Language and Literacy for Young Learners Online

Size: px
Start display at page:

Download "Language and Literacy for Young Learners Online"

Transcription

1 Language and Literacy for Young Learners Online 4433 Bissonnet Bellaire, Texas f: Introduction Important Foundational Skills 1. Oral Language 2. Phonological Awareness 3. Letter Recognition 4. Concepts of Print 1. Oral Language Vocabulary Listening comprehension 2. Phonological Awareness Overall Sound Structure of Language 3. Letter Recognition Letter Shapes Letter Names 2008 by Neuhaus Education Center. All Rights Reserved. 1

2 4. Concepts of Print Book knowledge How print works Which Foundational Skill? Which important pre-literacy skill is illustrated in the following examples? The teacher discusses the title of the book and names the illustrator. The teacher says a sentence. Students repeat the sentence and count the number of words in the sentence. Students take turns retelling a story they have heard. Students sort letters into two groups those letters with only straight lines and those letters with only curved lines. Did you notice that table and tomato begin with /t/? Who can show me the pictures in this book? Who can show me the words? Which pictures are fruits and which pictures are vegetables? Whose name begins with the letter B? Whose name begins with /b/? Look at the word watermelon. Is the word watermelon a long word or a short word? 2008 by Neuhaus Education Center. All Rights Reserved. 2

3 Lesson 1: Oral Language The more children know about language the better equipped they are to succeed in reading. National Research Council, 1999 Building oral language around a theme helps young children develop and organize oral language. Oral Language Skills include: Rapid naming Songs, nursery rhymes, finger plays Prepositions Shapes Concept of same and different Colors Numeracy Theme = Kitchen Rapid Naming Children can name objects in a kitchen and discuss their purpose or use. Have children name utensils or small appliances. Use pictures from magazines and clipart. Gather pictures of foods. Have children name food by categories or colors. Children can name activities that take place in the kitchen such as stirring, cracking nuts, baking cookies and icing a cake. Songs, Nursery Rhymes, and Finger plays Songs, nursery rhymes, and finger plays about the kitchen are great for building oral language. Old Mother Hubbard Old Mother Hubbard Went to the cupboard To find her poor dog a bone. But when she got there, The cupboard was bare. And so the poor dog had none by Neuhaus Education Center. All Rights Reserved. 3

4 The Sink Song (tune: Here We Go Round the Mulberry Bush) This is the way we turn on the water, turn on the water, turn on the water. This is the way we turn on the water to wash our dirty dishes. This is the way we wash our dishes, wash our dishes, wash our dishes. This is the way we wash our dishes in the kitchen sink. This is the way we wash our hands, wash our hands, wash our hands. This is the way we wash our hands in the kitchen sink. This is the way we turn off the water, turn off the water, turn off the water. This is the way we turn off the water so it won t splash on the floor. I m a Little Tea Pot (tune: I m a Little Tea Pot) I m a little teapot short and stout. Here is my handle. Here is my spout. When I get all steamed up, I will shout, Just tip me over and pour me out. Five Peas Five fat peas in a peapod pressed. One grew, two grew, and so did all the rest. They grew, and they grew, and they never stopped. They grew so fat that the peapod POPPED!! Prepositions Practice prepositions in the kitchen (on, over, under, etc.) Shapes Introducing shapes gives children the language for describing objects. Learning about shapes also helps children develop discrimination skills. As they learn letters, children need to be able to discriminate one letter from another by Neuhaus Education Center. All Rights Reserved. 4

5 Introducing a Square An introduction of the square might look like this: This is a square. What is it? It is a square. Count the number of sides with me one, two, three, four. A square has four sides. Are the sides the same? Yes. A square has four sides that are the same. (tune: The Farmer in the Dell) A square has four sides. A square has four sides. Hi-ho the derry-o, A square has four sides. The sides are the same. The sides are the same Hi-ho the derry-o, The sides are the same. Introducing a Rectangle The introduction of a rectangle might look like this: Is this a square? No, why not? The sides are not the same. This is a rectangle. What is it? It is a. Count the number of sides with me one, two, three, four. A rectangle has four sides. Are the sides the same? No. Two sides are long. A rectangle has four sides. Two sides are long and two sides are not. (tune: The Farmer in the Dell) A rectangle has four sides. A rectangle has four sides. Hi-ho the derry-o, A rectangle has four sides. Two sides are long. And two sides are not. Hi-ho the derry-o, Two sides are long by Neuhaus Education Center. All Rights Reserved. 5

6 Squares and Rectangles (tune: Twinkle, Twinkle Little Star) A square has four equal sides. One, two, three, four sides it has. A rectangle has four sides, But two sides are very long. Squares and rectangles don t fool me. I do know them. Wait and see. Naming shapes You can use marching chants to practice naming shapes. Cut shapes out of paper or index cards to show your children. Have them stand up and march in place to set the beat. We ll also show you examples later on using colors, objects and letters with this activity. You: I have a shape (color, object, letter) that you can name. Children repeat: I have a shape that you can name. You: I can name it just the same. Children repeat: I can name it just the same. You: Ready? Children repeat: Ready! You: Sound off! Children repeat: Sound off! You: Name [hold up a shape (color, object, letter)] Children respond: (name of item) You: Name [hold up a shape (color, object, letter)] Children respond: (name of item) You: Name [hold up a shape (color, object, letter)] Children respond: (name of item) Same or Different? Are these two shapes the same or different? How about these two shapes? When children identify shapes, they need to verbalize how they are the same and how they are different. These shapes are the same because they have (four sides). They are different because (one shape has two sides that are long and two are not. They are short.) 2008 by Neuhaus Education Center. All Rights Reserved. 6

7 Colors You can also use marching chants to practice naming colors. Create color cards by cutting squares of colored paper or index cards to show your children. Use the same pattern as you used for shapes. Rapid Naming The speed of naming colors and objects is important to reading. With color cards, you can make naming patterns to practice rapid naming. Children name the colors in sequence quickly. Start with two colors and a few squares. Add a third color, but no additional squares. Then add more squares. Working Memory Working memory is important to reading. Working memory is short term memory. When you read, you need to think about the sentence you are reading. Then you need to hold on to that sentence as you read the next sentence. You then need to hold on to those two sentences as you read another sentence, and so on. Memory Sequences You can build children s working memory with memory sequences of colors or objects. Name a sequence of colors Have children repeat the sequence back to you. Then have one child arrange colored squares in the sequence by Neuhaus Education Center. All Rights Reserved. 7

