they counted. If a student is far off (i.e. she/he counts 40 sight words instead of 20, they will be asked to count again). The teacher will then ask the students to count the red and green words together as a class. After they say the final number, the teacher will then ask a student how to write the number on the board. If the student doesnt know how to write it, the teacher will prompt him or her. After the teacher has written the number of high frequency words on the top of the Morning Message, she will then go around the circle and ask each child to read a sight word out loud as she points to it. Please note that common sight words are written in red, and the new high frequency word(s) of the week is written in green. As students become more familiar with the green word(s), they eventually turn to red and a new green high-frequency word is introduced. All other words are written in black. Here is the morning message for today: Good Morning friends, I have something exciting to tell you! On Friday, we are going to have a special guest come in who is a community helper! I wonder who it will be. You will get to hear all about his job and ask him questions about how he helps people in the community. We have only two more days! I am
so excited. Have a wonderful day today boys and girls. Love, _________. ELL: Students will be provided with support in counting the high frequency words as well as reading their individual sight word to the class. After the Morning Message is done, the teacher will review the daily schedule and take attendance. Silly Sound Attendance Objective: To introduce a new sound and motivate students to play with the sounds in words by creating silly names. At this stage of development, appropriate phonemic awareness instruction uses chants, poetry, songs, and rhymes to engage students curiosity about language (Yopp & Yopp, 2000). The teacher will review the sound of the week by pronouncing the sound as a class and having students pay close attention to how it is formed with the mouth. She will explain that they will be creating silly names with the sound of the week. This week the sound will be D. The teacher models how to put the sound of the week at the beginning of each students name. For names that start with consonants, you can switch the initial sound (i.e. Sarah-Darah), but for names beginning with vowels, you can just add the consonant at the beginning (i.e. Allison-Dallison). Go around the circle and have each student say his or her new silly name. If they are having difficulty, ask the rest of the class to help. After the class understands how to make their silly names, the class sings the attendance song using their new names. The teacher will then do her usual attendance procedure, calling on students with their new silly names (LitDiet, 2014). We chose to incorporate this activity into our morning routine because phonemic awareness is a priority at Stage 0. We want to take advantage of every minute of everyday, and feel as though using this powerful recipe turns such a mundane event into something so
meaningful. Assessment: The teacher can use the phonemic awareness checklist (located in Appendix D) to assess students progress in the phonemic awareness food group. She can make notes on which students are easily able to identify the sound of the week and put it at the beginning of their name, and which have difficulty. ELL: Students will be provided with support in determining their silly name. Additionally, the teacher should be sure to practice the attendance song in advance before expecting the student to sing it independently. Yoga: Meditation with a Feather After the Morning message and Attendance, the students in Senior Kindergarten will be have 40 minutes of instructional Yoga. Students will start on the carpet by sitting in a circle. This part of the morning is to get children feeling more relaxed and ready to start their day. First, you will need a feather for each student. The best feathers are those that are coloured and stiff at the top as well as fluffy on the sides. Tell students to hold the feather at neck level, about 30cm away from their mouth. Students will keep their eyes party open and gaze out at the feather. Have students observe the feathers beautiful colour and shape. Students will now experiment with their breath by blowing soft enough to move the fluffy part of the feather. Then they will blow hard enough to move the stiff part of the feather. Tell students to do each breath again. This time, notice which type of breathing is slow and long and which is fast and hard. Tell them to observe how they feel with each breath. Ask: Does one make you feel relaxed and calm maybe even sleepy? Does one make you feel excited or energized? Which one? This exercise should last anywhere from 5 to 10 minutes. It is an important exercise to do before
Concepts of Print
teaching yoga poses (next exercises) because it gets students ready to focus on their breathing patterns. Collect the feathers when you feel as though the students are ready to move on to yoga poses. Yoga Poses The teacher will then take students through 5 yoga poses. The explanations of each of the yoga poses can be found in Appendix E: Lesson Materials. Parents will be encouraged to practice these yoga poses with their child(ren) at home. Yoga Story This yoga activity incorporates literacy! It explores the concepts of print, specifically letter formation with yoga poses. We are all fascinated by stories and this is an easy way to focus the kids and keep the yoga class interesting until the bell rings for recess. The ABCs of Yoga by Teresa Power (see Appendix B) will be the book that we will be using in yoga today. The teacher will start at the beginning of the book with letter A. After the teacher reads about each letter, students will use their creativity and illustrations from the book to help them create unique letter formations with their bodies. Rationale: We decided to incorporate instructional yoga into our Senior Kindergarten curriculum because we know that yoga and creative movement can have a positive influence on the cognitive, emotional, physical, social, and moral attributes of the learner. Yoga helps to bring children out of their shell. Sensitivity, rhythm, selfexpression and imagination are explored in yoga. These aspects develop a childs social skills and are integral to their education. Curriculum Expectations: Language - As children progress through the Full-Day Early Learning-Kindergarten program, they will: (2.8) Demonstrate knowledge of most letters of the alphabet in different contexts.
9:40am to 10:00am (20 minutes) 10:00am to 10:15am (15 minutes)
RECESS
Oral Language Snack
Snack provides opportunities for students and teachers to engage in meaningful, authentic conversation
LIBRARY Senior Kindergarten students will go to the Library where they will be introduced to a variety of book genres. At the beginning of the class, the librarian will read them A Day in the Life of a Librarian from the First Facts series. The remainder of the class will be dedicated to students picking their just the right fit books. They will be able to sign one book out to keep in the classroom to read, and another book for reading at home. Teacher Prep-Time Motivation for Activity Time Literacy Objective: To give students the freedom and responsibility to choose their own activities and play alongside their Oral Language classmates in a friendly, comfortable environment. Activity and ELL Time is a great opportunity for children to develop their self-regulation, which is an area of development that will Knowledge be assessed during this time (see Appendix D). Building Activity time in Senior Kindergarten is much like free time Writing or choice time. Please see our Floor Plan to learn all about Conventions the centers that the children can go to during Activity Time. One important rule that the students need to Vocabulary remember during Activity Time is that there is a maximum of 4 people at one center at a time. When a student wants Concepts of to go to a new center, they must raise their hand and tell Print the teacher that they would like to leave. The teacher will grant students permission to change activities. Students Reading Fluency must play at a center for at least 10 minutes before they & Expression are allowed to leave. If a student isnt working well at a station or isnt behaving, the teacher will choose which Reading activity they will go to next. The class is aware that when Comprehension a student needs to work with the teacher (small groups or
Strategies Writing Processes & Strategies
one-on-one), they are allowed to save their spot at the center they are working at (unless they want to leave) and they are free to return. Rationale: We have learned in our program that the importance of play to young childrens healthy development and learning has been documented by research. Yet, it is easy for play to disappear from kindergarten programming due to busy schedules and adhering to curriculum expectations. Students in our Senior Kindergarten class will have the opportunity to engage in play for at least 45 minutes every day. This is because we are aware that children learn so much through play and exploration, exercising their bodies, and using their imaginations. At times, children will be removed from their play to work in small groups or one-on-one with the teacher (i.e. to work on printing, story plays, worksheets, etc.) However, the maximum amount of time they will be taken away from play each day is 15 minutes. Assessment: Teachers can use the Numerical Scale Method to assess a childs self-regulation (Appendix D) during Activity Time. Teachers can also assess for organizational skills, initiative, and responsibility using the Checklist that can also be found in Appendix D. Casting Shadows Across Literacy and Science Objective: Students will explore scientific information drawn from informational texts, prose and poetry, and their own experience. They will develop skills in written and oral expression as they make connections between their reading and their own observations. During Activity Time on Tuesday to Thursday, students will have an opportunity to work in groups of 2-3 at the conference table with the teacher on the Shadow Watching worksheet (see Appendix D). Students will be asked to think back to Monday when they went outside to find different shadows. They will be asked to draw a picture of someone or
something they have seen that casts a shadow. They will draw the shadow and also draw the sun. It is important that students understand that drawing the sun shows where the light is coming from to make the shadow. Students will be asked to explain what is going on in their picture and the teacher will scribe their language on the back of their worksheet.
Curriculum Expectations: Science and Technology - As children progress through the Full-Day Early LearningKindergarten program, they will: (1.1) Ask questions about and describe some natural occurrences, using their own observations and representation (i.e. drawings, writing). (2.1) State problems and pose questions before and during investigations. ELL: Model for students how they should draw an object, its shadow, and the position of the light source. Story Plays Objective: To motivate students to create a story that will eventually be acted out by students in the class as a play. When a Story Play is complete (i.e. the teacher has sat down the with the student during Activity Time to write out the script of what is happening in their drawing), the student will have their story acted out in front of the class. Students will sit in the Story Play Stage and Movement Area located in the center of the classroom (see floor plan). They will sit in a semicircle, to form a pretend stage that the actors and director will perform on. The teacher will choose a Story Play and call up the director (the student who drew the picture and wrote the script) to the front of the stage. The teacher will announce each character that the director incorporated into their Story Play. The director will get to choose whether they would like to be in the Story Play performance. He or she can
Motivation for Literacy Oral Language and ELL Knowledge Building Writing Conventions Vocabulary
choose the character that they would like to be. Then, the teacher announces another character in the story and asks a student in the audience if he/she would like to be that character. To give students in the audience an equal opportunity to participate and to prevent any arguments, the teacher starts at one end of the semi-circle and asks the child if they would like to be the character that she has announced. If they do not want to be an actor in the Story Play, they can say pass. The teacher will then ask the next child who is sitting beside the student who said pass, and the pattern will continue. Once all of the characters have been announced, and the actors are up on the stage, the Story Play begins! The teacher prompts the audience to say Lights, Camera, Action! and the Story Play begins. The teacher reads the script/story out and the actors use actions to represent what the teacher is saying. At the end of the story, the actors make a line, hold hands and take a bow. The audience claps and the actors sit back down in their spots. Another Story Play is selected and acted out with different actors from the audience. Teachers can usually have 3 to 4 Story Plays performed within the Story Play time slot.
Rationale: This activity integrates art, drama and literacy by having students create a play based on their drawing and having it acted it out by students in the class. It encourages students to write and create stories around a central theme. This is a motivation for literacy especially when the students get to see their story come to life. Students who otherwise wouldnt choose this activity will feel motivated to write a Story Play after they see other students plays being acted out. ELL: The teacher can help students understand how to act out parts of the story through modeling and prompting.
12:00pm to 12:15pm (15 minutes) 12:15pm to 12:45pm (30 minutes) 12:45m to 1:15pm (30 minutes)
LUNCH LUNCH RECESS

