Teacher s Manual Volume 1
|
|
- Oscar Beasley
- 7 years ago
- Views:
Transcription
1 sample lesson Teacher s Manual Volume 1 DSC Collaborative Literacy Being a Writer SECOND EDITION GRADE K Being a Writer Sample Lesson, Grade K Explore the new digital resources! Developmental Studies Center Open a trial account at teach.devstu.org.
2 Week 2 Overview I Love School! by Philemon Sturges, illustrated by Shari Halpern Kindergartners tell about an exciting day at school.* *This book is also used in Unit 6, Week 2. Beginning-of-year Considerations As discussed in About Emergent Writing in Kindergarten (see page 8), formal writing instruction with letters, words, and, eventually, sentences begins in Unit 2 and continues throughout the year. In Unit 1, however, the focus is simply on telling stories through drawing and exploring the idea that marks on a page communicate meaning. The students build oral language as a foundation for writing by talking about their ideas for stories and by reading or telling the stories they have drawn. Regardless of the students current skill levels, these experiences lay the groundwork for the writing instruction that follows. Meanwhile, you have the opportunity in Unit 1 to observe the students, get to know them, and assess where they are in their language development. Online Resources Visit the DSC Learning Hub (teach.devstu.org) to find your online resources for this week. whiteboard Activities WA3 WA4 Assessment Form Class Assessment Record sheet (CA2) Professional Development Media Turning and Looking at the Speaker (AV15) 20 Being a Writer Teacher s Manual, Grade K
3 writing Focus Students hear and discuss good writing. Students draw and write about what they like about kindergarten. Students draw and write freely about things they are interested in. social Development Focus Teacher and students build the writing community. Students practice procedures for working together. Students listen respectfully to the thinking of others and share their own. Students work in a responsible way. DO AheAD As you are planning for this week s lessons, see the Writing Throughout the Week ideas on pages and determine which activities, if any, you will do this week. TeAcher As writer An experience isn t finished until it s written. Anne Morrow Lindbergh In your writing notebook, start a section titled Writing Ideas. Jot down hobbies, interests, and important people and experiences you might want to write about. Consider: What do you do really well? What are your fondest memories? Who are the most important people in your life? Why are they important? Prior to Day 1, consider previewing this week s read-aloud selection, I Love School!, with your English Language Learners before you read it to the whole class. You might read it aloud while showing and discussing the illustrations, or have the students flip through it on their own. (You might also review the book for any difficult vocabulary; see Suggested Vocabulary on page 22.) Prior to Day 2, make a copy of the Class Assessment Record sheet (CA2) on page 7 of the Assessment Resource Book. (Optional) Plan a time during the first month of school to obtain a beginning-of-year writing sample from your students. For more information on how to obtain this writing sample, see Beginningand End-of-year Writing Samples on page ix of the Assessment Resource Book. The Writing Community Unit 1 week 2 21
4 Day 1 Getting ideas and writing stories Materials I Love School! Writing/drawing chart (WA3) for modeling in this lesson, the students: Gather in a responsible way Hear and discuss a story Generate and visualize ideas about kindergarten Listen to one another Draw and write about something they like to do in kindergarten GeTTinG ready TO write 1 Gather and Get Ready to Listen Briefly review the procedure for gathering for a read-aloud and your expectations for the way the students will move. Then gather the class with the students sitting, facing you. Review that last week the students heard two poems, Just Watch and Somersaults, and then wrote and drew stories about things they can do. Explain that this week they will hear a story about kindergarten and write stories about kindergarten. Ask and briefly discuss: Q What will you do to show you are listening as we talk about the story today? If necessary, stimulate the students thinking by asking follow-up questions such as: Q How will you sit? Q What will you do with your hands? Your eyes? 2 Read I Love School! Aloud Show the cover of I Love School! and read the title and author s name aloud. Read the story aloud slowly and clearly, showing the pictures as you read. Clarify each suggested vocabulary word as you encounter it in the text by reading the word, briefly defining it, rereading it in context, and continuing (for example, Let s watch Harvey Rabbit munch munch means eat Let s watch Harvey Rabbit munch ). suggested vocabulary munch: eat (p. 16) trade: give one thing for another (p. 18) sailors: people who work on boats (p. 20) 22 Being a Writer Teacher s Manual, Grade K
5 3 Discuss the Book and Generate Writing Ideas Facilitate a class discussion using the questions that follow. Be ready to show and reread pages to help the students remember what they heard. Encourage the students to listen responsibly to the discussion by turning to look at the person who is speaking (for example, you might say, [Shawn] is going to speak now. Let s all turn and look at him ). Q What do these children like to do at school? Q Do you like to do any of the same things that these children do? Which things? Explain that today the students will write stories about something they like to do in kindergarten. 