8 Numeracy Numeracy is information about numbers and quantity. Have children match printed numbers with pictures that match the quantities expressed by the numbers. This is also a good opportunity to reinforce the idea of plural. Storytelling Storytelling is a great way to build language. Story Retelling Story Retelling is a also great way to build language. Read a story, using simple pictures to illustrate key characters or events Model retelling the story using the pictures Give children the opportunity to retell story, using the pictures as prompts The pictures you use do not need to be museum quality. Most of the images used in our presentation come from free clip-art and the internet. Listen to A Star for Keisha. Story Elements Understanding the elements of a story will also aid comprehension. Characters Setting Sequence of Events Make a card for each element. Use them in a pocket chart or in your workspace. Have children identify the elements in a story they have listened to or retold. As they identify an element, move the card from one side of the chart or workspace to the other. A Star for Keisha Who are the characters? What is the setting? When and where does the story take place? What happens? 2008 by Neuhaus Education Center. All Rights Reserved. 8

9 Lesson 2: Phonological Awareness Phonological Awareness is the awareness of the sound structure of language. The goal of phonological awareness is increasing children s awareness of phonemes or sounds. Early phonological skills include: Rhyming Alliteration Wordness Blending syllables Counting syllables Sound Awareness Rhyming Rhyming is one of the earliest phonological awareness skills to develop. Rhyming Activities Hey, they rhyme! While reading rhyming books, or nursery rhymes, pause to emphasize rhyming pairs by saying, for example, Hey, Jill, hill, they rhyme! Thumbs up! Give children pairs of words. Have them give you a thumbs up if they rhyme, and a thumbs down if they don t. Oops, wrong rhyme! Point to an object that children will know the name of and deliberately use a wrong word that rhymes with the real name of the object. Children respond with the real name. For example, point to a chair and say, This is a bear. Oops, wrong rhyme. I mean this is a (children respond). Chair, right. Name that Rhyme Show children pictures of your reference words, i.e. corn, pear, and peach. Say, I am thinking of a word that rhymes with one of these. Call out words that rhyme with one of your reference words. Have children respond with the reference word that rhymes. For example: horn corn chair pear teach peach 2008 by Neuhaus Education Center. All Rights Reserved. 9

10 Rhymes I ll look in the box and what will I see? I ll see a cookie looking at me. Crunch! Crunch! Crunch! I ll look in the box and what will I see? I ll see a box that is quite empty. Alliteration Alliteration is another early phonological awareness skill. You can teach alliteration just by presenting alliterative sentences. Alliterative Sentences Say the sentence at least three times with examples. Say the sentence as a question with three non-examples. Say the sentence at least three times and let the children fill in an appropriate word. Many muddy monkeys make messy. Wordness Wordness where one word ends and another word begins. Use blocks or counters to illustrate the words in a sentence, one for each word. Remove one block at a time, and have the children say just that part of the sentence. i.e. The dog ran down the street. The dog ran down the The dog ran down The dog ran The dog The Counting Words in Sentences Counting words in sentences establishes wordness and helps children develop the idea of one-to-one correspondence. Move one block for each word in a sentence. The children can use their fingers, which helps build dexterity. Model finger counting beginning with the thumb. This allows the count to progress consistently across the hand. Beginning with the pointer finger ends with a jump from the pinky to the thumb. Say the sentence Repeat the sentence, moving blocks. Ask, How many blocks did I move? How many words are there? How many fingers did you hold up? How many words are there? 2008 by Neuhaus Education Center. All Rights Reserved. 10

11 Blending Syllables Move-it-Closer-Say-it Faster Use blocks or counters to represent each syllable of a two- or three-syllable word. Tell children what syllable each block is. Ask, What is the first block? What is the second block? What is the third block? Ask them again. Move the block closer together while children repeat the syllables faster and faster until they say the word. Ask children what the word is. Long Word or Short Word Ask children if a word is a long word or a short word. Place your hands far apart for long words, and close together for short words. long short Counting Syllables Show children pictures of items Children name the item. Children clap the syllables of the name. Sort the pictures by numbers of claps, either in a pocket chart, or in your workspace. Sound Awareness At the end of kindergarten or the beginning of first grade, children should be able to segment one-syllable words into their component sounds - cat is /k/ /ă/ /t/ or lip is /l/ /ĭ/ /p/. All the preceding activities prepare children for this task. Mirror Activity Each child will need a small mirror. Say, Put your lips together like this. Look in your mirror. Are your lips together? When your lips are together like this, you can make the sound /m/. Say that sound for me, /m/. Say the sound /m/ as you look in the mirror. Say /m/. Can you feel that your lips are together? Say /m/ and 2008 by Neuhaus Education Center. All Rights Reserved. 11

12 continue the sound for as long as you can. The sound /m/ is a continuant sound. You can continue the sound until you run out of breath. Then say, Now look at this mouth. Does it look the same or does it look different? Make your mouth look like this mouth. Look in the mirror. Does your mouth look like this mouth? Your teeth are together. When your teeth are together, you can make the sound /s/. Make the sound /s/. Look in your mirror and say /s/. Are your teeth together? Can you see that they are together? Can you feel that they are together? Say /s/ and hold it as long as you can. Is /s/ a continuant sound? Then ask, When I say /m/ and /s/, does my mouth look the same? Say /m/ and /s/. Does your mouth look the same? No. Listen to the sounds /m/ and /s/. Do they sound the same or different? They are different sounds. Then say, Close your eyes. I ll say some sounds. Are the sounds the same or different? /s/ /s/ - the same /m/ /s/ - different /m/ /m/ - same /s/ /m/ - different Good. You can open your eyes. Sorting Activity As a group activity or as a center activity, children can sort pictures. They can sort by fruits, vegetables, vehicles or by color to reinforce oral language. They can sort by number of syllables or by beginning sound to reinforce phonological awareness by Neuhaus Education Center. All Rights Reserved. 12

13 Lesson 3: Letter Recognition By teaching letter shapes and names, we are heightening children s memory for letters, which will help them remember what words look like. Elemenopee? Most children learn the alphabet by singing to the tune of Twinkle, Twinkle Little Star. This is a good way to familiarize students with letter names, but sometimes children think that LMNOP is one letter instead of five. To avoid that phenomenon, sing the alphabet to the tune of different songs. Mary Had a Little Lamb A B C D E F G H I J K L M N O P Q R S T U V W X Y Z Old MacDonald Had a Farm A B C D E F G H I J K L M N O P Q R S T U V W X Y Z With a letter here, and a letter there. Here a letter. There a letter. Everywhere a Letter. With the letters, I can read all the words I say. Here We Go Round the Mulberry Bush A B C D E F G H I J K L M N O P Q R S T U V W X Y Z The First Noel A B C D E F G H I J K M N O P Q R S T U V W X Y Z No L. No L. No L. No L. There s not an alphabet without the L by Neuhaus Education Center. All Rights Reserved. 13