Motivation for Literacy Oral Language and ELL Vocabulary Reading Comprehension Strategies Quiet Time: The Wonderful Wizard of Oz After the students return from lunch recess, they will lie down with their assigned pillow and rest while they are read a novel. For the first 5 minutes of Quiet Time, the students are to lie down silently and the teacher will turn on a singing snow globe. This gives students a chance to relax and unwind after recess. When the snow globe stops signing, the teacher will begin the novel read aloud. This month the class will be reading The Wonderful Wizard of Oz by Frank Baum. Throughout the read aloud, students are encouraged to ask questions regarding the contextual language (i.e. vocabulary and sentence structure) as well as story construction (ideas, sequence, structure). The teacher should use the think-aloud strategy to activate and build schema. According to Debbie Millers Book, Reading With Meaning, think alouds are a wonderful way to show our students how to build schema, but we must be careful when we do this. We must be deliberate. Our think alouds must be genuine, with precise language, and with thoughtful responses (Miller, pg. 54-57). With proper planning the teacher should think about the following questions before using the think aloud strategy during the reading of the Wizard of Oz: What do you want the students to understand about this strategy? Of the places in the text where I could authentically think out loud, which two or three would best illustrate my point? The teacher should make these plans before beginning Quiet Time, thinking about what will be said and how. As you teach the students to think through the reading of The Wizard of Oz during Quiet time,
encourage students to respond using this terminology: When I read [or heard] these words it reminded me of or When I saw the picture of it made me think about After 25 minutes, the children will be asked to put their pillows away and sit in a circle on the carpet. The teacher will then show the students the pictures that were in the chapters that she read during quiet time. During this time, the children are invited to raise their hand to ask questions, state their observations about the pictures, or make predictions about the story.
Rationale: Quiet Time is placed after lunch recess every day because it is important that the students have a consistent time after lunch where they can relax and listen to a good story. It is a good idea for the teacher to select a novel for this time because this allows students to really think about the words being read to them and visualize what may be happening in the story. As indicated above, Quiet Time is a great time for teachers to model the think aloud strategy. Teachers should encourage the students to raise their hand and share a connection they have made and explain why they are thinking about that connection. This is because it is important for teachers to become aware of what is going on inside the minds of the students. When the students are shown the pictures in the chapter at the end of quiet time, this helps students validate what they have visualized and support their comprehension of the story. Curriculum Expectations: Language - As children progress through the Full-Day Early Learning-Kindergarten program, they will: (1.5) Use language in various contexts to connect new experiences with what they already know. (1.6) Use language to talk about their thinking, to reflect, and to solve problems. (1.9) Describe personal experiences, using vocabulary and details appropriate to the situation. (2.3) Demonstrate an awareness of basic book conventions
and concepts of print when a text is read aloud or when they are beginning to read print. (2.4) Respond to a variety of materials read aloud to them. (2.5) Make predictions regarding an unfamiliar text that is read aloud, using prior experience, knowledge of familiar texts, and general knowledge of the word around them. (2.6) Use prior knowledge to make connections. (2.7) Use illustrations to support comprehension of texts that are read by and with the EL-K team. (2.10) Retell information from non-fiction materials that have been read by and with the EL-K team in a variety of contexts. (3.1) Begin to use reading strategies to make sense of unfamiliar texts in print. (5.2) Communicate their ideas verbally and non-verbally about a variety of media materials. 1:15pm to 1:45pm (30 minutes) Phonological Awareness Letter Sounds and Phonics Vocabulary Writing Conventons Daily 5: Word Work Once a Daily 5 routine is establish this station will take place at our writing center For now, various word work stations are placed at tables around the class Students rotate around these stations when the hear the chime. Stations include: Making words with play-doh Using a DVD case and glove as a white boardstudents place the glove on their non-dominant hand and use a white board marker to write words on the DVD case. This station is placed in-front of one of the many word walls in our class Keep the beat By having students reach into a bag and pull out a surprise picture of a familiar word, students become motivated to complete the activity independently. Students are encouraged to clap the beats in the word to identify how many syllables are in the word. Blending word- students use sheets with CVC words written on them and drive thru using a toy car. As the drive thru they sound out the word
Oral Language and ELL Writing Conventions Concepts of Print Motivation for Literacy Knowledge Building
Rationale: It is important for children to be able to count how many beats in a word as this lays the foundation for phonemic awareness After all, childrens level of phonemic awareness is highly correlated with their success in beginning reading (Cunningham & Allington, 2011). It is important that this activity be modeled for the students so that they are familiar with how to count the number of beats in a word accurately. Science: Casting Shadows Across Literacy and Science Objective: Through the discussion of literature on shadows and asking questions to probe prior knowledge, students will explore scientific concepts and test hypotheses. Students will explore scientific information drawn from informational texts, prose and poetry, and their own experience. They will develop skills in written and oral expression as they make connections between their reading and their own observations. Physical activity will be incorporated into this lesson to get students excited to learn more about shadows. If it is a sunny day, children will be taken outside to play a game of Shadow Tag. Shadow tag is played like ordinary tag, but instead of tagging a person, the person whom is it tags the shadows of her classmates, trying to step on their shadows. Once It steps on another students shadow, that student becomes the new It and the previous It joins her classmates. If the weather outside is not sunny, the teacher will play Who Am I. She will gather a collection of objects and turn off the lights in the classroom. She will use books or pieces of paper to place a barrier around an overhead projector to prevent children from seeing the different objects. The teacher will turn on the overhead projector and place an object on it. The light from the projector will cast a shadow onto the wall. Have students guess what each object is. Come back inside or stop the game after 10 minutes. Have students sit on the carpet and review all of the
facts students have acquired about shadows by asking them to share what they have learned. Remind students that: o Shadows are created when light cannot pass through an object. o The position of the light affects the direction of the shadow. o Shadows change in size according to the position of the light source (i.e. the closer the light source, the larger the objects shadow; the further away the light source, the smaller the objects shadow). Next, you will read the students a story that involves shadows. Tell the students that you will ask them to use their knowledge to predict the outcome of the story. The story you will read them is called Nothing Sticks Like a Shadow by Ann Tompert (see Appendix B). You will stop with the next-to-last sentence on page 6, which reads, And they pitched cans and cants at each other until Woodchuck said, Ill bet you my hat you cant. At this point, Woodchuck bet his hat that Rabbit cannot escape his shadow. Ask students to think back to what they know about shadows from Mondays lesson and from what they experienced in Shadow Tag today. Ask students to predict whether Woodchuck or Rabbit will end up with the hat at the end of the story. On the SMART Board, write down students predictions and the reasons why they believe they are correct. Remind students to refer to the Shadow Facts chart to help support their predictions and cite knowledge they have already learned about shadows. Read the rest of the story to the students. Have students discuss the results at the end. Add any new understandings to the Shadow Facts chart.
Rationale: Shadows fascinate young children, which open up many opportunities for them to learn more about science.