4 Model Drawing and Writing a Story About Kindergarten Display the writing/drawing chart ( WA3). Ask the students to watch as you model writing and drawing a story about something you enjoy about kindergarten. Think aloud and model drawing a picture that tells your story, and then model some ways to use letters and words to help tell the story. you might say: One thing I like about kindergarten is reading stories with you and talking about them. I ll draw a picture of me sitting in my chair holding a book. I ll write the letter b for book on my picture and write the word read under my picture. Facilitation Tip During this unit, help the students learn that they are talking to one another (not just to you) during class discussions by directing them to turn and look at the person who is about to speak. Ask speakers to wait until they have the class s attention before starting to speak, and model doing this yourself. If students are unable to hear the speaker, encourage them to take responsibility by asking the speaker to speak up. Repeating these techniques over the next couple of weeks will help the students learn to participate responsibly in class discussions. To see this Facilitation Tip in action, view Turning and Looking at the Speaker (AV15). WA3 b read 5 Visualize Ideas About Kindergarten Ask the students to close their eyes and quietly picture in their minds what they like to do in kindergarten. Then ask the questions that follow. Pause after each question (without discussing it) to give the students time to visualize. Save the model story on the writing/ drawing chart (WA3) to use on Day 3. The Writing Community Unit 1 week 2 Day 1 23
6 Q What are you doing that s fun? Q Where are you doing it? At your table? On the playground? Q Who are you with? Initially, some students may have difficulty visualizing. Having a few students share their mental pictures gives others concrete examples of visualizations. Have the students open their eyes. Ask one or two volunteers to share what they imagined. Explain that each student will pick one thing she likes about kindergarten and draw and write a story about it. Distribute sheets of writing/drawing paper; then have the students return to their seats and start writing. writing TiMe 6 Draw and Write Stories About Kindergarten Remind the students that they should work quietly, use soft indoor voices, and stay in their seats. Tell them that you will let them know when Writing Time is over. Provide additional paper and encourage students who finish early to add to their pictures, draw and write stories about something else they like to do in kindergarten, or draw and write about anything they choose. As the students write, walk around the room and observe them, assisting as needed. Support students who have difficulty starting to write by asking them questions to elicit their ideas, such as: Q What do we do in kindergarten that is fun? Q What do you like to do with your friends at school? Q What do you like to do in the morning? At recess? In the afternoon? Signal to let the students know when Writing Time is over. Ask the students to quietly read aloud (or tell) their stories to themselves. Explain that reading their stories aloud will help them remember their stories when they write more about what they like to do in kindergarten tomorrow. Have the students put their stories in their writing folders. reflecting 7 Reflect on Listening to One Another Without mentioning any of the students names, briefly comment on good listening behavior you noticed today. you might say: When we talked about the story today, I noticed that many of you looked at the person who was talking. That shows that you were being a good listener. I also noticed that many people sat up straight and kept their hands in their laps. Sitting like that helps you be a good listener. 24 Being a Writer Teacher s Manual, Grade K
7 writing stories Day 2 in this lesson, the students: Visualize to get ideas about kindergarten Draw and write about something they like to do in kindergarten Use Writing Time responsibly GeTTinG ready TO write 1 Briefly Review I Love School! Gather the class with the students sitting, facing you. Show the cover of I Love School! and remind the students that they heard this story earlier. Review that the children in the story tell about the things they like to do at school. Page through the book, showing the illustrations, and ask: Materials I Love School! from Day 1 Writing/drawing chart (WA4) for modeling Class Assessment Record sheet (CA2) Q What do you remember about what the children like to do at school? Remind the students that yesterday they wrote their own stories about what they like to do in kindergarten. Explain that today they can write more about what they like to do in kindergarten, or write about anything else they choose. Later they will share their stories with the class. 2 Model Drawing and Writing a Story About Kindergarten Display the writing/drawing chart ( WA4). Ask the students to watch as you model drawing and writing another story about something you enjoy about kindergarten. Think aloud and model drawing a picture that tells your story, and then model using letters and words to help tell the story. If you feel the students are ready to begin writing, skip the modeling and go on to Step 3. you might say: One thing I like about kindergarten is painting with you. I ll draw a picture of me holding a paintbrush and standing next to a painting of a boat. I ll write the letter b for boat on my picture and write the word paint under my picture. The Writing Community Unit 1 week 2 Day 2 25
8 WA4 b paint 3 Visualize Ideas About Kindergarten Ask the students to close their eyes and quietly picture in their minds other things they like to do in kindergarten. Then ask the questions that follow. Pause after each question (without discussing it) to give the students time to visualize. Q What are you doing that s fun? Q Where are you doing it? At your table? On the rug? On the playground? Q Who are you with? Have the students open their eyes. Ask one or two volunteers to share what they imagined. Explain that today the students can draw and write stories about something else they like to do in kindergarten, or they can draw and write stories about anything they choose. Ask: Q What will you draw and write today? Have a few volunteers share with the class. Distribute sheets of writing/drawing paper; then have the students return to their seats and start writing. writing TiMe 4 Write More About Kindergarten Remind the students that they should work quietly, use soft indoor voices, and stay in their seats. Tell them that you will let them know when Writing Time is over. Provide additional paper and encourage students who finish early to add to their pictures, draw and write about something else they like about kindergarten, or draw and write about anything they choose. As the students work, walk around the room and observe them, assisting as needed. 26 Being a Writer Teacher s Manual, Grade K