14 Letter Introduction When teaching children to match the names and shapes together, it is best to start with the uppercase or capital letters. Capital letters are less reversible. Think of the lowercase b that looks like a d that looks like a p that looks like a q. Introducing the lowercase letters first would be confusing. Letter Properties Name Shape (uppercase, lowercase, manuscript, cursive, typeface) Sound (some letters have more than one sound like c or s) Feel (the muscle sensation while writing a letter) The only property that never changes is the letter name. The name is the solid, reliable anchor on which students can hook all the other information about a letter. Matching Activity Children can learn the names with just a few letters five or six at a time. Have children match plastic letters to the letters on a card. Name the letters as the children match the letters. That is the letter A. That is the letter B. And so on. Guess the Letter Write the alphabet on the board or a piece of paper. Think of a letter. Have the children ask questions to narrow down the possibilities and guess the letter. (You can only answer yes or no.) Cross out eliminated letters for each question. Continue until the children have guessed the letter. Naming Letters You can use the marching chant used earlier for shapes and colors to have your children name letters. Make sure you have large enough letters for all to see by Neuhaus Education Center. All Rights Reserved. 14

15 Lesson 4: Concepts of Print Book Knowledge Book knowledge is understanding all the parts of a book and how a book works. Title Author Illustrator Front cover, back cover, pages Pictures Words Front to back, top to bottom, left to right. Spoken to Printed We want children to understand how spoken words are related to printed words. Long or Short One way to do this is through a variation of Long Word or Short Word. You can ask Is sink a long word or a short word? It is short. Is refrigerator a long word or a short word? It is long. Then, show the children the words written on cards. And say, Here are two words. Which one is refrigerator? How do you know? Yes, it looks long. When you say the word, it sounds long. So when you see it in a book, it will look long. Refrigerator is a long word because it has so many sounds. When you write it, you will need lots of letters to match all those sounds. Children can sort words on cards into long words and short words. Introduction of a Letter (M) Alliterative Sentence - Many muddy monkeys make messy mudpies. Write or show the letter and say, The letter is M. Go through the steps of Say it. Say it high Say it low Say it loudly Say it softly Say it fast Say it slowly Then say, M says /m/, and go through the steps of Say it again with /m/ by Neuhaus Education Center. All Rights Reserved. 15

16 Point and Name Provide pictures for the children. Point to each picture and have the children name it. Say, As I point, you name and tell me if the word you name begins with /m/. Ready? Pig no, pig does not begin with /m/ Dog no, dog does not begin with /m/ Cat no, cat does not begin with /m/ Moose yes, moose does begin with /m/ Monkey yes, monkey does begin with /m/ Skywriting Skywriting uses the entire writing arm to describe the written letter, reinforcing the strokes necessary to write it. Write the letter on the board or chart paper, two to three feet high, naming it as you write it. Then say, Watch as I write the letter M in the air. With a straight, tense arm, face the model and write a capital M in the air. Say, M, down, up, slant down, slant up, down. Your turn. Have children stand up and skywrite the letter, naming it and describing the strokes as they write it. Lesson Planning When planning a lesson, fifteen minutes a day is fine. Make sure to include: An oral language activity; A phonological awareness activity; A letter recognition activity; A concepts of print activity; and Finish by reading a book related to the theme by Neuhaus Education Center. All Rights Reserved. 16

Reading Readiness Online

Reading Readiness Online 4433 Bissonnet Bellaire, Texas 77401 713.664.7676 f: 713.664.4744 Reading Readiness Online Lesson 1: Introduction Prerequisite Reading Skills What is Reading? Reading is a process in which symbols on paper

More information

OCPS Curriculum, Instruction, Assessment Alignment

OCPS Curriculum, Instruction, Assessment Alignment OCPS Curriculum, Instruction, Assessment Alignment Subject Area: Grade: Strand 1: Standard 1: Reading and Language Arts Kindergarten Reading Process The student demonstrates knowledge of the concept of

More information

Pre-K. Animals Around Us. Differentiated Resources. English Language Learners... 2 Three-Year-Olds...3-4 Small Groups...5-6

Pre-K. Animals Around Us. Differentiated Resources. English Language Learners... 2 Three-Year-Olds...3-4 Small Groups...5-6 Pre-K Differentiated Resources Animals Around Us English Language Learners.......... 2 Three-Year-Olds...................3-4 Small Groups......................5-6 Visit www.macmillanmh.com for online games

More information

AR State PIRC/ Center for Effective Parenting

AR State PIRC/ Center for Effective Parenting Helping Young Children Learn to Read What Parents Can Do Reading is one of the basic building blocks for your child s learning and school success. It is a skill on which most other learning is built. Children

More information

English (Literacy) Reading Target Ideas. P Scale 4

English (Literacy) Reading Target Ideas. P Scale 4 P Scale 4 Pupils listen and respond to familiar rhymes and stories Begin to remember one or two repeated words e.g. names of people or objects, or key words in a repetitive phrase, in a familiar text when

More information

Assessment Directions for Preschool Teachers & Parents:

Assessment Directions for Preschool Teachers & Parents: Assessment Directions for Preschool Teachers & Parents: Literacy Resources, Inc. created this Phonemic Awareness Assessment, aligned to the Illinois Early Learning and Development Standards to assess a

More information

Week 4 Lesson Plan. Pre-K. Our Neighborhood. Macmillan /McGraw-Hill. Extend. the Unit

Week 4 Lesson Plan. Pre-K. Our Neighborhood. Macmillan /McGraw-Hill. Extend. the Unit Lesson Plan Extend Unit the Unit Pre-K Our Neighborhood Alphabet Time.....................2-3 Book Time.........................-5 Retelling Puppets..................6-7 Content Area......................8-9

More information

Sight words. Alphabet knowledge. Reading at home. Building Language and Literacy at Home. Phonemic Awareness

Sight words. Alphabet knowledge. Reading at home. Building Language and Literacy at Home. Phonemic Awareness + Alphabet knowledge Sight words Phonemic Awareness Reading at home Building Language and Literacy at Home Preschool and Kindergarten Family Night November 3 rd, 2014 + Children s own names and highly

More information

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Strand: Reading Literature Key Ideas and Craft and Structure Integration of Knowledge and Ideas RL.K.1. With prompting and support, ask and answer questions about key details in a text RL.K.2. With prompting

More information

Unit 2 Title: Word Work Grade Level: Kindergarten Timeframe: 6 Weeks

Unit 2 Title: Word Work Grade Level: Kindergarten Timeframe: 6 Weeks Unit 2 Title: Grade Level: Kindergarten Timeframe: 6 Weeks Unit Overview: This unit of word work will focus on the student s ability to produce the primary letter sounds of consonants and some vowels;

More information

Ohio Early Learning and Development Standards Domain: Language and Literacy Development

Ohio Early Learning and Development Standards Domain: Language and Literacy Development Ohio Early Learning and Development Standards Domain: Language and Literacy Development Strand: Listening and Speaking Topic: Receptive Language and Comprehension Infants Young Toddlers (Birth - 8 months)

More information

Retelling. In the beginning.. Then,... After that,... And then,... Finally,... Do I understand what I read? Does it make sense?

