Kindergarten TLC 3rd6Weeks 2013-2014

T.L.C. Thematic Planner for Kindergarten- Student Expectations Third Six Week

What’s New? ● Just in Time Training Thursday, December 5,

2013. (Training will cover the 4th six weeks TLC) ● October 7-November 15 Teachers train on the

Written Composition Rubric ● November 18-20 Students take the Written

Composition ACP

Kindergarten Early Childhood Specialist: Deanna Palmer([email protected])


Overview of Kindergarten Thematic Units

1st Six Weeks

(August 26-September 27)

Hispanic Heritage Month (Sept-15th- Oct-15th)Labor Day (Sept 2)Constitution Week & Celebrate Freedom Week

2nd Six Weeks

(September 30- November 8)

Hispanic Heritage Month (Sept-15th- Oct-15th)European Heritage Month

3rd Six Weeks

(November 11-December 20)

Veteran’s DayThanksgiving HolidayNative American Heritage Month (November)Winter Holidays(Christmas, Hanukkah, Kwanzaa)New Year’s Day

4th Six Weeks

(January 7-February 21)

Martin Luther King Jr. DayAfrican American Heritage Month (Feb)President’s Day (Feb)

5th Six Weeks

(February 24-April 18)

African American Heritage Month (Feb)Women’s History (March)Texas Public Schools Week

6th Six Weeks

(April 21-June 5)

Asian American Heritage Month (May)Flag DayJuneteenth

Community Experiences● School

Around Me

● School

Safety

● My Family

● Friends at

School

● Pets

Learning and Sharing

● Community

Helpers

● My Senses

(2 weeks)

● Movement

(2 weeks)

● Signs and

Shapes

Environmental Changes

● Seasons

● Nature (2 weeks)

● Habitats

● Weather (2 weeks)

Explorations and Discoveries● Science

● Insects

● Ocean Life

● Storytelling

(2 weeks)

● Land and

Water (2

weeks)

Growth and Change

● Friends

● Animals (2 weeks)

● Garden

● Amazing Animals

● Harvest Products(2 weeks)

Moving Ahead

● Jobs and Careers (2 wks)

● Traveling

● Things you can Do

● Look at us!

● What a Great Year! (2 weeks)


Revised 10-30-2013

Texas Essential Knowledge and Skills for Third Six Weeks: Week 1


Theme: Environmental Changes Unit Focus: SeasonsWeek 1

READING/LANGUAGE ARTS

Texas Essential Knowledge and Skills

Daily Routines and Process Standards

K.3 Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students are expected to:(D) identify and read at least 25(10) high-frequency words from a commonly used list. (ELPS 4C)K.6 Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:(A) identify elements of a story including setting, character, and key events.(C) recognize sensory details.K.8 Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:(A) retell a main event from a story read aloud.K.10 Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text, and provide evidence from text to support their understanding. Students are expected to:(B) retell important facts in a text, heard or read.Figure 19.110.11 Reading / Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to:(D) make inferences based on the cover, title, illustrations, and plot.(E) retell or act out important events in stories.(ELPS 3H)

K.13 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:(A) plan a first draft by generating ideas for writing through class discussion (with adult assistance).(B) develop drafts by sequencing the action or details in the story (with adult assistance). (C) revise drafts by adding details or sentences (with adult assistance). (D) edit drafts by leaving spaces between letters and words (with adult assistance).(E) share writing with others (with adult assistance).

K.16 Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will

SOCIAL STUDIES


Daily Routines and Process Standar ds

K.1 History. The student understands that holidays are celebrations of special events. The student is expected to:(A) explain the reasons for national patriotic holidays such as Presidents' Day, Veterans Day, and Independence Day.(B) identify customs associated with national patriotic holidays such as parades and fireworks on Independence Day.

K.2 History. The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation. The student is expected to:(A) identify contributions of historical figures, including Stephen F. Austin, George Washington, Christopher Columbus, and José Antonio Navarro, who helped to shape the state and nation.(B) identify contributions of patriots and good citizens who have shaped the community.

TECHNOLOGYTexas Essential Knowledge and Skills

SCIENCE


Scientific Investigation and Reasoning

K.8 Earth and space. The student knows that there are recognizable patterns in the natural world and among objects in the sky. The student is expected to:(A) observe and describe weather changes from day to day and over seasons.(B) identify events that have repeating patterns, including seasons of the year and day and night.(C) observe, describe, and illustrate objects in the sky such as the clouds, Moon, and stars, including the Sun.

HEALTH EDUCATIONTexas Essential Knowledge and Skills

Movement:K.2A identify selected body parts such as head, back, chest, waist, hips, arms, elbows, wrists, hands, fingers, legs, knees, ankles, feet, and toes.

K.2B demonstrate movement forms of various body parts such as head flexion, extension, and rotation.

FINE ARTSTexas Essential Knowledge and Skills

MATHEMATICS


Mathematical Process Standards (The student uses mathematical processes to acquire and demonstrate mathematical understanding.)