9 class AssessMenT note Observe the students and ask yourself: Are the students approaching writing with confidence and enthusiasm? Can they choose an idea and begin? Do their drawings tell stories? Are they writing letters (or words)? Letter-like symbols that stand for writing? Support any student who has difficulty starting to write by asking him questions to elicit his ideas, such as: Q What do we do in kindergarten that is fun? Q What do you like to do with your friends at school? Q What do you like to do in the morning? At recess? In the afternoon? Record your observations on the Class Assessment Record sheet (CA2); see page 7 of the Assessment Resource Book. Signal to let the students know when Writing Time is over. Ask the students to quietly read aloud (or tell) their stories to themselves. Explain that reading their stories aloud will help them remember their stories when they share them with the class tomorrow. Have the students put their stories in their folders. reflecting 5 Discuss Working Responsibly Remind the students that when they are working responsibly, they act in ways that help them learn and work well with their classmates. Without mentioning any of the students names, describe some responsible behaviors you noticed during Writing Time. you might say: I noticed some responsible behaviors during Writing Time. Some people raised their hands quietly when they had a question for me today. That s important because when you re quiet, you don t interrupt the other writers at the table. I also noticed that many of you stayed in your seats and talked to each other in quiet voices. Ask and briefly discuss: Q What was it like staying in your seat during Writing Time? Alternatively, you might collect the students stories about kindergarten for sharing on Day 3. We recommend that you describe behavior generally, rather than singling out students by name. By focusing on describing appropriate behavior, all students learn what it means to be responsible and develop the intrinsic motivation to act accordingly. students might say: I worked quietly and didn t talk to my neighbor. When I finished my story, I started writing another story. If there was a problem, discuss it and possible solutions. The Writing Community Unit 1 week 2 Day 2 27
10 you might say: I noticed that some people finished writing before others were done, and they didn t know what to do. A writer who finishes early can add to his or her drawing or get another piece of paper and begin a new story. Day 3 sharing as a community Materials Model story on the writing/ drawing chart (WA3) from Day 1 in this lesson, the students: Get to know one another Speak clearly Listen to one another Draw and write freely If you collected the students stories at the end of Day 2, begin the lesson with Step 2. You may want to have some students share their stories at another time during the day or on another day. GeTTinG ready TO share 1 Select a Story to Share Explain that today the students will share their stories with their classmates. Distribute the students folders and tell the students that they will quietly read the stories they wrote this week, and then choose one to share with the class. Give the students a few moments to read their stories to themselves and select one to share. When most students have made their selection, call for the students attention and collect their chosen stories. 2 Review the Procedures for Sharing Gather the class with the students sitting, facing you. Review that this week the students wrote stories about what they like to do in kindergarten. Explain that today some of them will share their stories with the class. Remind them that sharing their stories helps them get to know one another better and build their writing community. Remind the students that when they share, you want them to show their pictures and tell their stories in loud, clear voices. If necessary, use the model story on the writing/drawing chart ( WA3) from Day 1 to model how to share. Remind the students that it is important to be good listeners during sharing time. 28 Being a Writer Teacher s Manual, Grade K
11 sharing TiMe 3 Share Writing Take a story from the pile of stories you collected earlier, and invite the author to stand next to you to share the story. Facilitate a discussion after the student shares by asking: Q What did you hear [Andy] say that he likes about kindergarten? Follow this procedure to have a few more students share their writing. Facilitation Tip During Sharing Time, continue to prompt the students to turn and look at the person who is about to speak (for example, [Andy] is going to speak now. Let s all turn and look at him ). Scan the class to ensure that the students are looking at the person who is speaking. If necessary, interrupt the discussion to remind them of your expectations. reflecting 4 Reflect on Sharing Help the students reflect on how they did during Sharing Time by asking: Q Could you hear people today when they shared their stories? If not, what can we do next time so people can hear us when we share? Q What did you do to be a good listener today? Tell the students that they will have many opportunities to share their writing with one another this year. Explain that students who did not share today will have a chance to share at another time. Free writing TiMe 5 Draw and Write Freely Tell the students that they can now draw and write freely. Explain that they may write stories about something else they like to do in kindergarten, or they may write about anything they choose. Briefly think aloud about some stories you could write today. you might say: I could write a story about Sergeant Kelso s visit to our class to talk about being a police officer. That was exciting. I could also write a story about what we did today in class or what I did last night at home. Ask and briefly discuss: Q What do you want to write about today? Have a few volunteers share their ideas. Distribute sheets of writing/drawing paper, and then have the students return to their seats and start writing. As the students work, walk around the room and observe them, assisting as needed. Signal to let the students know when Free Writing Time is over. Have the students put their stories in their folders. For each unit, you might collect 3 4 pieces of writing from each student to include in an individual writing assessment folder. Be sure to collect one piece from the beginning and one from the end of the unit. You can refer to the writing in the folder when analyzing your students writing development at the end of each unit. For more information, see Individual Writing Assessment on page vii of the Assessment Resource Book. The Writing Community Unit 1 week 2 Day 3 29