Retelling. In the beginning.. Then,... After that,... And then,... Finally,... Do I understand what I read? Does it make sense? Retelling Gr 1-3 In the beginning.. Then,... After that,... And then,... Finally,... Do I understand what I read? Does it make sense? Retelling Gr 1-3 Page 1 Grade: Prior Knowledge: What prior knowledge

More information

Kindergarten Common Core State Standards: English Language Arts

Kindergarten Common Core State Standards: English Language Arts Kindergarten Common Core State Standards: English Language Arts Reading: Foundational Print Concepts RF.K.1. Demonstrate understanding of the organization and basic features of print. o Follow words from

More information

miss off will fill hill kiss pass stiff jazz

miss off will fill hill kiss pass stiff jazz Unit #9 Skills: ss, ll, ff, zz Introduce Sounds 1. Display the flash card for each of the following sounds (one at a time): ss, ll, ff, zz 2. Say each sound aloud. Call attention to how each sound is made

More information

Create stories, songs, plays, and rhymes in play activities. Act out familiar stories, songs, rhymes, plays in play activities

Create stories, songs, plays, and rhymes in play activities. Act out familiar stories, songs, rhymes, plays in play activities PRESCHOOL Language Arts Literacy Expectation 1 Children listen and respond to environmental sounds, directions, and conversations. NJCCC K-12 Standard 3.4 Listening Strand A: Active Listening Strand B:

More information

Indiana Department of Education

Indiana Department of Education GRADE 1 READING Guiding Principle: Students read a wide range of fiction, nonfiction, classic, and contemporary works, to build an understanding of texts, of themselves, and of the cultures of the United

More information

INTEGRATING THE COMMON CORE STANDARDS INTO INTERACTIVE, ONLINE EARLY LITERACY PROGRAMS

INTEGRATING THE COMMON CORE STANDARDS INTO INTERACTIVE, ONLINE EARLY LITERACY PROGRAMS INTEGRATING THE COMMON CORE STANDARDS INTO INTERACTIVE, ONLINE EARLY LITERACY PROGRAMS By Dr. Kay MacPhee President/Founder Ooka Island, Inc. 1 Integrating the Common Core Standards into Interactive, Online

More information

Lowercase Letters Capital Letters Picture Cards

Lowercase Letters Capital Letters Picture Cards Lowercase Letters Capital Letters Picture Cards Notes: You may want to cut out the flashcards and mount them on heavier paper for durability and ease of use. Rather than drilling through the cards (boring

More information

Week 4 Lesson Plan. Pre-K. Animals in the Wild. Macmillan /McGraw-Hill. Extend. the Unit

Week 4 Lesson Plan. Pre-K. Animals in the Wild. Macmillan /McGraw-Hill. Extend. the Unit Lesson Plan Extend Unit the Unit Pre-K Animals in the Wild Alphabet Time.....................2-3 Book Time.........................-5 Retelling Puppets................... 6 Content Area......................7-8

More information

PUSD High Frequency Word List

PUSD High Frequency Word List PUSD High Frequency Word List For Reading and Spelling Grades K-5 High Frequency or instant words are important because: 1. You can t read a sentence or a paragraph without knowing at least the most common.

More information

The Creative Curriculum for Preschool: Objectives for Development & Learning

The Creative Curriculum for Preschool: Objectives for Development & Learning Curriculum Alignment of The Creative Curriculum for Preschool: Objectives for Development & Learning with Alignment of The Creative Curriculum for Preschool: Objectives for Development & Learning With

More information

Concepts of print are found to be effective when looking at comprehension strategies. These may include strategies such as:

Concepts of print are found to be effective when looking at comprehension strategies. These may include strategies such as: Appendix 1: Literacy Strategies Word Attack & Comprehension Strategies Word Attack Strategies These strategies, to which children should refer, can be displayed on a classroom wall and made into a bookmark

More information

Letters and Sounds, Phase 1, Aspect 2 General Sound Discrimination Instrumental Sounds Tuning into Sounds

Letters and Sounds, Phase 1, Aspect 2 General Sound Discrimination Instrumental Sounds Tuning into Sounds Tuning into Sounds Main Purpose: To experience and develop awareness of sounds made with instruments and noise makers. Organise an area so that the children sit facing a screen. Ensure there one set of

More information

Center/Station Activities for Word Study

Center/Station Activities for Word Study Center/Station Activities for Word Study Word/Picture Sort Connection: All of the activities below should be introduced, modeled and rehearsed with the students before they try them independently. The

More information

California Treasures High-Frequency Words Scope and Sequence K-3

California Treasures High-Frequency Words Scope and Sequence K-3 California Treasures High-Frequency Words Scope and Sequence K-3 Words were selected using the following established frequency lists: (1) Dolch 220 (2) Fry 100 (3) American Heritage Top 150 Words in English

More information

Jack and the Beanstalk

Jack and the Beanstalk Teacher Edition Jack and the Beanstalk Retold by Jack Hastings Illustrated by Steve Axelsen alphakids Published edition Eleanor Curtain Publishing 2004 Text Elizabeth Golding Photographs Eleanor Curtain

More information

Grade 1 LA. 1. 1. 1. 1. Subject Grade Strand Standard Benchmark. Florida K-12 Reading and Language Arts Standards 27

Grade 1 LA. 1. 1. 1. 1. Subject Grade Strand Standard Benchmark. Florida K-12 Reading and Language Arts Standards 27 Grade 1 LA. 1. 1. 1. 1 Subject Grade Strand Standard Benchmark Florida K-12 Reading and Language Arts Standards 27 Grade 1: Reading Process Concepts of Print Standard: The student demonstrates knowledge