K.2 Number and operations. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system. The student is expected to:(A) count forward and backward to at least 20 (15) with and without objects.(B) read, write, and represent whole numbers from 0 to at least 20 (10) with and without objects or pictures.(C) count a set of objects up to at least 20 (15) and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order.(D) recognize instantly the quantity of a small group of objects in organized and random arrangements.(E) generate a set using concrete and pictorial models that represents a number that is more than, less than, and equal to a given number up to 20 (15).(F) generate a number that is one more than or one less than another number up to at least 20 (15).(G) compare sets of objects up to at least 20 (15) in each set using comparative language.

K.5 Algebraic reasoning. The student applies mathematical process standards to identify the pattern in the number word list. The student is expected to recite numbers up to at least 100 (50) by ones and tens beginning with any given number.

K.8 Data analysis. The student applies mathematical process standards to collect and organize data to make it useful for interpreting information. The student is expected to:(A) collect, sort, and organize data into two or three categories;(B) use data to create real-object and picture graphs; and


continue to apply earlier standards with greater complexity. Students are expected to:(A) understand and use the following parts of speech in the context of reading, writing, and speaking (with adult assistance).

. (ii) nouns (singular/plural).K.18 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:(B) use letter-sound correspondences to spell consonant-vowel-consonant (CVC) words (e.g., cut).

Foundations:K.2A use a variety of input devices such as mouse, keyboard, disk drive, modem, voice/sound recorder, scanner, digital video, CD-ROM, or touch screen

K.2B use proper keyboarding techniques such as correct hand and body positions and smooth and rhythmic keystroke patterns as grade-level appropriate.

ArtPerception:K.1A glean information from the environment, using the five sensesK.1B identify colors, textures, forms, and subjects in the environment.

Creative expression/performance:K.2A Create artworks, using a variety of colors, forms, and linesK.2B Arrange forms intuitively to create artworksK.2C Develop manipulative skills when

drawing, painting, printmaking, and constructing artworks, using a variety of materials.

(C) draw conclusions from real-object and picture graphs.

Best Practices for a Kindergarten ClassroomTheme: Environmental Changes Unit Focus: Seasons

Week 1


BEST PRACTICES in RLA:

(K.1A, B, C, D, E, K.2A, B, K.3A, K.17A, K.18A, K.21A, K.22A, K.23A, K.3D)Interactive Writing/ Morning Message: Select topics for messages that will tie to the theme, science or social studies for the week. Discussions generated from this type of message will have a larger meaning giving you a more efficient use of time. Some messages may need to be broken into two-day segments. On those occasions,cover and change the date on the original message. Have students read the message from Day 1 aloud together before you ask them to write interactively in response to the original message. Use Morning Message to introduce, review, and reinforce cross-curricular themes, specific language skills, high-frequency word recognition, letter-sound correspondences, and concepts of print that are connected to your current TEKS.

(K.13A, B, C, D, E)Writing Workshop:Read fiction and nonfiction mentor texts during the 3rd Six Weeks. Focus on writing lists and complete simple sentences.

(K.10B, Fig.19A, B, C,D)Reading Workshop:Mini-lessons: Conduct two-to-three mini-lessons each day as precursors to each round of independent student work and small group/individual conferring (Daily 5). Mini Lessons should include at least one comprehension lesson.

(K.6C, K.8A, Fig.19A, B, C, D, E, F, K.21A, K.22A, K.23A)Interactive Read Aloud/Shared Reading: Use stories from HMHJourneys/Senderos or Read-Alouds of your choice relating to the current theme. Have students respond to text through whole group discussions and make it meaningful by using graphic organizers. Refer to HMH Journeys/Senderos Comprehensive Language and Literacy Guide (CLLG) for sample mini-lessons and suggestions for use of graphic organizers.Revisit your chosen selection daily to teach comprehension skills addressed in the TEKS.

(K.1G, K.2A, B, C, D, E, F, G, H, I, K.3B, D, K.5A, B, K.18B)Word Study-Concepts of Print – Mini-lessons may include: information found on the cover and title page of a book, locating and identifying punctuation marks, capital letters, rhyming words, phonics, and high-frequency words in print.

BALANCED LITERACY

Reading● Reading Aloud● Shared Reading● Guided Reading● Reading/Workshop/

Independent ReadingWriting● Writing Aloud/Modeled Writing● Shared Writing● Interactive Writing● Small Group Writing (Guided

Writing)● Independent Writing● Writing WorkshopWord Study● Phonological/Phonemic

Awareness● Phonics/Decoding● Fluency● Vocabulary● Grammar/Language

SCHOOL & FAMILY CONNECTION:

What Is Your Favorite Season?Students survey their family members to collect data on what their favorite season is and why. Students should report back to the class what they found out. As a group this information could be used to create a My Favorite Seasons picture graph.