Although shadows are typically associated with sunlight, they can be produced indoors with light. Through games and read alouds, we want Senior Kindergarten students to learn both indoors and outdoors about the science theme of shadows. In this lesson, language arts and physical activity skills are combined with the learning of science in a literacy-based approach to the study of shadows. Implementing active games and providing hands-on learning is what makes science engaging and exciting. Curriculum Expectations: Language - As children progress through the Full-Day Early Learning-Kindergarten program, they will: (1.5) Use language in various contexts to connect new experiences with what they already know. (1.6) Use language to talk about their thinking, to reflect, and to solve problems. (1.9) Describe personal experiences, using vocabulary and details appropriate to the situation. (2.3) Demonstrate an awareness of basic book conventions and concepts of print when a text is read aloud or when they are beginning to read print. (2.4) Respond to a variety of materials read aloud to them. (2.5) Make predictions regarding an unfamiliar text that is read aloud, using prior experience, knowledge of familiar texts, and general knowledge of the word around them. (2.6) Use prior knowledge to make connections. Curriculum Expectations: Science and Technology - As children progress through the Full-Day Early LearningKindergarten program, they will: (1.1) Ask questions about and describe some natural occurrences, using their own observations and representation (i.e. drawings, writing). (2.1) State problems and pose questions before and during investigations. (2.2) Make predictions and observations before and during investigations. (2.4) Communicate results and findings from individual and group investigations.
Curriculum Expectations: Health and Physical Activity As children progress through the Full-Day Early LearningKindergarten program, they will: (2.1) Participate actively in creative movement and other daily physical activities. (2.3) Demonstrate strategies for engaging in cooperative play in a variety of games and activities. (3.2) Begin to demonstrate control of large muscles with and without equipment. ELL: Prior to playing Shadow Tag as a class, have a few students model playing the game in front of the class. This will allow students to see how the game is played before it is played as a large group. The read aloud is an opportunity for students to make sense of the text through their conversations with their peers and their teachers. Snack Snack provides opportunities for students and teachers to engage in meaningful, authentic conversation Read Aloud: Non-fiction- A Day in the Life of a Description: Show the class various A Day in the Life of a books from the First Facts series of books. Show students the cover and ask them which community helper they think it is, emphasize on the first letter, whether there is one word or two words, clap out the syllables Explain that they will get to have a vote in order to pick which book we will read for the read aloud today. Encourage students to read the other books that interest them during Daily 5 or other times throughout the day We will only read one of these books today, however you can read the other ones during Daily 5 or activity time. Ask students what type of book they think this is Is this a fiction book or a non-fiction book? How do you know? (Students have already been exposed to these books and have had practice with the fiction and non-
2:15pm to 2:30pm (15 minutes) 2:30 to 2:45pm (15 minutes)
Snack
Motivation for Literacy Phonological Awareness Letter Sounds and Phonics Oral Language Knowledge Building Vocabulary Concepts of Print
Reading Comprehension Strategies
fiction gloves) After the read aloud go over the different components on the non-fiction glove and ask students to check if this book had those
Thursday
Time
Food Group
Detailed Plan
Arrival & Songs Once the bell rings, the students will line up outside of the Senior Kindergarten entrance/exit and they will enter the school. The students will hang up their jackets and belongings at their cubbies in the hallway located just outside of the classroom. The students will enter the classroom when they are ready and they will sit in a circle on the carpet. They will sing with the teacher until all students have entered the classroom and are sitting on the carpet. Concepts of Print Spelling & Word Study Letter-Sounds & Phonics Phonemic Awareness Morning Message Objective: To introduce students to high frequency words (sight words). The Morning Message will demonstrate the features of written language, including how text is organized, as well as teach common spelling patterns and word families. The students will read the Morning Message displayed on the SMART Board and will recognize the red and green, high frequency words by sight. Students will be asked to count the red and green words on the board. Once they have counted the high frequency words, they will raise their hand to share their number. When everyone is
ready, the teacher will go around the circle and ask students how many red and green words they counted. If a student is far off (i.e. she/he counts 40 sight words instead of 20, they will be asked to count again). The teacher will then ask the students to count the red and green words together as a class. After they say the final number, the teacher will then ask a student how to write the number on the board. If the student doesnt know how to write it, the teacher will prompt him or her. After the teacher has written the number of high frequency words on the top of the Morning Message, she will then go around the circle and ask each child to read a sight word out loud as she points to it. Please note that common sight words are written in red, and the new high frequency word(s) of the week is written in green. As students become more familiar with the green word(s), they eventually turn to red and a new green high-frequency word is introduced. All other words are written in black. Here is the morning message for today:
Good Morning my Dear SKs, On my walk to school this morning, a crossing guard helped me cross the street. She had a stop sign in her hand, a whistle around her neck, and she was wearing a bright orange vest. This is so that the cars on the road can see her. The reason why she is here in the mornings and afternoons is to keep everyone safe while they walk to and from school. Has anybody else crossed the street with her before? Lets make today a great day, boys and girls! Love, _________. ELL: Students will be provided with support in counting the high frequency words as well as reading their individual sight word to the class. After the Morning Message is done, the teacher will review the daily schedule and take attendance.
Silly Sound Attendance Objective: To introduce a new sound and motivate students to play with the sounds in words by creating silly names. At this stage of development, appropriate phonemic awareness instruction uses chants, poetry, songs, and rhymes to engage students curiosity about language (Yopp & Yopp, 2000). The teacher will review the sound of the week by pronouncing the sound as a class and having students pay close attention to how it is formed with the mouth. She will explain that they will be creating silly names with the sound of the week. This week the sound will be D. The teacher models how to put the sound of the week at the beginning of each students name. For names that start with consonants, you can switch the initial sound (i.e. Sarah-Darah), but for names beginning with vowels, you can just add the consonant at the beginning (i.e. Allison-Dallison). Go around the circle and have each student say his or her new silly name. If they are having difficulty, ask the rest of the class to help. After the class understands how to make their silly names, the class sings the attendance song using their new names. The teacher will then do her usual attendance procedure, calling on students with their new silly names (LitDiet, 2014). We chose to incorporate this activity into our morning routine because phonemic awareness is a priority at Stage 0. We want to take advantage of every minute of everyday, and feel as though using this powerful recipe turns such a mundane event into something so meaningful.
Assessment: The teacher can use the phonemic awareness checklist (located in Appendix D) to assess students progress in the phonemic awareness food group. She can make notes on which students are easily able to identify the sound of the week and put it at the beginning of their name, and which have difficulty. ELL: Students will be provided with support in determining
their silly name. Additionally, the teacher should be sure to practice the attendance song in advance before expecting the student to sing it independently.
Phonological Awareness Letter Sounds and Phonics Motivation for Literacy
Daily 5: Read to Someone: EEKK Materials: EEKK Anchor chart, Voice Level Chart Objective: introduce a new way for students to read during Daily 5