12 extension Make a We Like Kindergarten Class Book Compile the students stories into a class book called We Like Kindergarten. Read the book aloud to the class, and then place it in the classroom library. Alternatively, you can save each student s stories from this unit and staple them into a book for her to take home at the end of the unit. Open Days writing Throughout the week Write About What the Students Like to Do After School Give the students the opportunity to think and write about things they like to do after school (or at home). If it is helpful, model drawing and writing a story about something you like to do after school or at home, using the same procedure you used in Day 1 (see Step 4 on page 23). Facilitate a brief discussion by asking questions such as: Q What is something you like to do after school? Q Where are you doing it? At home? At the park? Q What is something you like to do at home? Q Who do you [play games] with? Write About Things the Students Love Support the students as they write by asking them to consider the sounds they hear in the words, capitalization, letter formation, spacing between words, and ending punctuation. If a student makes a mistake with a previously taught concept, simply erase the mistake (or cover it with correction tape or a self-stick note) and help her make the correction. Show the cover of I Love School! and remind the students that the children in the book love school. Ask the students to think about things they love, and have a few students share their thinking with the class. Pick one idea to develop into a sentence that you will write together. you might say: I heard [Eric] say that he loves his family. What can we write about that? Help the students construct a sentence (for example, Eric loves his family.), and then invite a few students to take the pen and help you write the individual letters (or words) in the sentence. Reread your sentence as a class, revising as necessary. 30 Being a Writer Teacher s Manual, Grade K
13 Have the students write and illustrate their own sentences about things they love, and then compile them into a class book titled Things We Love. Share Writing and Write Freely Repeat the procedures in Day 3 to allow time for more students to share their writing with the class and to provide an opportunity for the students to write freely about anything they wish. At this point in the year students may not be able to write a sentence on their own, and that is to be expected. Support struggling students by writing the sentence starter I love on a self-stick note, and then have the student copy the words onto his paper. Follow up by asking questions like those that follow, encouraging students to write letters and words as they are able. Q What are some things you love? Q Who do you love? Q Why do you love [your stuffed bear]? The Writing Community Unit 1 week 2 Open Days 31
Language Arts Core, First Grade, Standard 8 Writing-Students write daily to communicate effectively for a variety of purposes and audiences.
Genre Unit Reading and Writing Fables by Amy Kinney Language Arts Core, First Grade, Standard 7 Comprehension-Students understand, interpret, and analyze narrative and informational grade level text. Objective
More informationComponents of a Reading Workshop Mini-Lesson
Components of a Reading Workshop Mini-Lesson Mini-Lesson: The Connection How will you begin the Reading Workshop mini-lesson with a connection in which you tell students what you ll be teaching them &
More informationAn Overview of Conferring
An Overview of Conferring You may have several important questions about writing conferences: ª What are the goals of a writing conference? ª When should I confer with students about their writing? ª What
More information2 Mathematics Curriculum
New York State Common Core 2 Mathematics Curriculum GRADE GRADE 2 MODULE 3 Topic G: Use Place Value Understanding to Find 1, 10, and 100 More or Less than a Number 2.NBT.2, 2.NBT.8, 2.OA.1 Focus Standard:
More informationGrade 3: Module 1: Unit 1: Lesson 8 Paragraph Writing Instruction
Grade 3: Module 1: Unit 1: Lesson 8 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name
More informationGuided 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 informationContents. 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 informationGenre Mini Unit. Writing Informational Nonfiction By Joyce Dunning
Genre Mini Unit Writing Informational Nonfiction By Joyce Dunning Grade Level: 2 nd Grade State Core Standards: Standard 2, Objective 1: Demonstrate an understanding that print carries the message. Standard
More informationWriting Poetry with Second Graders By Shelly Prettyman
Day 1 Mini-Lesson: What is Poetry (review)? Time: 30-45 min Writing Poetry with Second Graders By Shelly Prettyman Standard 7--Comprehension Students understand, interpret, and analyze grade level poetry.
More informationCrafting an Argument. Students need to know how to state facts and express their opinions. Organized, Well-Supported, Convincing
Crafting an Argument Organized, Well-Supported, Convincing Students need to know how to state facts and express their opinions effectively so that they can positively contribute to classroom conversations
More informationGrade 3: Module 2B: Unit 3: Lesson 8 Revising: Using Simple and Compound Sentences in Writing
Grade 3: Module 2B: Unit 3: Lesson 8 Using Simple and Compound Sentences in Writing This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party
More informationMonitoring for Meaning
Monitoring for Meaning Grades 3-5 eeee Wwh Monitoring comprehension is above all engagement. When readers monitor their thinking, they have an inner conversation with the text. They listen to the voice
More informationStudents will participate in a cold-write of an opinion.