More information

California. www.heinemann.com Phone: 800.225.5800

California. www.heinemann.com Phone: 800.225.5800 California Preschool Learning Foundations, Vol. 1 (Foundations in Language and Literacy) and The Continuum of Literacy Learning, Grades PreK 8: A Guide to Teaching by Gay Su Pinnell and Irene C. Fountas

More information

A a B b C c D d. E e. F f G g H h. I i. J j K k L l. M m. N n O o P p. Q q. R r S s T t. U u. V v W w X x. Y y. Z z. abcd efg hijk lmnop qrs tuv wx yz

A a B b C c D d. E e. F f G g H h. I i. J j K k L l. M m. N n O o P p. Q q. R r S s T t. U u. V v W w X x. Y y. Z z. abcd efg hijk lmnop qrs tuv wx yz A a B b C c D d E e F f G g H h I i J j K k L l M m N n O o P p Q q R r S s T t U u V v W w X x Y y Z z abcd efg hijk lmnop qrs tuv wx yz 25 Ways to Use Magnetic Letters at Home 1. LETTER PLAY Encourage

More information

Cover Sheet For the Presenter

Cover Sheet For the Presenter Cover Sheet For the Presenter The following storyhour program is designed for preschoolers (primarily 3- and 4- year olds). Arbor Day falls on the last Friday in April in Iowa. (See the Arbor Day website

More information

Storytime Crosswalk Connections: How the Six Skills and Five Practices Meet at the Library!

Storytime Crosswalk Connections: How the Six Skills and Five Practices Meet at the Library! Storytime Crosswalk Connections: How the Six Skills and Five Practices Meet at the Library! Cheilon Preston Chillicothe and Ross County Public Library Adapted from the chart The Five Practices And The

More information

Sing, Spell, Read & Write

Sing, Spell, Read & Write Sing, Spell, Read & Write Correlated to Head Start DOMAIN: LANGUAGE DEVELOPMENT Element: Listening & Understanding Demonstrates increasing ability to attend to and understand conversations, stories, songs,

More information

EARLY CHILDHOOD LITERACY AND NUMERACY BUILDING GOOD PRACTICE MARILYN FLEER AND BRIDIE RABAN

EARLY CHILDHOOD LITERACY AND NUMERACY BUILDING GOOD PRACTICE MARILYN FLEER AND BRIDIE RABAN EARLY CHILDHOOD LITERACY AND NUMERACY BUILDING GOOD PRACTICE MARILYN FLEER AND BRIDIE RABAN EARLY CHILDHOOD LITERACY AND NUMERACY CARDS This set of cards has been developed to help you support young children

More information

Advice for Class Teachers. Moderating pupils reading at P 4 NC Level 1

Advice for Class Teachers. Moderating pupils reading at P 4 NC Level 1 Advice for Class Teachers Moderating pupils reading at P 4 NC Level 1 Exemplars of writing at P Scales and into National Curriculum levels. The purpose of this document is to provide guidance for class

More information

Scholastic ReadingLine Aligns to Early Reading First Criteria and Required Activities

Scholastic ReadingLine Aligns to Early Reading First Criteria and Required Activities Scholastic ReadingLine Aligns to Early Reading First Criteria and Required Activities Early Reading First (ERF) is a federal grant program that is part of the President s Early Childhood Initiative, Good

More information

Numbers Must Make Sense: A Kindergarten Math Intervention

Numbers Must Make Sense: A Kindergarten Math Intervention Numbers Must Make Sense: A Kindergarten Math Intervention Paula Kitchen Metropolitan School District of Pike Township Do you have students who do not recognize their numbers or cannot count to ten? We

More information

January. If You re Happy and You Know It (Tune: If You re Happy and You Know It Is Everybody Happy CD)

January. If You re Happy and You Know It (Tune: If You re Happy and You Know It Is Everybody Happy CD) Dr. Jean Feldman January Good Morning Song If You re Happy and You Know It (Tune: If You re Happy and You Know It Is Everybody Happy CD) If you re happy and you know it, clap your hands. (clap-clap) If

More information

Class 3. Early Reading Assessment

Class 3. Early Reading Assessment Class 3. Early Reading Assessment 1. Phonemic Awareness: Initial Sound Segmentation Assess child s phonemic awareness: the knowledge that words are made of sounds put together. Assess ability to identify

More information

Portage Guide Birth to Six Preschool Indicator 7 Child Outcomes Crosswalk. Outcome 2 Acquisition & Use of Knowledge & Skills

Portage Guide Birth to Six Preschool Indicator 7 Child Outcomes Crosswalk. Outcome 2 Acquisition & Use of Knowledge & Skills Portage Guide Birth to Six Preschool Indicator 7 Child Outcomes Crosswalk NPG Domains Outcome 1 Positive Social Emotional Skills Outcome 2 Acquisition & Use of Knowledge & Skills Outcome 3 Appropriate

More information

KINDGERGARTEN. Listen to a story for a particular reason

KINDGERGARTEN. Listen to a story for a particular reason KINDGERGARTEN READING FOUNDATIONAL SKILLS Print Concepts Follow words from left to right in a text Follow words from top to bottom in a text Know when to turn the page in a book Show spaces between words

More information

Song Writing. Main Goal: Learn how to define and call functions. OVERVIEW: PREPARATION: VOCABULARY: OBJECTIVE: MATERIALS: LESSON NAME:

Song Writing. Main Goal: Learn how to define and call functions. OVERVIEW: PREPARATION: VOCABULARY: OBJECTIVE: MATERIALS: LESSON NAME: 12 LESSON NAME: Song Writing Lesson time: 45 60 Minutes : 5 minutes (With song intros over several days, if possible) Main Goal: Learn how to define and call functions. OVERVIEW: Reading lyrics is a pretty

More information

King Solomon Asks to Be Wise

King Solomon Asks to Be Wise Teacher s Guide: Ages 2-3 Kings & Kingdoms Part 2: Judges through Esther Unit 9, Lesson 43 King Solomon Asks to Be Wise Lesson Aim: To know God helps us make good choices. THE WORSHIP Who God is: The King

More information

NFL Quarterback Bernie Kosar told

NFL Quarterback Bernie Kosar told RESEARCH PAPER VOLUME 1 Why It Is Important to Teach Phonemic Awareness and Alphabet Recognition by Dr. Cathy Collins Block Professor of Education Texas Christian University NFL Quarterback Bernie Kosar