Description: Students gather on the carpet in a circle Oral Language "Rm. 207, yesterday I was at Tim Hortons with my friend and I when all of a sudden, a mouse crawled Vocabulary across the counter!!!! My friend and I both screamed, "EEKK!!!!" and the mouse went SQUUUUUEEKK We Concepts of moved so close to each other because we were both Print scared. We moved so close to each other we were elbow to elbow, knee to knee. Can everyone say Reading Fluency EEKK! & Expression Ask a student to come up and pretend to be the friend. Together say EEKK and move close Reading together so that you are elbow to elbow, knee to Comprehension knee. Who thinks they know what letters make the Strategies sound EEKK Lets try it EEEE KKKKK Write the letters EEKK on chart paper. Girls and Boys, today we will try a new way to read, it is called Read to Someone. Who remembers what my friend and I did when we saw the mouse? Thats right we went soooo close together that we were Elbow- emphasize the E in elbow and point to the E, to Elbow (so we need another E to help us remember) and Knee, this is a tricky work but Knee actually starts with a K, Knee to Knee. Can I please have two people come to the middle of the circle and show me how to sit in EEKK. Students will model appropriate and inappropriate behavior during Read to Someone. They will
correct the inappropriate behavior and together the students and the teacher will come up with an anchor chart for Read to Someone 1. Sit EEKK 2. Read the whole time 3. Stay in one spot 4. Get started right away 5. Quiet reading (voice levels) Practice using voice monitor Students will then have the opportunity to find a book nook with a partner They will practice several rounds of finding a good spot with a partner Use the chimes to call students back to the carpet and do several rounds of this
9:40am to 10:00am (20 minutes) 10:00am to 10:15am (15 minutes) 10:15am to 11:00am (45 minutes)
RECESS
Oral Language Snack
SWIM Senior Kindergarten students will receive swimming instruction from the lifeguards in the pool that is attached to the school. 20 minutes will be dedicated to beginning swimming lessons and 10 minutes will be dedicated to free time in the pool. The remaining time is required for changing. Teacher Prep-Time Motivation for Activity Time Literacy Objective: To give students the freedom and responsibility to choose their own activities and play alongside their Oral Language classmates in a friendly, comfortable environment. Activity and ELL Time is a great opportunity for children to develop their self-regulation, which is an area of development that will Knowledge be assessed during this time (see Appendix D). Building Activity time in Senior Kindergarten is much like free time Writing or choice time. Please see our Floor Plan to learn all about
Conventions
the centers that the children can go to during Activity Time. One important rule that the students need to Vocabulary remember during Activity Time is that there is a maximum of 4 people at one center at a time. When a student wants Concepts of to go to a new center, they must raise their hand and tell Print the teacher that they would like to leave. The teacher will grant students permission to change activities. Students Reading Fluency must play at a center for at least 10 minutes before they & Expression are allowed to leave. If a student isnt working well at a station or isnt behaving, the teacher will choose which Reading activity they will go to next. The class is aware that when Comprehension a student needs to work with the teacher (small groups or Strategies one-on-one), they are allowed to save their spot at the center they are working at (unless they want to leave) and Writing they are free to return. Processes & Strategies Rationale: We have learned in our program that the importance of play to young childrens healthy development and learning has been documented by research. Yet, it is easy for play to disappear from kindergarten programming due to busy schedules and adhering to curriculum expectations. Students in our Senior Kindergarten class will have the opportunity to engage in play for at least 45 minutes every day. This is because we are aware that children learn so much through play and exploration, exercising their bodies, and using their imaginations. At times, children will be removed from their play to work in small groups or one-on-one with the teacher (i.e. to work on printing, story plays, worksheets, etc.) However, the maximum amount of time they will be taken away from play each day is 15 minutes. Assessment: Teachers can use the Numerical Scale Method to assess a childs self-regulation (Appendix D) during Activity Time. Teachers can also assess for organizational skills, initiative, and responsibility using the Checklist that can also be found in Appendix D. Casting Shadows Across Literacy and Science Objective: Students will explore scientific information
drawn from informational texts, prose and poetry, and their own experience. They will develop skills in written and oral expression as they make connections between their reading and their own observations. During Activity Time on Tuesday to Thursday, students will have an opportunity to work in groups of 2-3 at the conference table with the teacher on the Shadow Watching worksheet (see Appendix C). Students will be asked to think back to Monday when they went outside to find different shadows. They will be asked to draw a picture of someone or something they have seen that casts a shadow. They will draw the shadow and also draw the sun. It is important that students understand that drawing the sun shows where the light is coming from to make the shadow. Students will be asked to explain what is going on in their picture and the teacher will scribe their language on the back of their worksheet.
Curriculum Expectations: Science and Technology - As children progress through the Full-Day Early LearningKindergarten program, they will: (1.1) Ask questions about and describe some natural occurrences, using their own observations and representation (i.e. drawings, writing). (2.1) State problems and pose questions before and during investigations. ELL: Model for students how they should draw an object, its shadow, and the position of the light source. Rhyme Time: The Hungry Hungry Rhyming Monster Objective: To build the awareness of sound structure in spoken language by exposing students to the concept of rhymes and having them generate rhyming words. The teacher will choose a story that contains many rhyming words. Todays story will be The Gruffalo (see Appendix B) by Julia Donaldson. She will have a
Phonemic Awareness Concepts of Print Motivation for Literacy
pre-made monster made prior to the lesson (see Appendix E). The teacher will begin by reading the story aloud to the students in an engaging way. She will ask students whether they noted anything interesting about the story. Perhaps some children heard a lot of rhyming words. Ask the students to give an example of a rhyming word they heard from the story. The teacher should then reinforce what a rhyming word is so that the English Language Learners understand what to do. Give students another example of a pair of rhyming words and clearly explain the part they have in common (the ending). For example you could say, I noticed that lake and snake rhyme because they both say ake at the end of the word! Introduce the Hungry Hungry Rhyming Monster to the students. Be sure to explain that he is a friendly monster who is very hungry. Tell the students that he only likes to eat words that rhyme with the words that he says. The teacher should pretend to be the monster (or listen to the monster) and say a word. Ask the students to try to come up with a rhyme for that word. If the student comes up with a correct rhyme, write it on a piece of paper and let them feed it to the monster. By writing the rhyming word on a piece of paper, you are helping students understand concepts of print. After the monster has eaten lots of rhymes, explain to the class that they did an excellent job of feeding him and he is ready for a nap! You can extend this activity by having students give you suggestions for rhyming word pairs to feed to the monster.
Rationale: The ability to recognize and produce rhyming words is an important phonological awareness skill (Cunningham & Allington, 2011). Rhyming may seem like an easy concept to teach children however; some children can
find it quite challenging to manipulate the ending sounds in words. This is why it is important to have time in our weekly schedule dedicated to rhyming activities. The Hungry Hungry Rhyming Monster is a great recipe to use often because you can change up the monsters rhyming word each time and students still find it fun to generate rhyming words and feed the monster as a reward (a motivation for literacy) (LitDiet, 2014). Curriculum Expectations: Language - As children progress through the Full-Day Early Learning-Kindergarten program, they will: (1.1) Explore sounds, rhythms, and language structures, with guidance and on their own. (1.11) Demonstrate an awareness that words can rhyme, can begin or end with the same sound, and are composed of phonemes that can be manipulated to create new words. ELL: It is important to pre-teach the concept of rhyming and practice this with the students. Teachers can also allow and encourage students to generate rhymes in their first language. Assessment: The teacher can create a checklist to record which students are able to come up with rhyming word pairs. The teacher can also use the Phonemic Awareness assessment that can be found in Appendix D. 12:00pm to 12:15pm (15 minutes) 12:15pm to 12:45pm (30 minutes) 12:45m to 1:15pm (30 minutes)
LUNCH LUNCH RECESS