: Instructional Strategies: DAY 1 Students will participate in a cold-write of an opinion. Advanced Graphic Organizers, Instructional Conversations facilitated by purposeful use of Participation and Discussion
More information2 Mathematics Curriculum
New York State Common Core 2 Mathematics Curriculum GRADE GRADE 2 MODULE 3 Topic E: Model Numbers Within 1000 with Place Value Disks 2.NBT.A Focus Standard: 2.NBT.A Understand place value. Instructional
More informationxxx Lesson 11 1. Comprehend the writing process 2. Respond positively to the writing process
xxx Lesson 11 The Writing Process Overview: This lesson will focus on the writing process and how it relates to communication. Learners will be taught what the writing process is, its parts, and how they
More informationPre-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 informationGrade 8 English Language Arts 90 Reading and Responding, Lesson 9
GRADE 8 English Language Arts Reading and Responding: Lesson 9 Read aloud to the students the material that is printed in boldface type inside the boxes. Information in regular type inside the boxes and
More informationCheck My Writing Kindergarten
Ohio Standards Connection Writing Processes Benchmark F Apply tools to judge the quality of writing. Benchmark D Use revision strategies and resources to improve ideas and content, organization, word choice
More informationAllison Gallahan s Early Childhood Lesson Plan
Allison Gallahan s Early Childhood Lesson Plan Lesson: Big Book: Reading Maps Length: 20-30 minutes Age or Grade Level Intended: 2 nd Grade Academic Standard(s): Social Studies 2.3.2: The World in Spatial
More informationClassroom Management Plan Nicole Short EDUC 360
Classroom Management Plan Nicole Short EDUC 360 The purpose of this classroom management plan is to address my philosophy and beliefs about discipline, state classroom procedures, and the implementation
More informationReading Aloud with Children of All Ages
with Children of All Ages Derry Koralek THE SINGLE MOST IMPORTANT ACTIVITY for building knowledge for their eventual success in reading is reading aloud to children, stressed Becoming a Nation of Readers,
More informationReading aloud to a child
Reading aloud to a child Festivals and celebrations: introduction Me and my culture: festivals and celebrations Contents Festivals and celebrations: teachers notes Festivals and celebrations: classroom
More informationIf You Give A Moose A Muffin
If You Give A Moose A Muffin Skyler Harwood Comprehension Kindergarten Essential Questions How do we think while reading in order to understand and respond? How do we apply reading skills and strategies
More informationAuthority versus Power by Melissa McDermott
Authority versus Power by Melissa McDermott Lesson Description: This formative lesson focuses on developing an understanding of the concept of authority. Students will identify and role play scenarios
More informationAR 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 informationHow can I improve my interviewing skills? MATERIALS
Mock Interviews 6 Finding a job The BIG Idea How can I improve my interviewing skills? AGENDA Approx. 45 minutes I. Warm Up: Model an Interview (10 minutes) II. Interview Practice (30 minutes) III. Wrap
More informationTo download the script for the listening go to: http://www.teachingenglish.org.uk/sites/teacheng/files/learning-stylesaudioscript.
Learning styles Topic: Idioms Aims: - To apply listening skills to an audio extract of non-native speakers - To raise awareness of personal learning styles - To provide concrete learning aids to enable
More informationGrade 2 Lesson 3: Refusing Bullying. Getting Started
Getting Started Lesson Concepts You can refuse to let bullying happen to you or to others. Being assertive is one way to refuse bullying. Key Words Refuse, assertive Objectives Students will be able to:
More informationKindergarten Number Sense Lesson Plan
Amy Roman/EDUC 527 1 Kindergarten Number Sense Lesson Plan Introduction Topic: Counting Backward from 10 Length of Lesson: 30-45 minutes VA Standards of Learning: K.4 The student will a) count forward
More informationThere s a Boy in the Girls Bathroom by Louis Sachar
There s a Boy in the Girls Bathroom by Louis Sachar This unit lasts three weeks This book has as its main character Bradley Chalkers, a bad boy who is always in trouble. In this story, we are allowed to
More informationUnit Map 2011-2012 Columbia University Teachers College Collaboration / Writing* / Kindergarten (Elementary School)
Unit Map 2011-2012 Columbia University Teachers College Collaboration / Writing* / Kindergarten (Elementary School) June 21, 2011, 9:13AM Unit 01 Launching The Writing Workshop (Week 1, 4 Weeks) Unit Rationale
More informationWhat does compassion look like?
