Friday, April 11, 2014

Fun On The Run!


Hey Kinder friends,
After open house and a wonderful spring break we got right down to business and started to hit it hard with some skill review and some new goal setting. But we needed a little something to make that happen and still have a little fun with it so in came the puppies! And by now I swear that there is not a dog book that we have not read. I swear there can't be another. But somehow we fell in love with Harry the Dirty Dog and just had to run with it. We wanted to read about Harry, write about Harry and make our own Harry! And when the rain came, we did just that!
We even found a few new Harry books that we had to get our hands on. We had fun reading about Harry but it really inspired us to tell some great stories about our pets. I have to say this was a welcome change at the time and it inspired some interesting writing. We made dog lists, wrote about pet adventures and we even had some how to's in the mix! But most of all we loved sharing our stories with each other.
We had a little trial and error with a few other puppy projects and we settled on our Harry inspired chalk pastel dirty dogs because using this art material just is too much fun and mistake proof and definitely made our dogs look dirty!
Crayola makes a very inexpensive chalk pastel set and you can find it on Amazon. If you can get your hands on extra black ones I bet you will start using them for so many projects because they are just that forgiving to work with and they make anything look better.
 And since we loved our puppy portraits so much, we decided to use them for a dramatic play center. And as we discussed and planned for that we had to gather a few more props. These puppies were found on Amazon too and they are the perfect addition to the space especially with some balances in the center. And you know the big basket of links we all have in the classroom? We ACTUALLY are going to be able to use those as leashes...on the dogs instead of each other! You have seen it, every cotton picking year someone invents the human leash idea... The stories we could tell...but won't!
And as we were collecting books and props for our center we came across these. These are the perfect tools for making dog kennels and designing our own structures for our pets. Who knows maybe we can sketch the design we create and share that with each other!
http://www.teacherspayteachers.com/Product/Puppy-Palooza-1126906
And since we were on a roll and the kids kept suggesting things to add to the center I had to get busy creating and I did just that! In this unit you will find lots of printables to make your own center that special place. But we couldn't stop there! I knew that while all this was going on I had to make printables that will allow me to review the skills and address the standards that we were working on. I wanted a printable and quick "go to" file that would help us be ready for skill review fun on the run! And to date I think I have used every single printable in the unit. In fact, I have added these printables to my sub tub, used them for morning work and bundled them up for homework packets. It has been a blessing especially this time of year when we are all so busy. So, what did we cover?
Standards Addressed:
CCSS.ELA-Literacy.RL.K.10 Actively engage in group reading activities with purpose and understanding.
CCSS.ELA-Literacy.RF.K.1a Follow words from left to right, top to bottom, and page by page.
CCSS.ELA-Literacy.RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
CCSS.ELA-Literacy.RF.K.2a Recognize and produce rhyming words.
CCSS.ELA-Literacy.RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
CCSS.ELA-Literacy.RF.K.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
CCSS.ELA-Literacy.RF.K.4 Read emergent-reader texts with purpose and understanding.
CCSS.Math.Content.K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
CCSS.Math.Content.K.CC.B.4b Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
CCSS.Math.Content.K.CC.B.4c Understand that each successive number name refers to a quantity that is one larger.
CCSS.Math.Content.K.MD.B.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.
CCSS.Math.Content.K.G.A.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
TEKS
Standards Addressed:
Language Arts
K.2(B) identify syllables in spoken words.
K.2(D) distinguish orally presented rhyming pairs of words from non-rhyming pairs.
K.2(H) isolate the initial sound in one-syllable spoken words.
Reading/Comprehension
K.5(A) identify and use words that name actions, directions, positions, sequences, and locations.
K.5(C) identify and sort pictures of objects into conceptual categories.
(B) ask and respond to questions about text.
Oral And Written Conventions
K.18(A) use phonological knowledge to match sounds to letters.
Science
K.2(A) ask questions about organisms, objects, and events observed in the natural world.
(B) plan and conduct simple descriptive investigations .
(C) collect data and make observations using simple equipment such as hand lenses, primary balances, and non-standard measurement tools.
(D) record and organize data and observations using pictures, numbers, and words.
(E) communicate observations with others about simple descriptive investigations.
K.6(C) observe and describe the location of an object in relation to another such as above, below, behind, in front of, and beside.
K.9(A) differentiate between living and nonliving things based upon whether they have basic needs and produce offspring.
(B) examine evidence that living organisms have basic needs such as food, water, and shelter for animals and air, water, nutrients, sunlight, and space for plants.
K.10(B) identify parts of plants such as roots, stem, and leaves and parts of animals such as head, eyes, and limbs.
Social Studies
K.4 use terms, including over, under, near, far, left, and right, to describe relative location.
Math
K.2(A)  count forward and backward to at least 20 with and without objects.
(B)  read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures.
(C)  count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order.
(D)  recognize instantly the quantity of a small group of objects in organized and random arrangements.
(F) generate a number that is one more than or one less than another number up to at least 20.
K.8(C) draw conclusions from real-object and picture graphs.
So, what's included?
2 Blackline printable cover pages
2 Blackline graphic organizers
1 Blackline list
2 Blackline cut and paste Label It puppy/kitten
17 Blackline print and go resources for skills beginning sounds, syllables, rhyming, cvc words and rhyming
14 Blackline printables for addition with ten frames
27 Blackline printables for making an addition center
1 Blackline printable addition recording page
4 Blackline number line printables 1-10 and 1-20
2 Blackline printables for more/less
4 Color printables for 1-20 counting link center
5 Color and blackline measurement printables
1 Blackline measurement recording page
4 Blackline graphs
14 Blackline printables for counting including counting with ten frames
2 Blackline printables for dice buddy games
6 Blackline printables for 1-6 “more” buddy games
2 Colored teacher big books 1-20 dot arrangements and positional vocabulary
3 Blackline readers including one science reader for basic needs
13 Dramatic play printables
17 Color and blackline kitty printables
http://www.teacherspayteachers.com/Product/Puppy-Palooza-1126906
Over 220 pages of skill based fun on the run! Just click on the picture if you need more information!
 