More information

Reading Strategies by Level. Early Emergent Readers

Reading Strategies by Level. Early Emergent Readers The charts below were created as a common language for teachers and students in the Wallingford Public Schools in kindergarten through eighth grade. The level of the chart selected for use in the classroom

More information

TKT: YL (Young Learners) Part 3: Using practice activities Trainer s notes

TKT: YL (Young Learners) Part 3: Using practice activities Trainer s notes TKT: YL (Young Learners) Part 3: Using practice activities Trainer s notes Description This session covers the area of knowledge using practice activities to consolidate children s language learning. Participants

More information

Helping your child with Reading

Helping your child with Reading Helping your child with Reading Some ways that you can support. Getting Started Sharing books - We teach phonics to help our children learn to read and write and in order to do this successfully they need

More information

The National Reading Panel: Five Components of Reading Instruction Frequently Asked Questions

The National Reading Panel: Five Components of Reading Instruction Frequently Asked Questions The National Reading Panel: Five Components of Reading Instruction Frequently Asked Questions Phonemic Awareness What is a phoneme? A phoneme is the smallest unit of sound in a word. For example, the word

More information

DRA2 Word Analysis. correlated to. Virginia Learning Standards Grade 1

DRA2 Word Analysis. correlated to. Virginia Learning Standards Grade 1 DRA2 Word Analysis correlated to Virginia Learning Standards Grade 1 Quickly identify and generate words that rhyme with given words. Quickly identify and generate words that begin with the same sound.

More information

Parent Education Activities

Parent Education Activities PART III: PARENT EDUCATION Parent education sessions need to be planned and should follow a similar sequence each time. The suggested sequence is listed here and is explained later in this article. Also,

More information

CCSS English/Language Arts Standards Reading: Foundational Skills Kindergarten

CCSS English/Language Arts Standards Reading: Foundational Skills Kindergarten Reading: Foundational Skills Print Concepts CCSS.ELA-Literacy.RF.K.1 Demonstrate understanding of the organization and basic features of print. CCSS.ELA-Literacy.RF.K.1.A Follow words from left to right,

More information

Teaching Rhyme The Second Step in Teaching Phonological Awareness

Teaching Rhyme The Second Step in Teaching Phonological Awareness Teaching Rhyme The Second Step in Teaching Phonological Awareness 1) Poetry, Songs and Jingles Rhyming poems, songs and jingles that children learn by heart offer special opportunities for rhyme play.

More information

There are many reasons why reading can be hard. This handout describes

There are many reasons why reading can be hard. This handout describes Understand the problems a child may be having with reading, and target what you can do to help! Look inside for practical, research-based information for parents and teachers about: Phonological and Phonemic

More information

9. Participates in physical fitness activities IV. Movement and Music L. Moving in various ways

9. Participates in physical fitness activities IV. Movement and Music L. Moving in various ways Alignment of the Florida Early Learning and Developmental Standards for Four-year-olds With HighScope s Preschool Child Observation Record (COR), 2nd edition The following chart shows how items from the

More information

Summit Public Schools Summit, New Jersey Grade Level: Kindergarten/ Content Area: Reading

Summit Public Schools Summit, New Jersey Grade Level: Kindergarten/ Content Area: Reading Summit Public Schools Summit, New Jersey Grade Level: Kindergarten/ Content Area: Reading Curriculum Suggested Pacing Guide for Reading and Writing Units of Study KINDERGARTEN Month Reading Unit Writing

More information

Unit 1 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks

Unit 1 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks Unit 1 Title: Grade Level: 1 st Grade Timeframe: 6 Weeks Unit Overview: This unit of word work will focus on the student s ability to distinguish long and short vowel sounds in single syllable Students

More information

Phonological Awareness Skills Assessment

Phonological Awareness Skills Assessment Page 1 Kindergarten Phonological Awareness Skill Assessments Revised 4/4/10 Phonological Awareness Skills Assessment 1. Word Awareness Phonological Awareness Level 1 Tell the student you are going to play

More information

ELAGSEKRI7: With prompting and support, describe the relationship between illustrations and the text (how the illustrations support the text).

ELAGSEKRI7: With prompting and support, describe the relationship between illustrations and the text (how the illustrations support the text). READING LITERARY (RL) Key Ideas and Details ELAGSEKRL1: With prompting and support, ask and answer questions about key details in a text. ELAGSEKRL2: With prompting and support, retell familiar stories,

More information

GRADE 2 DENTAL HEALTH

GRADE 2 DENTAL HEALTH GRADE 2 DENTAL HEALTH DENTAL HEALTH GRADE: 2 LESSON: 1 THEME: STRUCTURE AND FUNCTION CONCEPT: PRIMARY TEETH ARE REPLACED BY PERMANENT TEETH IN A SPECIFIC SEQUENCE PREPARATION: 1. Prepare a class set of

More information

Handwriting. Good handwriting (i.e., legible writing done by hand whether it is. Teaching Printing

Handwriting. Good handwriting (i.e., legible writing done by hand whether it is. Teaching Printing Handwriting Good handwriting (i.e., legible writing done by hand whether it is printed or cursive) is an important life skill that all students should develop. It allows writers to be fluent and to communicate

More information

My Family FREE SAMPLE. This unit focuses on sequencing. These extension

My Family FREE SAMPLE. This unit focuses on sequencing. These extension Unit 5 This unit focuses on sequencing. These extension Unit Objectives activities give the children practice with sequencing beginning, middle, and end. As the learn to name family members and rooms children

More information

David s Heart: David Praises God

David s Heart: David Praises God Teacher s Guide: Ages 4-5 Kings & Kingdoms Part 2: Judges through Esther Unit 8, Lesson 41 David s Heart: David Praises God Lesson Aim: To explore ways to praise the Lord. THE WORSHIP Who God is: The King

More information

Nancy Fetzer s Word Masters to Movie Scripts Free Download

Nancy Fetzer s Word Masters to Movie Scripts Free Download Nancy Fetzer s Word Masters to Movie Scripts Free Download Nancy Fetzer s Literacy Connections Phone (951) 698-9556 FAX (951) 698-7616 www.nancyfetzer.com Language Development Across the Curriculum Word

More information

AUDITION WEEK. Domain and goal. Activities. Shows awareness of sound when directed by parent Environmental sounds Voice

AUDITION WEEK. Domain and goal. Activities. Shows awareness of sound when directed by parent Environmental sounds Voice AUDITION WEEK 1 Shows awareness of sound when directed by parent Environmental sounds Voice The first step in bringing your child to spoken language through audition is to teach him that there is sound.