ORAL VOCABULARY DEVELOPMENT

Why Oral Vocabulary Development

Use the following to develop students’ oral language. With these resources, teachers

MULTICULTURAL ACTIVITIES:

November is American Indian Heritage Month. Introduce students to this culture by reading books about the Native American culture.American Indian Heritage MonthNative American Childrens BooksNative American Crafts for KidsNative American Activities

* Social Studies Dept./American Indian Education Program- Dallas ISD

972-925-8076

RTI in ReadingExtensionsHave students select their favorite season and create an illustrated list to support their choice.DifferentiationIn addition to whole group instruction, all students are placed in flexible small groups for guided reading based on individual assessments, as part of Reading/Language Arts core instruction.Have students work with partners to locate and flag high-frequency words in Big Books/leveled books using small post-it notes.InterventionsTier 2–(Additional time beyond Tier 1 instruction) Establish time outside of the Reading /Language Arts block/core program, during the school day, for students needing additional support beyond whole group and small group core instruction.Have students practice demonstrating left-to-right, top-to-bottom progression using a familiar poem in a Big Book or the HMH Flip Chart.Tier 3–(Additional time beyond Tier 2) Establish before/ after and Saturday school programs for students requiring

DAILY FIVEDaily Five Launch

Read to Self – Read books about seasons, nature and Thanksgiving using reading phone, reading buddy (stuffed animals or doll).Work on Writing – Use paper and writing tools to practice letters of the week and high frequency words. Create flip books of phonics word families for students to begin sounding out and writing to build knowledge.Read to Someone – Students read theme related books, alphabet books to a partner.Word Work – Students use magnets, play dough, stamps, paint, etc to create letters, words and sentences. Students can also use paper and writing tools to practice words and letters that they are learning.Listen to Reading – Books on tape/cd, Leap Pad stories, Computer Games (such as www.starfall.com,) and anything else that students can listen to reading and interact with the stories.

CENTER ACTIVITIESActivities should be purposeful and planned to reinforce instruction and develop vocabulary.

Math(K.2B, K.2C, K.2E): Students Complete a Number Map with a given number from 1-10.

Science(K.8A): Place various items or pictures of items that represent each of the 4 seasons in the center. Create 4 mats (Spring, Summer, Winter, Fall) and have students sort the items into the correct season. Students can draw in their science notebook at least 2 items per season.Bring in different clothing items from each season for students to observe and explore. Have students sort the items according to the season when that item would be worn.

Art: Give students a sheet of paper folded into quadrants. Students will label each square


can help students develop high-utility vocabulary and academic language.

● Language Support Cards www-k6.thinkcentral.com

● Vocabulary in Context Cards● Retelling Cards● Letter Word Cards● Interactive Vocabulary

Games

4 Seasons in a Year (song)

additional support beyond Tier 1 whole group/small group core instruction and Tier 2 Intervention.Have students locate capital letters, punctuation marks, and high-frequency words which have been previously-introduced in text.

with a season. Instruct students to draw a scene or setting for each season using correct clothing and weather. Include season related stamps or stickers for students to choose and place in the appropriate season as well.

Social Studies(K.1A, K.1B, K.2A, K.2B): Students can create a Book of Thanks to soldiers for all they do to protect our country. Students can draw pictures, but encourage them to label and write sentences to accompany their work.

Correlated Activities by Content AreaTheme: Environmental Changes Unit Focus: Seasons

Week 1

LANGUAGE ARTS/ ELL SCIENCE MATHEMATICS SOCIAL STUDIES


Resources: HMH Journeys/Senderos Lesson 11 Books about the Seasons

Vocabulary: seasons, change, fall, autumn, winter, leaves, cool, snow, spring, summer

Suggested Activities:

(K.3D) High Frequency Words

High Frequency Word ListMore Sight Word GamesSight Word MatchPopcorn Words

The Sight Word SongSight Word Games and StoriesDolch Word Games

(K.6C) Sensory Details Poster: Students recognize rich, vivid, sensory language as you read well-written read aloud books. Use the poster along with your read-alouds during the week.Sensory Details PosterDetalles Sensoriales Poster

(K.10B, Figure 19D) Non- Fiction Mini Lessons-Introduce students to non-fiction texts.Non- Fiction Mini Lessons

K.16A(ii): Nouns-Introduce students to nouns. Brainstorm and create a list of people, places, things and animals under the title “Nouns We Know”. Students can then use these words to label pictures during writing or centers.Brainstorm a list of seasonal nouns. Have students refer to the list during their writing time throughout the week.A Noun Is…Schoolhouse Rock NounsThe Best Noun Song Ever!

(K.13A, K.13B, K.13C, K.13D, K.13E) Writing- Create a picture diagram to show the differences in the four seasons. Invite students to help with the illustrations and writing as you describe how the seasons are different.Give students a 9x12 sheet of manila paper, folded in quarters. Have them write a season in each of the squares and then write and draw about each season. Encourage students to produce at their ability level. See sample for

Resources:Harcourt Science Unit D-Weather and Seasons: Lesson 2, Lesson 3, Lesson 4, Lesson 5, Lesson 6Journey’s: Jump Into January, Snow

Vocabulary: seasons, change, repeating pattern, year, day, night, clouds, Moon, Sun, starsRelated Vocabulary: winter, spring, summer, fall


(K.8A, K.8B) Read aloud the poem Our Tree. Discuss as a class what the poem is telling us about the seasons. Then have students Think-Pair-Share about what the poem made them think of, and what information they already know about the particular season. Have students return to the group as you create a four quadrant paper labeled with the 4 seasons showing our Apple Tree in each of the seasons. Students may use this chart for their art tree.4 Seasons in a Year (song)

(K.8A, K.8B, K.8C) Focus on a season each day of the week. Create a vocabulary poster to highlight the season along with details that help us remember it. Weather patterns? What we wear? What we see and hear? Seasonal activities? What foods we smell and eat? Post these around the room for student use throughout the week.