Motivation for Literacy Oral Language and ELL Quiet Time: The Wonderful Wizard of Oz After the students return from lunch recess, they will lie down with their assigned pillow and rest while they are read a novel. For the first 5 minutes of Quiet Time, the students are to lie down silently and the teacher will turn on a singing snow globe. This
Vocabulary Reading Comprehension Strategies
gives students a chance to relax and unwind after recess. When the snow globe stops signing, the teacher will begin the novel read aloud. This month the class will be reading The Wonderful Wizard of Oz by Frank Baum. Throughout the read aloud, students are encouraged to ask questions regarding the contextual language (i.e. vocabulary and sentence structure) as well as story construction (ideas, sequence, structure). The teacher should use the think-aloud strategy to activate and build schema. According to Debbie Millers Book, Reading With Meaning, think alouds are a wonderful way to show our students how to build schema, but we must be careful when we do this. We must be deliberate. Our think alouds must be genuine, with precise language, and with thoughtful responses (Miller, pg. 54-57). With proper planning the teacher should think about the following questions before using the think aloud strategy during the reading of the Wizard of Oz: What do you want the students to understand about this strategy? Of the places in the text where I could authentically think out loud, which two or three would best illustrate my point? The teacher should make these plans before beginning Quiet Time, thinking about what will be said and how. As you teach the students to think through the reading of The Wizard of Oz during Quiet time, encourage students to respond using this terminology: When I read [or heard] these words it reminded me of or When I saw the picture of it made me think about After 25 minutes, the children will be asked to put their pillows away and sit in a circle on the carpet. The teacher will then show the students the pictures that were in the chapters that she read during quiet time. During this time, the children are invited to raise their hand to ask questions, state their observations about the pictures, or make predictions about the story.
Rationale: Quiet Time is placed after lunch recess every day because it is important that the students have a consistent time after lunch where they can relax and listen to a good story. It is a good idea for the teacher to select a novel for this time because this allows students to really think about the words being read to them and visualize what may be happening in the story. As indicated above, Quiet Time is a great time for teachers to model the think aloud strategy. Teachers should encourage the students to raise their hand and share a connection they have made and explain why they are thinking about that connection. This is because it is important for teachers to become aware of what is going on inside the minds of the students. When the students are shown the pictures in the chapter at the end of quiet time, this helps students validate what they have visualized and support their comprehension of the story. Curriculum Expectations: Language - As children progress through the Full-Day Early Learning-Kindergarten program, they will: (1.5) Use language in various contexts to connect new experiences with what they already know. (1.6) Use language to talk about their thinking, to reflect, and to solve problems. (1.9) Describe personal experiences, using vocabulary and details appropriate to the situation. (2.3) Demonstrate an awareness of basic book conventions and concepts of print when a text is read aloud or when they are beginning to read print. (2.4) Respond to a variety of materials read aloud to them. (2.5) Make predictions regarding an unfamiliar text that is read aloud, using prior experience, knowledge of familiar texts, and general knowledge of the word around them. (2.6) Use prior knowledge to make connections. (2.7) Use illustrations to support comprehension of texts that are read by and with the EL-K team. (2.10) Retell information from non-fiction materials that have been read by and with the EL-K team in a variety of contexts.
(3.1) Begin to use reading strategies to make sense of unfamiliar texts in print. (5.2) Communicate their ideas verbally and non-verbally about a variety of media materials. 1:15pm to 1:45pm (30 minutes) ART Senior Kindergarten students will receive Art instruction from the art teacher in the art room.
Teacher Prep-Time Vocabulary Math: Community Helpers: Venn Diagram Objective: Oral Language review vocabulary (from word wall activity and read alouds) Knowledge introduce new vocabulary Building understand that things can be sorted into categories extend Tuesdays lesson on sorting, not only can things be sorted they can also belong to more then one category Materials: 2 hula hoops, community helper cards, day and night cards, blank cards Description: On Tuesday when we were working with our tools of the trade we found some tools that could be used by more than one of the community helpers. Who remembers what we did with the hula hoops so that we could sort those tools? Thats right! Come show me how we moved the hula hoops please. (Student places hula hoops so that they overlap. This is called a VENN DIAGRAM Get class to say venn diagram together Today we will be sorting the different community helpers that we have been learning about. Show the card and ask students to name the community helper and what it is they do. We will be sorting the community helpers by the time they work at. What does this word say? Show the Day card. It starts with a DDDDD Students will be sitting in a circle and one by one
come up and sort the community helpers. When they come across a community helper that works both during the day and night they will place it in the middle circle. Do not correct the student (this avoids any pressure to get the right answer or embarrassment, students are used to working as a team to problem-solve which they will do in the next step). Once everyone has had a turn and all the tools have been placed in either of the circles ask the students look at the two circles, does anything need to be changed or are we all done? Children who see something that need to be changed will raise their hand and change the location of the tool. Students will also explain their reasoning. This will continue until the whole class has agreed that all the tools are in the right place
Curriculum Expectations (Math): As children progress through the Full-Day Early Learning-Kindergarten program, they will: (DM5.1) sort, classify, and compare objects (DM5.3) respond to and pose questions about data collection Curriculum Expectations (Language): As children progress through the Full-Day Early Learning-Kindergarten program, they will: (1.5) use language in various contexts to connect new experiences with what they already know (1.6) use language to talk about their thinking, to reflect, and to solve problems ELL:
Math is often when students who are ELL are most engaged. Capitalize on this opportunity by incorporating visuals and vocabulary Snack provides opportunities for students and teachers to engage in meaningful, authentic conversation
Oral Language
Snack
Motivation for Literacy Oral Language Knowledge Building Vocabulary Writing Processes & Strategies Text Structure and Genres
Read Aloud: Newspaper Article Description: Tell the students that you were reading the newspaper the other day and you couldn't wait to share this article with them. Explain that the text or stories in a newspaper are called articles. Allow students the opportunity to make connections to home (perhaps their parents read the newspaper every morning). Read Firefighters Rescue Cop Stuck In Tree Who Was Trying to Save Cat http://gawker.com/firefighters-rescue-cop-stuck-intree-trying-to-save-ca-505488908/all Talk about the humor behind the story, that the police officer got stuck in the tree when he was trying to save the cat, which is why the firefighters were laughing at him In the end talk about how community helpers work together to help people and even animals in our community Rationale: It is important to expose students to a variety of texts. By doing this teachers can be sure that they are modeling reading materials that are of interest to all their students and that they are opening the doors to all the different kinds of wonderful reading materials that there are (Cunningham & Allington, 2011).
Friday
Time
Food Group
Detailed Plan