More information

Classroom Procedures and Transitions. By: Susan Douglas and Mallory Friedman

Classroom Procedures and Transitions. By: Susan Douglas and Mallory Friedman Classroom Procedures and Transitions By: Susan Douglas and Mallory Friedman Classroom Procedures Procedures for the classroom should be established the first week of school. Schedule and rules should be

More information

Unit 2 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks

Unit 2 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks Unit 2 Title: Grade Level: 1 st Grade Timeframe: 6 Weeks Unit Overview: This unit of word work will focus on the student s ability to identify and pronounce the initial, medial vowel, and final sounds.

More information

Fun Learning Activities for Mentors and Tutors

Fun Learning Activities for Mentors and Tutors Fun Learning Activities for Mentors and Tutors Mentors can best support children s academic development by having fun learning activities prepared to engage in if the child needs a change in academic/tutoring

More information

Possibilities For Wording Of IEP Goals and Objectives For Alignment Charts

Possibilities For Wording Of IEP Goals and Objectives For Alignment Charts Motivation and Interest Maintain attention to a literacy-related activity for minutes. Literacy Interactions Print and Book Awareness will stay with the adult while they look at or read the book for at

More information

Previous Letterland at Tweetsie Railroad Motivation and reward Letterland at Tweetsie Curriculum Guides

Previous Letterland at Tweetsie Railroad Motivation and reward Letterland at Tweetsie Curriculum Guides Previous Letterland at Tweetsie Railroad Each May since 2007, children from all over North Carolina (and Texas and Georgia) have come to Letterland at Tweetsie Railroad, where we have transformed our theme

More information

5 Free Techniques for Better English Pronunciation

5 Free Techniques for Better English Pronunciation 5 Free Techniques for Better English Pronunciation Enhancing Communication Skills Enhancing Performance Judy Ravin, President The Accent Reduction Institute, LLC 410 N. 4th Ave. Ann Arbor, MI. 48104 734-665-2915

More information

Guided Reading with Emergent Readers by Jeanne Clidas, Ph.D.

Guided Reading with Emergent Readers by Jeanne Clidas, Ph.D. Bebop Books Guided Reading with Emergent Readers by Jeanne Clidas, Ph.D. What Is Guided Reading? Guided reading involves a small group of children thinking, talking, and reading through a new text with

More information

Preschool March Lessons. Dr. Seuss Day. One Day Free Sample

Preschool March Lessons. Dr. Seuss Day. One Day Free Sample Preschool March Lessons Dr. Seuss Day One Day Free Sample Kids R Learning Preschool Lesson Plans Letter R - Number 9 Dr. Seuss Day Circle Time: Left & Right Feet Read the story the Foot Book Explain to

More information

Contents. A Word About This Guide... 3. Why Is It Important for My Child to Read?... 4. How Will My Child Learn to Read?... 4

Contents. A Word About This Guide... 3. Why Is It Important for My Child to Read?... 4. How Will My Child Learn to Read?... 4 Contents A Word About This Guide............................... 3 Why Is It Important for My Child to Read?................ 4 How Will My Child Learn to Read?....................... 4 How Can I Help My

More information

How To Play With A Toddler

How To Play With A Toddler Where Is The Green Sheep? 0-12 12 M Play is the most powerful way babies learn. Every time you pick up babies, cuddle them, sing to them or read to them they are learning about language. By sharing this

More information

Jesus Talks with Peter Lesson Aim: To show Jesus we love Him by helping others.

Jesus Talks with Peter Lesson Aim: To show Jesus we love Him by helping others. Teacher s Guide: Ages 4-5 Kings & Kingdoms Part 1: The Life of Jesus Unit 4, Lesson 20 Jesus Talks with Peter Lesson Aim: To show Jesus we love Him by helping others. THE WORSHIP Who God is: The King Who

More information

Plants That Eat Bugs, Level H LANGUAGE AND LITERARY FEATURES SENTENCE COMPLEXITY

Plants That Eat Bugs, Level H LANGUAGE AND LITERARY FEATURES SENTENCE COMPLEXITY YOU WILL NEED Take-Home Book, Little Wolf s New Home magnetic letters: s, e, e, d, f, r, t, h, w, p, l, g, n word bags highlighter tape NEW BOOK Plants That Eat Bugs, Level H REREADING Little Wolf s New

More information

Compound Words Lesson Plan

Compound Words Lesson Plan Compound Words Lesson Plan Purpose: 1. Students will develop an understanding of how compound words are formed. 2. To improve student word recognition decoding and encoding compound words. MA Frameworks:

More information

FEDERAL RESERVE BANKS OF ST. LOUIS AND PHILADELPHIA

FEDERAL RESERVE BANKS OF ST. LOUIS AND PHILADELPHIA FEDERAL RESERVE BANKS OF ST. LOUIS AND PHILADELPHIA ECONOMIC EDUCATION By Mercer Mayer / ISBN: 978-0-06-083557-6 Lesson Author Amanda Hughey, University of Delaware Standards and Benchmarks (see page 19)

More information

CCSS English/Language Arts "I Can" Standards Reading: Foundational Skills Kindergarten

CCSS English/Language Arts I Can Standards Reading: Foundational Skills Kindergarten CCSS.ELA-Literacy.RF.K.1 I can show that I know how books should be read. CCSS.ELA-Literacy.RF.K.1.A I can read the words in a book in the right order. CCSS.ELA-Literacy.RF.K.1.B I can understand that

More information

English lesson plans for Grade 1

English lesson plans for Grade 1 English lesson plans for Grade 1 Lessons in this section 1.1 Vocabulary, listening and speaking: parts of the body and can 26 1.2 Vocabulary, listening and speaking: colours and parts of the body 29 1.3

More information

Choral Reading Type: Strategy Literacy Skill: Reading Domain:

Choral Reading Type: Strategy Literacy Skill: Reading Domain: Choral Reading Strategy Literacy Skill: Reading Fluency Grade Level Uses: K-20 Special Population: N/A; Need to modify the reading for ELL and Special Needs with accommodations Cognitive Process: Comprehension

More information

Phonics and Word Work

Phonics and Word Work Phonics and Word Work Introduction Foundational Skills This guide explores how explicit and systematic phonics and word work instruction is included in the ReadyGEN program. It looks at the resources that

More information

ICN Sharing Page TEACH US, AMELIA BEDELIA By Peggy Parish

ICN Sharing Page TEACH US, AMELIA BEDELIA By Peggy Parish ICN Sharing Page TEACH US, AMELIA BEDELIA By Peggy Parish Setting Characters Where did the story take place? How did the story move from one setting to another? Who are the main characters? How do they

More information

Year 1 Parents Literacy Workshop. Please write on a post-it note any specific difficulties you have reading with your child.