(K.8A, K.8B, K.8C) Kindergarten Exemplar

Begin collecting weather data using Watching the Weather materials.

Resources:Texas Mathematics-Chapter 6; 6-1

Vocabulary: 1-12 (including number words), ones, tens


(K.2A, K.2B, K.2C) Texas Mathematics-Chapter 6; 6-1

(K.2C, K.2E, K.2F, K.2G) Number Houses 0-20

(K.2A, K.2B, K.2C, K.2D) I Have...Who Has...Fall

(K.5) Counting by 10s- Video I Can Count to 100

(K.2B, K.2C, K.2E) Number Maps: Students complete a Number Map with a given number from 1-10.Number Map

(K.2D) Subitizing: Subitizing is the ability to ‘see’ a small amount of objects and know how many there are without counting.Subitizing -Activities

(K.8A, K.8B, K.8C) Favorite Season of the Year Graph: As a whole group, students will collect data on each individual student's "Favorite Season." After completing the whole group classroom graph, students will fill in their own individual graph based on the information they gathered. Then as either whole group, small group or individually, students will complete a small data analysis section.My Favorite Season Graph

Resources:Books about Veteran’s DayBooks about American Symbols


(K.1A, K.1B) What is freedom? Why is it important? Explain that freedom means that we are able to make choices for ourselves, and that our soldiers fight to defend our freedom from other countries and people who want to take it away.

Show students symbols of freedom that we have in the United States (American flag, Statue of Liberty, Liberty Bell, Bald Eagle). Display these symbols so that students can refer back to them as needed, and to also help students begin making connections to what the symbols mean. See links above for ideas.American Symbols BookletAmerican Symbols Sort Game

Activities and ideas to help students understand what Veteran’s Day is about and why we celebrate it.Veteran's Day Activities

(K.2B) Students can illustrate and write American Symbols in their Historian Notebooks, as well as write a story about how they can honor the contributions of veterans on this special holiday.

(K.2A) If possible, invite a couple of Veterans or current soldiers to come and speak with the class about freedom and what Veteran’s Day means to them. If a Veteran is hard to find, maybe show a short video or read a book that shows the contributions of important figures (Veterans) that helped shape the state of Texas and the nation!

Have students create cards and write thank you notes to soldiers who are serving overseas, focusing on how they serve in and protect us in every season. Mail them to soldiers from the Dallas area or from other parts of the country.

Links:Thank You Soldiers - Veteran's Day Memorial Day SongThis is America Song


suggestions.Writing Assignment Sample

Thematic Connection: Read and discuss Holidays All Year Long (Journeys/ Senderos) Be sure to connect the holidays to the seasons of the year.

Texas Essential Knowledge and Skills for Third Six Weeks: Weeks 2-3

THEME: Environmental Changes UNIT FOCUS: Nature Weeks 2-3




K.3 Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students are expected to:(B) use knowledge of letter-sound relationships to decode regular words in text and independent of content (e.g., VC, CVC, CCVC, and CVCC words.(D)Identify and read at least 25 (10) high- frequency words from commonly used list. (ELPS 4C)K.5 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:(B) recognize that compound words are made up of shorter words.K.8 Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:(A) retell a main event from a story read aloud.K.9 Reading/Comprehension of Informational Text/Culture and History.Students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:(A) identify the topic of an informational text heard. (ELPS 4E)K.10 Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text, and provide evidence from text to support their understanding. Students are expected to:(B) retell important facts in a text, heard or read.(D) use titles and illustrations to make predictions about text.

SOCIAL STUDIES



K.11 Culture. The student understands similarities and differences among people. The student is expected to:(B) identify similarities and differences among people such as music, clothing, and food.

K.12 Culture. The student understands the importance of family customs and traditions. The student is expected to:(A) describe and explain the importance of family customs and traditions.(B) compare family customs and traditions.

SCIENCE



K.7 Earth and space. The student knows that the natural world includes earth materials. The student is expected to:(A) observe, describe, compare, and sort rocks by size, shape, color, and texture.(B) observe and describe physical properties of natural sources of water, including color and clarity.(C) give examples of ways rocks, soil, and water are useful.



MATHEMATICS


Mathematical Process Standards(The student uses mathematical processes to acquire and demonstrate mathematical understanding.)

K.2 Number and operations. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system. The student is expected to:(A) count forward and backward to at least 20 (15) with and without objects.(B) read, write, and represent whole numbers from 0 to at least 20 (10) with and without objects or pictures.(C) count a set of objects up to at least 20 (15) and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order.(D) recognize instantly the quantity of a small group of objects in organized and random arrangements.(E) generate a set using concrete and pictorial models that represents a number that is more than, less than, and equal to a given number up to 20 (15).(F) generate a number that is one more than or one less than another number up to at least 20 (15).(G) compare sets of objects up to at least 20 (15) in each set using comparative language.

K.5 Algebraic reasoning. The student applies mathematical process standards to identify the



K.14 Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to:(A) dictate or write sentences to tell a story and put the sentences in chronological sequence. (ELPS 3H)K.16 Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to:(A) understand and use the following parts of speech in the context of reading, writing, and speaking (with adult assistance).

. (ii) nouns (singular/plural).(C) use complete simple sentences.K.18 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:(B) use letter-sound correspondences to spell consonant-vowel-consonant (CVC) words (e.g., cut).