Lesson One: What does compassion look like? Learning Objectives: Students will: Demonstrate an understanding of the concept compassion. Identify elements of compassion shown in various images. Begin to
More informationSaving Money. Grade One. Overview. Prerequisite Skills. Lesson Objectives. Materials List
Grade One Saving Money Overview Students share the book A Chair for My Mother, by Vera B. Williams, to learn about counting and saving money. They complete worksheets on coin counting and saving. Prerequisite
More informationHandouts for teachers
ASKING QUESTIONS THAT ENCOURAGE INQUIRY- BASED LEARNING How do we ask questions to develop scientific thinking and reasoning? Handouts for teachers Contents 1. Thinking about why we ask questions... 1
More informationSupplemental Activity
Materials: Test-Taking Skills Assessment on page 80 in this workbook (page 19 in the student workbook) Test-Taking Tips on page 81 in this workbook (page 20 in the student workbook) Tactics for Studying
More informationDecomposing Numbers (Operations and Algebraic Thinking)
Decomposing Numbers (Operations and Algebraic Thinking) Kindergarten Formative Assessment Lesson Designed and revised by Kentucky Department of Education Mathematics Specialists Field-tested by Kentucky
More informationK-1 Common Core Writing Santa Fe Public Schools Presented by: Sheryl White
K-1 Common Core Writing Santa Fe Public Schools Presented by: Sheryl White Session Objectives Review expectations in Common Core Writing Gain ideas for teaching opinion writing Collaborate and articulate
More informationGrade 4: Module 3B: Unit 3: Lesson 2 Reading Opinion Pieces, Part II: How Authors Support Their Opinions with Reasons and Evidence
Grade 4: Module 3B: Unit 3: Lesson 2 How Authors Support Their Opinions with Reasons and Evidence This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
More informationSPENDING TIME IN GOD S PRESENCE
SPENDING TIME IN GOD S PRESENCE Helps for a Meaningful Time with God Preparing ahead... 4 During your time... 5 Devotional Guides Lectio Divina... 6 Meditation... 8 How to Have a Quiet Time You Won t Want
More informationGod is Eternal Lesson 1
Preschool Curriculum (4K / 5K) August 15 th & 16 th, 2009 God is Eternal Lesson 1 Divine Attribute: Heart Response: God is Eternal Be Amazed Memory Verse: Jesus Christ is the same yesterday, today and
More informationHelping 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 informationHow to Take Running Records
Running Records are taken to: guide teaching match readers to appropriate texts document growth overtime note strategies used group and regroup children for instruction How to Take Running Records (adapted
More informationReading 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 informationINTRODUCTION TEACHING TIPS. THE NURSERY CLASS Purpose
INTRODUCTION THE NURSERY CLASS Purpose Letter to Parents The purpose of the nursery class is to help children learn the restored gospel of Jesus Christ and live it. The nursery class should help the children
More informationBarter vs. Money. Grade One. Overview. Prerequisite Skills. Lesson Objectives. Materials List
Grade One Barter vs. Money Overview Students share the book Sheep in a Shop, by Nancy Shaw, to learn about choice, making decisions, trade, and the barter system. They complete worksheets on comparing
More informationWeek 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 informationGrade 7: Module 3A: Unit 2: Lesson 1 Introducing the Narrative Arc: The Last Day of Slavery
Grade 7: Module 3A: Unit 2: Lesson 1 The Last Day of Slavery This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated
More informationThought for the Day Master Lesson
Welcome and Introductions Lesson 2 LESSON 2 Thought for the Day Master Lesson Thought for the Day Education is not the filling of a pail, but the lighting of a fire. William Butler Yeats Overview: The
More informationNewspaper Activities for Students
Newspaper Activities for Students Newspaper Activities for Students Page 2 Higher Learning By the year 2010, millions of the jobs available in the United States will require more than a high school diploma.
More informationLesson 1.1 P.WRITE, Gr. 2 & 3, 08-09. PWRITE: POW + TREE: LESSON # 1 Part 1
PWRITE: POW + TREE: LESSON # 1 Part 1 Purpose: Develop Background Knowledge, Discuss It Objectives: Introduction to POW, writing to persuade, and TREE; identification of TREE parts in essay example Materials:
More informationRetelling. 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 informationClassroom Management Plan
Classroom Management Plan 1 Classroom Management Plan Miss. Jessica Stiffler Classroom Management Plan 2 Classroom Management Plan Jessica Stiffler Education 360 November 22, 2010 Classroom Management
More informationCompiled By: Pat Elliott, Resource Teacher & Dale Mays, Grade 4 Teacher Simcoe County District School Board Ontario Canada
Compiled By: Pat Elliott, Resource Teacher & Dale Mays, Grade 4 Teacher Simcoe County District School Board Ontario Canada Literacy Circles There is no one right way to conduct literacy circles. The manner
More informationDays. Day 1. Reflection Teacher Responsibilities. Lesson Plans
Days Day 1 Lesson Plans Call the students to the carpet by the number of letters in their names. If your name has less than 5 letters, come to the carpet. If your name has more than 5 letters, come to
More informationGrade 5: Module 1: Unit 2: Lesson 10 Characters Charging Over Time (Chapter 10: Las Papas/Potatoes )
Grade 5: Module 1: Unit 2: Lesson 10 Characters Charging Over Time This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is
More informationTO WRITING AND GIVING A GREAT SPEECH. A Reference Guide for Teachers by Elaine C. Shook Leon County 4-H
EIGHTSTEPS TO WRITING AND GIVING A GREAT SPEECH A Reference Guide for Teachers by Elaine C. Shook Leon County 4-H Introduction Good oral communication skills are important in our day to day activities.