Arrival & Songs Once the bell rings, the students will line up outside of the Senior Kindergarten entrance/exit and they will enter the school. The students will hang up their jackets and belongings at their cubbies in the hallway located just outside of the classroom. The students will enter the classroom when they are ready and they will sit in a circle on the carpet. They will sing with the teacher until all students have entered the classroom and are sitting on the carpet. Concepts of Morning Message Print Objective: To introduce students to high frequency words (sight words). The Morning Message will demonstrate the Spelling & features of written language, including how text is Word Study organized, as well as teach common spelling patterns and word families. Letter-Sounds The students will read the Morning Message displayed on & Phonics the SMART Board and will recognize the red and green, high frequency words by sight. Students will be asked to Phonemic count the red and green words on the board. Once they Awareness have counted the high frequency words, they will raise their hand to share their number. When everyone is ready, the teacher will go around the circle and ask students how many red and green words they counted. If a student is far off (i.e. she/he counts 40 sight words instead of 20, they will be asked to count again). The teacher will then ask the students to count the red and green words together as a class. After they say the final number, the teacher will then ask a student how to write the number on the board. If the student doesnt know how to write it, the teacher will prompt him or her. After the teacher has written the number of high frequency words on the top of the Morning Message, she will then go around the circle and ask each child to read a sight word out loud as she points to it. Please note that common sight words are written in red, and the new high frequency word(s) of the week is written in green. As students become more familiar with the green word(s), they eventually turn to red and a new green high-frequency word is introduced. All other
words are written in black. Here is the morning message for today: Happy Friday my friends! Today is the day! As you know, later today we will be having a special guest come in to visit our classroom. I know that you are all very excited to see who it is. It is important that we are on our best behaviour and that we listen to what she or he has to say. If you have a question, please remember to raise your hand. This will be an exciting day! I am looking forward to learning more about community helpers with you. Love, _________. ELL: Students will be provided with support in counting the high frequency words as well as reading their individual sight word to the class. After the Morning Message is done, the teacher will review the daily schedule and take attendance. Silly Sound Attendance Objective: To introduce a new sound and motivate students to play with the sounds in words by creating silly names. At this stage of development, appropriate phonemic awareness instruction uses chants, poetry, songs, and rhymes to engage students curiosity about language (Yopp & Yopp, 2000). The teacher will review the sound of the week by pronouncing the sound as a class and having students pay close attention to how it is formed with the mouth. She will explain that they will be creating silly names with the sound of the week. This week the sound will be D. The teacher models how to put the sound of the week at the beginning of each students name. For names that start with consonants, you can switch the initial sound (i.e. Sarah-Darah), but for names beginning with vowels, you can just add the consonant at the beginning (i.e. Allison-Dallison). Go around the circle and have each student say his or her new silly name. If they are having
difficulty, ask the rest of the class to help. After the class understands how to make their silly names, the class sings the attendance song using their new names. The teacher will then do her usual attendance procedure, calling on students with their new silly names (LitDiet, 2014). We chose to incorporate this activity into our morning routine because phonemic awareness is a priority at Stage 0. We want to take advantage of every minute of everyday, and feel as though using this powerful recipe turns such a mundane event into something so meaningful.
Assessment: The teacher can use the phonemic awareness checklist (located in Appendix D) to assess students progress in the phonemic awareness food group. She can make notes on which students are easily able to identify the sound of the week and put it at the beginning of their name, and which have difficulty. ELL: Students will be provided with support in determining their silly name. Additionally, the teacher should be sure to practice the attendance song in advance before expecting the student to sing it independently. Motivation for Daily 5: Read to Someone Literacy Description Today we finally get to read with our partner!! But Oral Language before we do that we must review what this should look like and sound like Vocabulary Review EEKK with students and what that should look like and sound like, use the voice monitor and practice Concepts of whispering voices Print We will learn a strategy that we can use when we are reading with a partner it is called I read, you Reading Fluency read. & Expression One of you will have this card (show card of mouth), if you have this picture you are reading. The other Reading person will have this card (show picture of ear). This Comprehension person is doing their best to listen. The person who is Strategies listening will then use the third way to read retell
the story to retell the story that you just heard. I will ring the chimes when it is time to switch (each student will have about 4 minutes to read (the amount of time that we built our stamina). Then they will switch and the other partner will read for 4 minutes. Considering this is the first time that students are using read to someone the teacher can be a little more lenient about checking in allowing both partners to get a chance to read. After about 10 minutes students will check in Check in: review the rules and expectations. Ask students to put thumbs up on their heart if they believe they tried with all their hearts. Thumbs sideways on their hearts if they believe they could try harder. Congratulate the students on the amount of time they were able to build their stamina today!
9:40am to 10:00am (20 minutes) 10:00am to 10:15am (15 minutes) 10:15am to 11:00am (45 minutes)
RECESS
Oral Language Snack
GYM Senior Kindergarten students will receive Physical Education instruction from the gym teacher in the gymnasium. Teacher Prep-Time Motivation for Activity Time Literacy Objective: To give students the freedom and responsibility to choose their own activities and play alongside their Oral Language classmates in a friendly, comfortable environment. Activity and ELL Time is a great opportunity for children to develop their self-regulation, which is an area of development that will be Knowledge assessed during this time (see Appendix D). Building Activity time in Senior Kindergarten is much like free time
Writing Conventions
or choice time. Please see our Floor Plan to learn all about the centers that the children can go to during Activity Time. One important rule that the students need to remember Vocabulary during Activity Time is that there is a maximum of 4 people at one center at a time. When a student wants to go to a Concepts of new center, they must raise their hand and tell the teacher Print that they would like to leave. The teacher will grant students permission to change activities. Students must play Reading Fluency at a center for at least 10 minutes before they are allowed & Expression to leave. If a student isnt working well at a station or isnt behaving, the teacher will choose which activity they will go Reading to next. The class is aware that when a student needs to Comprehension work with the teacher (small groups or one-on-one), they Strategies are allowed to save their spot at the center they are working at (unless they want to leave) and they are free to Writing return. Processes & Strategies Rationale: We have learned in our program that the importance of play to young childrens healthy development and learning has been documented by research. Yet, it is easy for play to disappear from kindergarten programming due to busy schedules and adhering to curriculum expectations. Students in our Senior Kindergarten class will have the opportunity to engage in play for at least 45 minutes every day. This is because we are aware that children learn so much through play and exploration, exercising their bodies, and using their imaginations. At times, children will be removed from their play to work in small groups or one-on-one with the teacher (i.e. to work on printing, story plays, worksheets, etc.) However, the maximum amount of time they will be taken away from play each day is 15 minutes. Assessment: Teachers can use the Numerical Scale Method to assess a childs self-regulation (Appendix D) during Activity Time. Teachers can also assess for organizational skills, initiative, and responsibility using the Checklist that can also be found in Appendix D.
Phonological Awareness Letter Sounds and Phonics Motivation for Literacy Oral Language Vocabulary
Themed Activity: Community Helpers A to Z Objective Emphasize the sounds correlated with each letter of the alphabet Using what students already know about letter songs and phonics, come up with a list of community helpers that start with each letter of the alphabet Expand vocabulary Description Read aloud- Community Helpers from A to Z by Bobbie Kalman (this will be read after the students come up with their own list) Students have had lots of practice with letter sounds and phonics alphabet song ww.youtube.com/watch?v=-W6E1-iAH7s Today they will come up with a list of community helpers that start with each letter of the alphabet These words will then be use to replace the words in the original phonics song to come up with our very own version Extension: each student will then draw a picture that corresponds with each letter of the alphabet to provide visuals for our list Rationale: It is important for students to know the alphabet however it is curtail for students to develop an understanding of the sounds related to these letters. This will lead to success with decoding, which will aid with fluency and reading comprehension in the future. Using music and the theme of the week increases student motivation and engagement. ELL