TECHNOLOGYTexas Essential Knowledge and

Skills





ArtPerception:K.1A glean information from the environment, using the five sensesK.1B identify colors, textures, forms, and subjects in the environment.

Creative expression/performance:K.2A Create artworks, using a variety of colors, forms, and linesK.2B Arrange forms intuitively to create artworksK.2C Develop manipulative skills when drawing, painting, printmaking, and constructing artworks, using a variety of materials.

.

pattern in the number word list. The student is expected to recite numbers up to at least 100 (50) by ones and tens beginning with any given number.

K.8 Data analysis. The student applies mathematical process standards to collect and organize data to make it useful for interpreting information. The student is expected to:(A) collect, sort, and organize data into two or three categories;(B) use data to create real-object and picture graphs; and(C) draw conclusions from real-object and picture graphs.

Best Practices for a Kindergarten ClassroomTHEME: Environmental Changes UNIT FOCUS: Nature

Weeks 2-3

BEST PRACTICES

(K.1A, B, C, D, E, K.2A, B, K.3A, K.17A, K.18A, K.21A, K.22A, K.23A, K.3D)Interactive Writing/ Morning Message:Select topics that students are learning about and interested in reading. Utilize progressing sight word and vocabulary knowledge, as well as the use of capital letters and punctuation. Incorporate questions for students to respond to as well.

(K.13A, B, C, D, E)Writing Workshop: Read fiction and nonfiction

BALANCED LITERACY

Reading●●●●

Independent ReadingWriting

●●●●

Writing)●●

MULTICULTURAL ACTIVITIES:

Links to Thanksgiving Traditions Around the Worldhttp://people.howstuffworks.com/culture-traditions/holidays/thanksgiving1.htmhttp://www.mentalfloss.com/blogs/archives/20382http://www.thanksgiving-day.org/thanksgiving-around-world.htmlhttp://en.wikipedia.org/wiki/Thanksgiving#Other_observances_known_as_ThanksgivingAppreciate DiversityWhen children can appreciate their own diversity they are more accepting of other children who are different from them. After the activity, ask the children to think about how the family they portrayed is similar to and different from their family. Point out a positive for each difference and similarity.Thanksgiving Day Parade

DAILY FIVE

Read to Self – Read books about seasons and Thanksgiving using reading phone, reading buddy (stuffed animals or doll).Work on Writing – Use paper and writing tools to practice letters of the week and high frequency words. Create flip books of phonics word families for students to begin sounding out and writing to build knowledge.Read to Someone – Students read theme related books, alphabet books to a partner.Word Work – Students use magnets,


mentor texts during the 3rd Six Weeks. Focus on writing lists and complete simple sentences.

Refer to one of the previously-read mentor texts such as Frog and Toad Are Friends by Arnold Lobel. Revisit the chapter where Frog lost his list and his friends helped him recreate it.

● Involve students in a discussion about the importance of creating lists. See writing folders for mini-lessons.

● co-construct a list of things they might like to bring for a Thanksgiving feast at school.

● Have students turn and talk with their writing partners about lists they might need to make such as a list of things they need to do, things they need to bring to a holiday celebration, or a list of their favorite things.

( K.10B, D Fig.19A, B, C,D)Reading Workshop: Mini-lessons: Conduct two-to-three mini-lessons each day as precursors to each round of independent student work and small group/individual conferring (Daily 5). Mini Lessons should include at least one comprehension lesson.

(K.8A, K.9A, K.10B, D, Fig.19A, B, C, D, E, F, K.21A, K.22A, K.23A)Interactive Read Aloud/Shared Reading: Alternate quality children’s books that have good examples of story structure and that can also serve as narrative mentor texts for writing. Use the Read Aloud to explore the interconnected theme and to build a knowledge base for students as they answer the essential question, “How do people communicate?” Introduce vocabulary words in context as you read and explain their meaning to clarify for understanding. Provide in depth vocabulary study during Reading Workshop mini-lessons where you will utilize vocabulary map graphic organizers and give students opportunities to gain “ownership” of the words and increase their oral language proficiency. After you model using words in sentences, ask students to use them in original sentences of their own.

(K.1G, K.2A, B, C, D, E, F, G, H, I, K.3B, D, K.5B, K.16A, K.18B)Word Study-Phonics: Mini-lessons may include: showing students how to correctly form letters, connecting a beginning sound to a letter using pictures, co-constructing a web for a targeted letter/sound, saying each sound in a word before writing it on paper or dry erase boards, or introducing new sight words.

Word Study●

Awareness●●●●

SCHOOL & FAMILY CONNECTION:

Encourage families to work together to create the craziest, most creative turkey in preparation for Thanksgiving. This can be done as a home project or a family after school project in the classroom. Display the turkeys for all to see, and have students write a sentence about their crazy turkey to sum up the activity.



Use the following to develop students’ oral language. With these resources, teachers can help students develop high-utility vocabulary and academic language.