Year 1 Parents Literacy Workshop. Please write on a post-it note any specific difficulties you have reading with your child. Year 1 Parents Literacy Workshop Please write on a post-it note any specific difficulties you have reading with your child. What are your memories of learning how to read and write? If parents engage with

More information

AGENDA. Phonological and Phonemic Awareness. (Local Information, Your Name, Date)

AGENDA. Phonological and Phonemic Awareness. (Local Information, Your Name, Date) AGENDA Phonological and Phonemic Awareness (Local Information, Your Name, Date) Participant Objectives In this workshop participants will: Gain understanding of phonological and phonemic awareness Acquire

More information

Nami s Gifts. Lesson Plan. About the Book Text Type: Fiction/Realistic Page Count: 16 Word Count: 220. About the Lesson Targeted Reading Strategy

Nami s Gifts. Lesson Plan. About the Book Text Type: Fiction/Realistic Page Count: 16 Word Count: 220. About the Lesson Targeted Reading Strategy Lesson Plan About the Book Text Type: Fiction/Realistic Page Count: 16 Word Count: 220 Book Summary Nami has a problem: She must make the perfect gift for each person in her family. It is her family tradition.

More information

Early Childhood Core Standards. Age Three to Five. Utah s School Readiness Standards. Companion document to the Utah State Office of Education

Early Childhood Core Standards. Age Three to Five. Utah s School Readiness Standards. Companion document to the Utah State Office of Education Utah s School Readiness Standards Age Three to Five Companion document to the Utah State Office of Education Early Childhood Core Standards Early Childhood Core Standards Utah s EARLY CHILDHOOD CORE STANDARDS

More information

Expressive Objective: Realize the importance of using polite expressions in showing respect when communicating with others

Expressive Objective: Realize the importance of using polite expressions in showing respect when communicating with others QUARTER 4 - WEEK 1 Theme: My School and Friends TARGET SKILLS : At the end of the lesson the students should be able to: Expressive Objective: Realize the importance of using polite expressions in showing

More information

Make maths fun!! Give your child lots of praise and encouragement!

Make maths fun!! Give your child lots of praise and encouragement! Make maths fun!! Give your child lots of praise and encouragement! Talk to your child about how you work things out. CALCULATION The maths work your child is doing at school may look very different to

More information

Domain and goal Activities Dancing game Singing/Vocalizing game Date What did your child do?

Domain and goal Activities Dancing game Singing/Vocalizing game Date What did your child do? AUDITION Sways, dances or vocalizes to music and singing CD, MP3, radio Voice Bombardment of /p/ Speech Sounds p.5 6 An important aspect of learning to listen is learning that music and singing is different

More information

THE CONTEST BETWEEN THE SUN AND THE WIND. Outcome: Students will learn about Aesop and Aesop s fables.

THE CONTEST BETWEEN THE SUN AND THE WIND. Outcome: Students will learn about Aesop and Aesop s fables. Outcome: Students will learn about Aesop and Aesop s fables. World map or globe Sun Graphic Organizer worksheet Blackboard or Whiteboard Unlined paper Lined paper Markers or pastels Optional: Cleveland,

More information

Lesson Plan Template + ++ +++++

Lesson Plan Template + ++ +++++ Lesson Plan Template + ++ +++++ Title : Goldilocks and the Three Bears: A Fairy Tale Author : Linda New Levine Proficiency level X Beginning X Intermediate X Advanced Grade level K-2 Skills _X Reading

More information

CURSIVE HANDWRITING. Why teach Cursive Handwriting? There are a number of advantages for teaching a cursive handwriting style:

CURSIVE HANDWRITING. Why teach Cursive Handwriting? There are a number of advantages for teaching a cursive handwriting style: CURSIVE HANDWRITING What is Cursive Handwriting? Cursive simply means joined so cursive writing is a style of handwriting that uses continuous strokes to form words. Are there different types of Cursive

More information

Make a Plan of Your Classroom

Make a Plan of Your Classroom Level D/5 Teacher s Guide Skills & Strategies Anchor Comprehension Strategy Identify Sequence of Events How-To Phonemic Awareness Count the number of sounds in words Phonics Initial, medial, and final

More information

Contents. Appendix 1: Pairs Of Text For Spot The Difference 28. Appendix 2: Activity Glossary 32

Contents. Appendix 1: Pairs Of Text For Spot The Difference 28. Appendix 2: Activity Glossary 32 Contents Introduction 3 1. Loop Games Lesson: English / Big Writing 4 2. Spot The Difference Lesson: English / Big Writing 6 3. Sea Monsters Lesson: English / Big Writing / Science / Fiction / Geography

More information

Alphabet proficiency Word building Onsets & rimes Blends & digraphs Advanced spellings Word endings

Alphabet proficiency Word building Onsets & rimes Blends & digraphs Advanced spellings Word endings Now you can make phonics fast and fun with this FREE sample lesson. It s packed full of teaching ideas and contains everything you need to teach the letters c, h and later the digraph ch. What s more,

More information

Story Elements for Kindergarten

Story Elements for Kindergarten Trinity University Digital Commons @ Trinity Understanding by Design: Complete Collection Understanding by Design Summer 2015 Story Elements for Kindergarten Renee D. Faulk Trinity University, rfaulk@sbcglobal.net

More information

King Solomon Asks to Be Wise Lesson Aim: To know we should ask God for wisdom.

King Solomon Asks to Be Wise Lesson Aim: To know we should ask God for wisdom. Teacher s Guide: Ages 4-5 Kings & Kingdoms Part 2: Judges through Esther Unit 9, Lesson 43 King Solomon Asks to Be Wise Lesson Aim: To know we should ask God for wisdom. THE WORSHIP Who God is: The King

More information

Getting School Ready in Iowa

Getting School Ready in Iowa Getting School Ready in Iowa I want to be ready for kindergarten. How can the kindergarten be ready for me? A guide for families and early care, health, and education providers caring for children who

More information

Aligning Curriculum with the Pre-Kindergarten Standards. Pre-Kindergarten Standards and Indicators by Key Learning Area

Aligning Curriculum with the Pre-Kindergarten Standards. Pre-Kindergarten Standards and Indicators by Key Learning Area Aligning Curriculum with the Pre-Kindergarten Standards PA Pre-K Counts and Keystone STARS require that every program utilize a curriculum that is aligned with Pennsylvania s Learning Standards for Early

More information