More informationThe Ideal Classroom Community Member: Establishing Expectations for Classroom Behavior
The Ideal Classroom Community Member: Establishing Expectations for Classroom Behavior Collaborative rule making promotes mutual respect, cooperation, self discipline and personal responsibility while
More informationHow To Teach Your Students To Be Respectful
E-RATE TOOLKIT Show Respect Online LESSON PLAN Essential Question: How can I make sure my emails are clear and respectful? Learning Overview and Objectives Overview: Students explore the similarities and
More informationPREPARE AHEAD OF TIME FOR CRAFTS
1 Crafts Bible Story: Paul s Conversion Acts 1-3; 9:1-9 Bottom Line: If you want to know who God is, find out more about Jesus. Memory Verse: When you walk, nothing will slow you down. When you run, you
More informationAnimals that move slowly, animals that move quickly
Unit Three Time 74 Animals that move slowly, animals that move quickly Unit 3: Time Image courtesy of: Microsoft clipart Focus: Animals that move slowly and quickly linked with time Whole class activity
More informationMStM Reading/Language Arts Curriculum Lesson Plan Template
Grade Level: 6 th grade Standard 1: Students will use multiple strategies to read a variety of texts. Grade Level Objective: 1. A.6.1: compare/contrast the differences in fiction and non-fiction text.
More informationContent Strategies by Domain
Content Strategies by Domain In order to be proficient in a language, students need to develop proficiency in four domains: listening, speaking, reading and writing. Intentional practice each day in content
More informationBehavior Impedes Learning
Behavior Impedes Learning ARSD 24:05:27:01.02. (1) In the case of a student whose behavior impedes his or her learning or that of others, consider the use of positive behavioral interventions and supports
More informationLooking for Lincoln Throughout His Life
GRADE LEVEL: 1-3 Looking for Lincoln Throughout His Life TIME ALLOTMENT: Two 45-minute class periods OVERVIEW: In this interdisciplinary lesson, students will gather different facts about Lincoln through
More informationGeneral conversation (saying who you are, asking for and giving individual information, spelling)
SPEAKING TEST PART 1 General conversation (saying who you are, asking for and giving individual information, spelling) 01 I d like you to pretend that you don t know each other. Ask questions to find out
More informationDear Mr. President. Estimated Time: 40 minutes
Dear Mr. President Estimated Time: 40 minutes I. Objectives As a result of this lesson, students will: identify the parts of a friendly letter. write a friendly letter to the president. II. Materials and
More informationWeek 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 information3 days Lifting the Qualities of Effective Fiction Writing. 3 4 days Stretching Out the Problem and Imagining Creative Solutions to Stories
Grade 1, Unit 3 Realistic Fiction Adapted from Realistic Fiction (Unit 3) in A Curricular Plan for the Writing Workshop, Grade 1 by Calkins Section of the Unit of Study Minilesson Focus Points Time (approximate)
More informationPrayer Basics. Children
Prayer Basics for Children (Lesson 1) (A children s curriculum resource based on the book Prayer Basics: The Who, What, When, Where, Why, and How of Prayer and brought to you by the National Prayer Center,
More information1 Grammar in the Real World
U NIT 31 Adjectives and Adverbs Making a Good Impression 1 Grammar in the Real World A Do you know how to give a presentation? What do you do to prepare? Read the article How many of your ideas are in
More informationNami 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 informationCalifornia. 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 informationSelf-Acceptance. A Frog Thing by E. Drachman (2005) California: Kidwick Books LLC. ISBN 0-9703809-3-3. Grade Level: Third grade
Self-Acceptance A Frog Thing by E. Drachman (2005) California: Kidwick Books LLC. ISBN 0-9703809-3-3 This Book Kit was planned by Lindsay N. Graham Grade Level: Third grade Characteristic Trait: Self Acceptance
More informationWriting Simple Stories Grade One
Ohio Standards Connections Writing Applications Benchmark A Compose writings that convey a clear message and include well-chosen details. Indicator 1 Write simple stories with a beginning, middle and end
More informationGrade 4: Module 1B: Unit 3: Lesson 11 Writing the Essay: Body Paragraph
Grade 4: Module 1B: Unit 3: Lesson 11 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name
More informationCambridge English: ESOL Skills for Life
Cambridge English: ESOL Skills for Life ESOL Skills for Life Speaking and Listening Entry 3 Sample Test E This test should not exceed 22 minutes. Please note: With the exception of the Task Sheets in Phases
More informationLocal Government and Leaders Grade Three
Ohio Standards Connection: Government Benchmark A Identify the responsibilities of the branches of the U.S. government and explain why they are necessary. Indicator 2 Explain the structure of local governments
More informationLesson 5: School Bus Safety
Time: approximately 40 minutes Lesson 5: School Bus Safety LESSON PLAN: Lesson 5 This curriculum does not cover every possible scenario that a child may encounter as a pedestrian, but instead addresses
More informationProject Teamwork. Theme: Cooperative games encourage students to work together as a team while having fun in a positive environment.
Project Teamwork August 2007 Theme: Cooperative games encourage students to work together as a team while having fun in a positive environment. Concepts: 1. Any collection of people has the potential to
More informationCambridge English: Preliminary (PET) Frequently Asked Questions (FAQs)
Cambridge English: Preliminary (PET) Frequently Asked Questions (FAQs) Is there a wordlist for Cambridge English: Preliminary exams? Yes. There is a Cambridge English: Preliminary (PET) vocabulary list
More informationExpressive 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 informationWhat qualities are employers looking for in teen workers? How can you prove your own skills?