● Vocabulary in Context

After the class discussion, while children are still wearing ethnic costumes, divide them into two groups. Pass out multicultural rhythm instruments to one group and ask the other group to parade around the classroom or outdoors on the playground to create their own multicultural Thanksgiving Day Parade. Play rhythmic audio CDs from different cultures on a boom box as children play instruments, march and dance. Ask the two groups to switch roles._______________________________________________________

RTI in ReadingExtensionsInvite students to work together to write a vocabularybook of targeted vocabulary words from one of the class reading selections.Encourage the group to write an original sentence using their vocabulary word.Invite them to place it in the class library.DifferentiationIn addition to whole group instruction, all studentsare placed in flexible small groups for guided reading based on individualassessments, as part of Reading/Language Arts core instruction.Group students according to their instructional readinglevel and use HMH Leveled Readers for Lessons following the lesson planprovided for each book (Unit 3 TE pp. 72-74 and 152-154).InterventionsTier 2–(Additional time beyond Tier 1 instruction) Establishtime outside of the Reading /Language Arts block/core program, during theschool day, for students needing additional support beyond whole group andsmall group core instruction.Have students sort pictures by ending sounds. Addrigor: include a few pictures that do not end with the targeted sounds.Tier 3–(Additional time beyond Tier 2) Establish before/after and Saturday school programs for students requiring additional supportbeyond Tier 1 whole group/small group core instruction and Tier 2 Intervention.Have students use magnetic letters to form sightwords. Extend activity by asking students to copy the words they constructedonto paper.

play dough, stamps, paint, etc to create letters, words and sentences. Students can also use paper and writing tools to practice words and letters that they are learning.Listen to Reading – Books on tape/cd, Leap Pad stories, Computer Games (such as www.starfall.com,) and anything else that students can listen to reading and interact with the stories.

CENTER ACTIVITIESActivities should be purposeful and planned to reinforce instruction and

develop vocabulary.

Math: Students practice counting with Math Grid Games

Science: Place items from the nature walk in the science center for students to investigate and write about in their science notebooks.

Art: Students will work on their Sunset sand paintings using a small piece of cardboard or cardstock, glue and colored sand. Start with brown on the bottom layer, then repeat glue and sand process with orange, yellow, purple, blue, pink, etc.

Social Studies: Students can create a Book of Thanks, listing people and things that that they are the most thankful for this year. Students can draw pictures, but encourage them to label and write sentences to accompany their work.


Cards● Retelling Cards● Letter Word Cards● Interactive Vocabulary

Games

Correlated Activities by Content AreaTHEME: Environmental Changes UNIT FOCUS: Nature Week 2-3


Resources:HMH Journeys/Senderos - Lesson 13Books about Nature

Vocabulary: seasons, nature words, color words

Suggested Activities:(K.3D)Continuously add new vocabulary and sight words to the Word Wall for students to use in their writing. Make sure to refer to the Dolch List, adding at least 4 new words weekly. Don’t just limit the words to the wall, but display them randomly around the room for students to discover and read on their own. Also create a flash card flip chart that can be used during restroom breaks and transition times for students to review and practice while in line.(K.5B) Introduce Compound Words Compound Word Puzzles

(K.9A, K.10B, K.10D) Non- Fiction Mini Lessons-Introduce students to non-fiction texts.Non- Fiction Mini Lessons

(K.13A,B,C,D,E, K,14A, K.18B) Writing about Thanksgiving:Have students help create a list of food items needed for Thanksgiving dinner or people/things we are thankful for this year. Students can assist with writing and illustrating the lists as needed.Creating A ListFunctional Writing

Many Native American tribes wrote using pictures. Put students into teams/groups, each with a different word family root. Each group makes a list of rhyming words (5-6), and then must transfer the list into

Resources:Harcourt Science Unit C- Earth’s Land, Air, and Water: Lesson 2, Lesson 3, Lesson 5Journey’s: What Color Is Nature?Rocks and Soil- Bill Nye

Vocabulary: observe, describe, compare, sort, rocks, size, shape, color, texture, physical properties, water, soil, useful, natural sources, clarity

Suggested Activities:(K.7A, K.7B, K.7C) Harcourt Science Unit C- Earth’s Land, Air, and Water: Lesson 2, Lesson 3, Lesson 5

(K.7A, K.7B, K.7C)After reading the Big Book story, have students discuss the colors of all the things included in the story. Then lead into a discussion about rocks and water. Allow Table Talk to describe the color(s) of rocks and water.

Create a KWL chart on a large piece of chart paper. During a discussion, list what the class knows about rocks in the K (We know) column. In the W (We want to know) column of the chart list what children would like to learn as they study rocks. List new facts students learn in the L (We have learned) column of the chart. On another chart record the information about water.

Ask students if they have ever collected something. What type of collections do they have? Read or look online at parts of the book Let's Go Rock Collecting. Ask students, “If we were to start a class rock collection, what would we need to do?” Brainstorm a list of criteria for rocks chosen for the

Resources:Texas Mathematics-Chapter 6; 6-2

Vocabulary: 1-15 (including number words), ones, tens

Suggested Activities:(K.2C, K.2E, K.2F, K.2G) Number Houses 0-20

(K.2A, K.2B, K.2C, K.2D) I Have...Who Has...Fall

Math Grid GamesWriting Numerals -Poems

(K.2F, K.2G) Greater_Than- Equal-_Less_Than with Leaf Counters

(K.5) Counting by 10s- VideoI Can Count to 100

(K.2B, K.2C, K.2E) Number Maps: Students complete the Number Maps with a given number from 1-10.Number Map

(K.2D) Subitizing: Subitizing is the ability to ‘see’ a small amount of objects and know how many there are without counting. Subitizing is what tells you what number you roll on a six sided dice.