Student have had lots of practice with both the phonics song and community helper vocabulary Use of music to engage student and review this vocabulary Visuals to reiterate the vocabulary words
12:00pm to 12:15pm (15 minutes) 12:15pm to 12:45pm (30 minutes) 12:45m to 1:15pm (30 minutes)
LUNCH LUNCH RECESS

Motivation for Literacy Oral Language and ELL Vocabulary Reading Comprehension Strategies Quiet Time: The Wonderful Wizard of Oz After the students return from lunch recess, they will lie down with their assigned pillow and rest while they are read a novel. For the first 5 minutes of Quiet Time, the students are to lie down silently and the teacher will turn on a singing snow globe. This gives students a chance to relax and unwind after recess. When the snow globe stops signing, the teacher will begin the novel read aloud. This month the class will be reading The Wonderful Wizard of Oz by Frank Baum. Throughout the read aloud, students are encouraged to ask questions regarding the contextual language (i.e. vocabulary and sentence structure) as well as story construction (ideas, sequence, structure). The teacher should use the think-aloud strategy to activate and build schema. According to Debbie Millers Book, Reading With Meaning, think alouds are a wonderful way to show our students how to build schema, but we must be careful when we do this. We must be deliberate. Our think alouds must be genuine, with precise language, and with thoughtful responses (Miller, pg. 54-57). With proper planning the teacher should think about the following questions before using the think aloud strategy during the reading of the Wizard of Oz: What do you want the students to understand about this strategy? Of the places in the text where I could authentically think out loud, which two or three would best illustrate my point? The teacher should make these plans before beginning Quiet Time, thinking about what will be said and how. As you teach the students to think through the reading of The Wizard of Oz during Quiet time,
encourage students to respond using this terminology: When I read [or heard] these words it reminded me of or When I saw the picture of it made me think about After 25 minutes, the children will be asked to put their pillows away and sit in a circle on the carpet. The teacher will then show the students the pictures that were in the chapters that she read during quiet time. During this time, the children are invited to raise their hand to ask questions, state their observations about the pictures, or make predictions about the story. When the students have finished The Wizard of Oz, the class will have the opportunity to watch parts of the movie to reinforce what they learn from the novel. As they are watching the video, the class will make a chart comparing the differences between the novel and the movie.
Rationale: Quiet Time is placed after lunch recess every day because it is important that the students have a consistent time after lunch where they can relax and listen to a good story. It is a good idea for the teacher to select a novel for this time because this allows students to really think about the words being read to them and visualize what may be happening in the story. As indicated above, Quiet Time is a great time for teachers to model the think aloud strategy. Teachers should encourage the students to raise their hand and share a connection they have made and explain why they are thinking about that connection. This is because it is important for teachers to become aware of what is going on inside the minds of the students. When the students are shown the pictures in the chapter at the end of quiet time, this helps students validate what they have visualized and support their comprehension of the story. Curriculum Expectations: Language - As children progress through the Full-Day Early Learning-Kindergarten program, they will: (1.5) Use language in various contexts to connect new
Motivation for Literacy
Oral Language and ELL Writing Conventions
experiences with what they already know. (1.6) Use language to talk about their thinking, to reflect, and to solve problems. (1.9) Describe personal experiences, using vocabulary and details appropriate to the situation. (2.3) Demonstrate an awareness of basic book conventions and concepts of print when a text is read aloud or when they are beginning to read print. (2.4) Respond to a variety of materials read aloud to them. (2.5) Make predictions regarding an unfamiliar text that is read aloud, using prior experience, knowledge of familiar texts, and general knowledge of the word around them. (2.6) Use prior knowledge to make connections. (2.7) Use illustrations to support comprehension of texts that are read by and with the EL-K team. (2.10) Retell information from non-fiction materials that have been read by and with the EL-K team in a variety of contexts. (3.1) Begin to use reading strategies to make sense of unfamiliar texts in print. (5.2) Communicate their ideas verbally and non-verbally about a variety of media materials. Reading Buddies Students from the Grade 2 class come to the Kindergarten class to read together Each Kindergarten student is partnered up with a student from grade 2, this partner stays the same for the rest of the year. Today the Grade 2 students are sharing the books they made for the SKs Rationale: This is an opportunity for students to read, engage in social conversation as well as share work with another class. It is important for teachers of the two classes to collaborate in order to make this time into a meaningful experience. Science: Casting Shadows Across Literacy and Science Objective: Through the discussion of literature on shadows and asking questions to probe prior knowledge, students will explore scientific concepts and test hypotheses. Students will explore scientific information drawn from informational
Concepts of Print Motivation for Literacy Knowledge Building
texts, prose and poetry, and their own experience. They will develop skills in written and oral expression as they make connections between their reading and their own observations. Physical activity will be incorporated into this lesson to get students excited to experiment with shadows. This lesson will need to be conducted on a sunny day, preferably in the early morning or late afternoon. The teacher may need to reschedule this lesson if the weather forecast is unfavorable. Read the story, Shadow Race (From A Light in the Attic by Shel Silverstein) aloud to the class (see Appendix B). It reads: Every time Ive raced my shadow When the sun was at my back, It always ran ahead of me, Always got the best of me. But every time Ive raced my shadow When my face was toward the sun, I won. On the SMART Board, show the students that the author is saying two things about what happens to their shadow when it is sunny outside: A) The shadow will WIN the race when the sun is behind me. B) The shadow will LOSE the race when the sun is behind me. Tell the students that we can call each of these statements a Hypothesis. Ask the students to try and say that word out loud as a class. Ask students which hypothesis they believe to be correct: Do you think the shadow will WIN the race when the sun shines from behind? Or do you think the shadow will LOSE the race when the sun shines from behind? Ask them, why? Have the students discuss their reasoning. The teacher will make a tally of how many students believe each hypothesis. Take students out to the playground to test the hypotheses. Tell the students that they will race
their own shadows (make sure the sun is shining from behind). The students will need to observe whether their shadows cross the finish line ahead of them or behind them. Have students line up side by side facing away from the sun. On the count of three blow the whistle, and race with the students to a line across the field. Ensure that the students are paying attention to whether they or their shadow crosses the line first (not which student crosses the line first!). Bring the students back to the starting line and repeat the race one more time if necessary. Bring the students back into the classroom and have the students discuss their findings. On the SMART Board, bring up the Shadow Facts chart that you have been adding to throughout the week. Add any new understandings.
Rationale: Shadows fascinate young children, which open up many opportunities for them to learn more about science. Although shadows are typically associated with sunlight, they can be produced indoors with light. Through games, poetry, and read alouds, we want Senior Kindergarten students to learn both indoors and outdoors about the science theme of shadows. In this lesson, language arts and physical activity skills are combined with the learning of science in a literacy-based approach to the study of shadows. Implementing active games and providing hands-on learning is what makes science engaging and exciting. Curriculum Expectations: Language - As children progress through the Full-Day Early Learning-Kindergarten program, they will: (1.5) Use language in various contexts to connect new experiences with what they already know. (1.6) Use language to talk about their thinking, to reflect, and to solve problems. (1.9) Describe personal experiences, using vocabulary and details appropriate to the situation. (2.4) Respond to a variety of materials read aloud to them.
(2.5) Make predictions regarding an unfamiliar text that is read aloud, using prior experience, knowledge of familiar texts, and general knowledge of the word around them. (2.6) Use prior knowledge to make connections. Curriculum Expectations: Science and Technology - As children progress through the Full-Day Early LearningKindergarten program, they will: (1.1) Ask questions about and describe some natural occurrences, using their own observations and representation (i.e. drawings, writing). (2.1) State problems and pose questions before and during investigations. (2.2) Make predictions and observations before and during investigations. (2.3) Select and use materials to carry out their own explorations. (2.4) Communicate results and findings from individual and group investigations. (4.3) Make predictions and observations throughout the design process. Curriculum Expectations: Health and Physical Activity As children progress through the Full-Day Early LearningKindergarten program, they will: (2.1) Participate actively in creative movement and other daily physical activities. (2.3) Demonstrate strategies for engaging in cooperative play in a variety of games and activities. (3.2) Begin to demonstrate control of large muscles with and without equipment. ELL: Prior to having students test their hypotheses. Have one student model how they will race their own shadow: this will consist of them standing at the starting line (side by side with the other students) with the sun behind them. Encourage students to contribute their findings or observations in the class discussion.
Oral Language
Snack Snack provides opportunities for students and teachers to engage in meaningful, authentic conversation Surprise Visitor Today is the day! A firefighter is coming in to read a story to the class. See Context details of the firefighter visit Rationale: Most elementary teachers are women, and most struggling readers are boys(Cunningham and Allington, 2011). Providing students with opportunities to engage in reading with male role models can make them believe that real men do read which can increase motivation to read.
Motivation for Literacy Knowledge Building
References
Boushey, G., & Moser, J. (2012). Big Ideas Behind Daily 5 and Cafe. The Reading Teacher , 66 (3), 172-178. Calm Kids Yoga. (2014). Yoga in Schools. Meditation with a Feather. Retrieved from http://www.calmkidsyoga.com.au/?option=com_content&task=view &id=2&Itemid=3
Cunningham, P., & Allington, R. (2011). Classrooms that work: They can all read and write. (Fifth Edition). Boston: Allyn and Bacon. LitDiet. (2014). The balanced literacy diet. The Hungry Hungry Rhyming Monster. Retrieved from http://www.oise.utoronto.ca/balancedliteracydiet/Recipe/00063/ LitDiet. (2014). The balanced literacy diet. Silly Sound Attendance. Retrieved from http://www.oise.utoronto.ca/balancedliteracydiet/Recipe/00171/
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LitDiet. (2014). The balanced literacy diet. Cafe Drama Center. Retrieved from http://www.oise.utoronto.ca/balancedliteracydiet/Recipe/50 266/ LitDiet. (2014). The balanced literacy diet. Fluency Phones. Retrieved from http://www.oise.utoronto.ca/balancedliteracydiet/Recipe/50076/ LitDiet. (2014). The balanced literacy diet. Classroom Post Office. Retrieved from http://www.oise.utoronto.ca/balancedliteracydiet/Recipe/00017/ LitDiet. (2014). The balanced literacy diet. Whos That Community Helper. Retrieved from http://www.oise.utoronto.ca/balancedliteracydiet/Recipe/00109/ LitDiet. (2014). The balanced literacy diet. Keep the Beat. Retrieved from http://www.oise.utoronto.ca/balancedliteracydiet/Recipe/50215/ LitDiet. (2014). The balanced literacy diet. Drive-Thru Blending. Retrieved from ww.oise.utoronto.ca/balancedliteracydiet/Recipe/50290/
LitDiet. (2014). The balanced literacy diet. Favourite Read Alouds. Retrieved from http://www.oise.utoronto.ca/balancedliteracydiet/Recipe/50285/ Knudson, J. (n.d.). The Daily 5 in Action! Retrieved March 2014, from Kinderworld: http://kinderworldway.blogspot.ca/2012/09/the-daily-5-inaction.html Miller, D. (2002). Reading with Meaning: Teaching Comprehension in the Primary Grades. New York: Stenhouse Publishers.
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Ontario Ministry of Education. (2010). The Full-Day Early Learning Kindergarten Program [Program of Studies]. Retrieved from http://www.edu.gov.on.ca/eng/curriculum/elementary/kindergarte n_english_june3.pdf Rivlin-Nadler, M. (n.d.). Firefighters Rescue Cop Stuck In Tree Who Was Trying to Save Cat. Retrieved March 2014, from http://gawker.com/firefighters-rescue-cop-stuck-in-tree-tryingto-save-ca-505488908/all Yopp, H., & Yopp, R. (2000). Supporting phonemic awareness development in the classroom. The Reading Teachers, 54, 130-143.