Sell Yourself 4 Finding a job The BIG Idea What qualities are employers looking for in teen workers? How can you prove your own skills? AGENDA Approx. 45 minutes I. Warm Up: Employer Survey Review (15
More informationTHE TEMPTATION OF JESUS (C.1.Spring.3)
THE TEMPTATION OF JESUS (C.1.Spring.3) Biblical Reference Matthew 4:1-11, Mark 1:12-13, Luke 4:1-15 Key Verse Hebrews 4:15 Key Concept Jesus was tempted like me and the way he faced temptation is an example
More informationLesson 2: How to Give Compliments to Tutees
Kids As Reading Helpers: A Peer Tutor Training Manual Copyright 2002 by Jim Wright www.interventioncentral.org L2-1 Lesson 2: How to Give Compliments to Tutees Introduction When correctly used, compliments
More informationLEADING VALUES AND MORAL DILEMMA DISCUSSIONS
LEADING VALUES AND MORAL DILEMMA DISCUSSIONS Learn step by step how to lead engaging and animated discussions of character, values, and moral issues using hypothetical, curriculum based, or real life dilemmas.
More informationDays of the Week Grade Kindergarten
History Ohio Standards Connection: Benchmark A Use a calendar to determine the day, week, month and year. Indicator 1 Recite the days of the week. Lesson Summary: The children will participate in a variety
More informationWhat Have I Learned In This Class?
xxx Lesson 26 Learning Skills Review What Have I Learned In This Class? Overview: The Learning Skills review focuses on what a learner has learned during Learning Skills. More importantly this lesson gives
More informationTeaching paraphrasing to year three (3) and four (4) students exhibiting reading difficulties will lead to increased reading comprehension
Teaching paraphrasing to year three (3) and four (4) students exhibiting reading difficulties will lead to increased reading comprehension Teaching Unit Paraphrasing Grade Level: Grade three and four students
More informationElicit Me too and Me neither by asking students if they have a sister or brother (or dog, cat ) and then responding appropriately.
All about me. Topic: Personal interests, likes and dislikes Aims: To help students focus on fluency when speaking To develop students communication skills To develop students listening skills Level: Pre-intermediate
More informationSuggested Grade 1 2 Lesson Plan Students Rights and Responsibilities
Suggested Grade 1 2 Lesson Plan Students Rights and Responsibilities Lesson 1 My Rights and Responsibilities Grade 1 st and 2 nd Objective: The students will discuss and summarize their rights and responsibilities
More informationGrade 6: Module 1: Unit 2: Lesson 19 Peer Critique and Pronoun Mini-Lesson: Revising Draft Literary Analysis
Grade 6: Module 1: Unit 2: Lesson 19 Revising Draft Literary Analysis This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content
More informationStarting a Booktalk Club: Success in Just 12 Weeks!
Starting a Booktalk Club: Success in Just 12 Weeks! It s wonderful that you re interested in starting a booktalk club at your school! Before you even begin, you may want to familiarize yourself with some
More informationPicture yourself in a meeting. Suppose there are a dozen people
1 WHAT IS ACCOUNTABILITY, REALLY? Hypocrisy exists in the space between language and action. Picture yourself in a meeting. Suppose there are a dozen people seated around a table and someone says, I m
More informationA Writer s Workshop: Working in the Middle from Jennifer Alex, NNWP Consultant
Structure of a Workshop: A Writer s Workshop: Working in the Middle from Jennifer Alex, NNWP Consultant For the last four years, writing and reading workshops have been the foundation of my classroom practice.
More informationMe, Myself, and I. Subject: Language Arts: Writing. Level: Grade 3
Grade 3 Lesson Plan Subject: Language Arts: Writing Level: Grade 3 Me, Myself, and I Abstract: In this lesson, students will write their life story. Reflecting on a series of key questions, students will
More informationSubject: Math Grade Level: 5 Topic: The Metric System Time Allotment: 45 minutes Teaching Date: Day 1
Subject: Math Grade Level: 5 Topic: The Metric System Time Allotment: 45 minutes Teaching Date: Day 1 I. (A) Goal(s): For student to gain conceptual understanding of the metric system and how to convert
More informationCounting Change and Changing Coins
Grade Two Counting Change and Changing Coins Content Standards Overview Students share the book The Penny Pot, by Stuart J. Murphy, to learn about choices, producers and consumers, and counting money.
More informationUsing sentence fragments
Lesson 8 Descriptive Essays Description is not a distinct mode of writing, like expository, narrative, and persuasive, but the ability to write descriptively is essential to a host of writing genres. Many
More informationLesson 2 Social Skill: Active Listening
Lesson 2 Summary and Rationale Listening is a social skill required for almost all interactions. It is also prerequisite to participating in a group process such as the Thinking for a Change Program. It
More informationFun 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