Resources:Books about ThanksgivingBooks about Family Traditions

Vocabulary: Thanksgiving, pilgrim, Native American, tradition, custom, family, artifact, brave

Suggested Activities:(K.11B, K.12A, K.12B)Discussion: What is Thanksgiving?Why is it important to celebrate this day? Show students the picture of Thanksgiving Dinner. Ask students: What does it mean to be thankful? How are the people at the table feeling? How can you tell? Can you name one thing you are thankful for today? Does your family celebrate Thanksgiving?

Turn and talk: Have students turn to their carpet partner and tell what in their Thanksgiving table is the same as the family in the picture and what is different.

Using the November calendar, show students that Thanksgiving is on the 4th Thursday of the month. After showing students pictures of the first thanksgiving, have students discuss how their family celebrates Thanksgiving.

Show the picture Americans Long Ago and Today. Discuss how the two pictures are similar and different. How have we changed from the Pilgrims? How do you think they felt when they first came to America? What does it mean to be brave? Read several Thanksgiving books that are based on fact to give students more insight into the lives of the Pilgrims and their journey to America and the first Thanksgiving.

Thanksgiving is a time when we give thanks for the good things in our lives. Give students a manila paper folded into quarters. Direct students to draw 4 different things that they are thankful for this year. Encourage students to label their pictures.

Introduce students to Native American Culture with crafts, food


pictures on a crumpled-up brown paper bag (leather). Allow each group spokesperson to share the rhyming cloth with the class.

Creating a Season Rhyme

(K.16A) Nouns:

Thematic Links:Thanksgiving Songs and PoemsThanksgiving Poems and Stories

collection, and encourage students to begin collecting and investigating rocks that they see outside or at home that could be added to the collection. Place the rocks in the science center with hand lenses for student investigation.

Sorting Rocks: Students will use their senses to sort rocks by their physical properties and explain how they sorted the different rocks. Students walk around and look at the rocks that their classmates collected and note similarities and differences.

Go on a nature walk with students. Instruct students to find or notice rocks, soil or water that they will illustrate about in their science notebooks. Examples include properties of rocks, soil and water. Teachers can request rocks from the Environmental Education Center.

Subitizing

(K.8A, K.8B, K.8C) How Many in My Family Graph: As a whole group, students collect data on each individual student's family. After completing the whole group classroom graph, students fill in their own individual graph based on the information they gathered. Then as either whole group, small group or individually, students complete a small data analysis section.How Many in My Family Graph

samples and books. Examples: Create a Tepee from half a circle, allowing students to decorate with animal symbols. Have students try fry bread, or eat a snack of dried fruits and nuts.

Read or watch The Legend of the Indian Paintbrush. Point out the close relationship between Native Americans and nature. Recall story details that show how Little Gopher appreciates and respects the land, the natural resources, and the sunsets. Determine why it's important for everyone to care for the environment. List things that your students and their families do to show their concern.Native American Childrens BooksNative American Crafts for KidsNative American ActivitiesPumpkin Pie Song

Texas Essential Knowledge and Skills for Third Six Weeks: Week 4THEME: Environmental Changes UNIT FOCUS: Habitats

Week 4





K.5 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:(A) identify and use words that name actions, directions, positions, sequences, and locations.K.9 Reading/Comprehension of Informational Text/Culture and History.Students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:(A) identify the topic of an informational text heard. (ELPS 4E)K.10 Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text, and provide evidence from text to support their understanding. Students are expected to:(B) retell important facts in a text, heard or read.(D) use titles and illustrations to make predictions about text.


K.14 Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to:(A) dictate or write sentences to tell a story and put the sentences in chronological sequence. (ELPS 3H)

K.16 Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when

SOCIAL STUDIES



K.4 Geography. The student understands the concept of location. The student is expected to:(C) identify tools that aid in determining location, including maps and globes.

K.5 Geography. The student understands physical and human characteristics of place. The student is expected to:(A) identify the physical characteristics of place such as landforms, bodies of water, natural resources, and weather.(B) identify how the human characteristics of place such as ways of earning a living, shelter, clothing, food, and activities are based upon geographic location.

TECHNOLOGYTexas Essential Knowledge and Skills



SCIENCE



K.9 Organisms and environments. The student knows that plants and animals have basic needs and depend on the living and nonliving things around them for survival. The student is expected to:(B) examine evidence that living organisms have basic needs such as food, water, and shelter for animals and air, water, nutrients, sunlight, and space for plants.





ArtPerception:K.1A glean information from the environment, using the five senses.K.1B identify colors, textures, forms, and subjects in the environment.

Creative expression/performance:K.2A Create artworks, using a variety of colors, forms, and

MATHEMATICS



K.2 Number and operations. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system. The student is expected to:(A) count forward and backward to at least 20 (15) with and without objects.(B) read, write, and represent whole numbers from 0 to at least 20 (10) with and without objects or pictures.(C) count a set of objects up to at least 20 (15) and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order.(D) recognize instantly the quantity of a small group of objects in organized and random arrangements.(E) generate a set using concrete and pictorial models that represents a number that is more than, less than, and equal to a given number up to 20 (15).(F) generate a number that is one more than or one less than another number up to at least 20 (15).(G) compare sets of objects up to at least 20 (15) in each set using comparative language.(I) compose and decompose numbers up to 10 (5) with objects and pictures.