Tuesday, April 8, 2014

Capturing The Talk!

Hey Kinder Friends,
Someone asked me the other day how to keep Number Talks going all year in Kindergarten. As I walked away from the conversation it made me think. Sometimes we all get stuck and have no idea where to go. And sometimes all it takes is just listening to the kids to get you moving in the right direction.
As we were having math the other day I could hear the children saying... A 5 can be a 1 and a 4, a 5 and a 0 and so on. As other children walked by they would chime in and add to the conversation. Before I knew it they had successfully given all of the combinations to the numbers that they were discussing. Recently in class we have been talking a lot about decomposing numbers to 5. I thought that capturing their "talk" and adding a visual representation would help them build the same fluency with larger numbers. Much to my surprise capturing this one "talk" helped them with larger numbers and soon they began rapidly signaling other combinations to the larger numbers. Capturing this "talk" didn't take much time at all and you can see it really isn't beautiful handwriting or even pinworthy but it was a teachable moment that captured their thinking and helped us all move forward in our thinking about numbers.
I snapped the picture so that I would have it to remind me in those times when I feel stuck. Sometimes just listening to the kids is just what is needed to focus the next "talk" on. And interestingly enough the children were working with...
Yep, Legos when they were taking about number combinations, imagine that!



Tuesday, April 1, 2014

The Best Place to Read!

Hey Kinder Friends,
Well there has been a lot of moving in and moving out in Kindergarten over the last few weeks and I find myself thinking about the beginning of the year for some of those friends who have not been in school much this year. And because of that thought weighing heavy on my mind, I was sure happy to find this book. The Best Place to Read.
This book is great for so many reasons. I am tagging this one for the beginning of the year when we discuss "a good reading spot". But this one also serves as double duty and it can easily be pulled out again when the time is needed to review and discuss what makes a good reading spot. Considering that this has been an ongoing topic in our classroom for the year this time, we incorporated a little interactive writing into the reading this time. And we came up with some pretty good responses to...
What makes a good reading spot?
A bright spot...so you can see the pictures and words.
A quiet spot.
An alone spot.
A good thinking about reading spot.
A soft spot.
A comfy spot.
A small spot.
A spot far, far away...
So, if you find this book chances are that it will be the "just right" time to read it!
 

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