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Monday

8:50am to 9:00am (10 minutes)

10:15am to 11:00am (45 minutes)

11:00am to 11:45am (45 minutes)

Comprehension Strategies Writing Processes & Strategies

11:45pm to 12:00pm (15 minutes)

Rationale: This activity integrates art, drama and literacy

LUNCH LUNCH RECESS

Conventions Writing Processes & Strategies

1:45pm to 2:15pm (30 minutes)

Oral Language and ELL Writing Conventions Concepts of Print

2:15pm to 2:30pm (15 minutes)

2:30 to 2:45pm (15 minutes)

Oral Language Concepts of Print

2:45pm to 3:15pm (30 minutes)

8:50am to 9:00am (10 minutes)

9:00am to 9:40am (40 minutes)

Motivation for Literacy Vocabulary Knowledge Building Concepts of Print

10:15am to 11:00am (45 minutes)

11:00am to 11:45am (45 minutes)

11:45pm to 12:00pm (15 minutes)

LUNCH LUNCH RECESS

1:15pm to 1:45pm (30 minutes)

Motivation for Literacy Oral Language and ELL Knowledge Building

1:45pm to 2:15pm (30 minutes)

Vocabulary Oral Language Knowledge Building

2:15pm to 2:30pm (15 minutes) 2:30 to 2:45pm (15 minutes)

Phonemic Awareness Vocabulary Oral Language

2:45pm to 3:15pm (30 minutes)

8:50am to 9:00am (10 minutes)

9:00am to 9:40am (40 minutes)

9:40am to 10:00am (20 minutes) 10:00am to 10:15am (15 minutes)

10:15am to 11:00am (45 minutes)

11:00am to 11:45am (45 minutes)

Strategies Writing Processes & Strategies

11:45pm to 12:00pm (15 minutes)

LUNCH LUNCH RECESS

1:45pm to 2:15pm (30 minutes)

2:15pm to 2:30pm (15 minutes) 2:30 to 2:45pm (15 minutes)

Reading Comprehension Strategies

2:45pm to 3:15pm (30 minutes)

8:50am to 9:00am (10 minutes)

9:00am to 9:40am (40 minutes)

Phonological Awareness Letter Sounds and Phonics Motivation for Literacy

11:00am to 11:45am (45 minutes)

11:45pm to 12:00pm (15 minutes)

Phonemic Awareness Concepts of Print Motivation for Literacy

LUNCH LUNCH RECESS

Vocabulary Reading Comprehension Strategies

1:45pm to 2:15pm (30 minutes)

2:15pm to 2:30pm (15 minutes)

2:30 to 2:45pm (15 minutes)

2:45pm to 3:15pm (30 minutes)

8:50am to 9:00am (10 minutes)

9:00am to 9:40am (40 minutes)

11:00am to 11:45am (45 minutes)

11:45pm to 12:00pm (15 minutes)

LUNCH LUNCH RECESS

1:15pm to 1:45pm (30 minutes)

Motivation for Literacy

1:45pm to 2:15pm (30 minutes)

Oral Language and ELL Writing Conventions

Concepts of Print Motivation for Literacy Knowledge Building