K.6 Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties. The student is expected to:(A) identify two-dimensional shapes, including circles, triangles, rectangles, and squares as special rectangles.(D) identify attributes of two-dimensional shapes using informal and formal geometric language


speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to:(A) understand and use the following parts of speech in the context of reading, writing, and speaking (with adult assistance).

. (ii) nouns (singular/plural). (iv) prepositions and simple

prepositional phrases appropriately when speaking or writing (e.g., in, on, under, over).

(C) use complete simple sentences.

linesK.2B Arrange forms intuitively to create artworksK.2C Develop manipulative skills when drawing, painting,

printmaking, and constructing artworks, using a variety of materials.

interchangeably.(E) classify and sort a variety of regular and irregular two- and three-dimensional figures regardless of orientation or size.(F) create two-dimensional shapes using a variety of materials and drawings.

Best Practices for a Kindergarten ClassroomTHEME: Environmental Changes UNIT FOCUS: Habitats

Week 4

BEST PRACTICES

(K.1A, B, C, D, E, K.2A, B, K.3A, K.17A, K.18A, K.21A, K.22A, K.23A, K.3D)Interactive Writing/ Morning Message:Use topics that students are learning about and interested in reading. Utilize progressing sight word and vocabulary knowledge, as well as the use of capital letters and punctuation. Incorporate questions for students to respond to as well.(K.13A, B, C, D, E)Writing Workshop: Invite student to make cards.Students may want to write more than one card or more than one kind of card. Remind students that they can make additional cards after completing the first one.Conferring: Confer with students while they are engaged in writing. Remind students of elements covered in the mini-lesson, and assist those who need more prompting in finding ideas for writing.Sharing: Invite several students to share their cards or invitations with the class, have students share with partners, or allow students at the same table to share with each other. Encourage students to read the words, describe their pictures, and tell the purpose of their card. Connect the sharing to the purpose of the mini-lesson. These cards will communicate to someone special that we are thinking of them. Model and reinforce good speaking and listening behavior as students read their writing. Students should read to the whole class and not to just the teacher. All eyes should be on the speaker.(K.10B, Fig.19A, B, C,D)Reading Workshop: Mini-lessons: Conduct two-to-three mini-lessons each day as precursors to each round of independent student work and small group/individual conferring (Daily 5). Mini Lessons should include at least one comprehension lesson.( K.9A, K.10B, D, Fig.19A, B, C, F, K.21A, K.22A, K.23A)Interactive Read Aloud/Shared Reading: Alternate quality children’s books that have good examples of story structure

BALANCED LITERACY



Writing)● Independent Writing● Writing WorkshopWord Study● Phonological/Phonemic


SCHOOL & FAMILY CONNECTION

Home Project- Students make animal habitat dioramas with help from parents.

MULTICULTURAL ACTIVITIES

November is American Indian Heritage Month. Introduce students to this culture by reading books about the Native American culture.American Indian Heritage MonthNative American Childrens BooksNative American Crafts for KidsNative American Activities

* Social Studies Dept./American Indian Education Program- Dallas

ISD(972) 925-8076

RTI in ReadingExtensionsHave students work in groups to find cause/effect situations in selections you have read aloud. Have them co-construct a graphic organizer to show their findings.

DAILY FIVERead to Self – Read books about cultures, Christmas, and habitats using reading phone, reading buddy (stuffed animals or doll).Work on Writing – Use paper and writing tools to practice letters of the week and high frequency words. Create flip books of phonics word families for students to begin sounding out and writing to build knowledge.Read to Someone – Students read theme related books, alphabet books to a partner.Word Work – Students use magnets, play dough, stamps, paint, etc to create letters, words and sentences. Students can also use paper and writing tools to practice words and letters that they are learning.Listen to Reading – Books on tape/cd, Leap Pad stories, Computer Games (such as www.starfall.com,) and anything else that students can listen to reading and interact with the stories.

CENTER ACTIVITIESActivities should be purposeful and planned

to reinforce instruction and develop vocabulary.

Math(K.6A, K.6D, K.6E): Students utilize paper die-cut shapes to make animals of their choice, then record which shapes they used in their math


such as Too Many Tamales/Qué Montón de Tamales by Gary Soto. Co-construct graphic organizers to help students understand characters, setting, main character, important events.Use the Read Aloud to explore the interconnected theme and to build a knowledge base for students as they answer the essential question, “How can details improve a story?”Introduce vocabulary words in context as you read and explain their meaning to clarify for understanding. Provide in depth vocabulary study during Reading Workshop mini-lessons where you will utilize vocabulary map graphic organizers and give students opportunities to gain “ownership” of the words and increase their oral language proficiency. After you model using words in sentences, ask students to use them in original sentences of their own.(K.1G, K.2A, B, C, D, E, F, G, H, I, K.3B, D, K.5A, B, K.18B)Word Study-Phonics: Mini-lessons may include: showing students how to correctly form letters, connecting a beginning or ending sound to a letter using pictures ,or using letter cards to teach sound-by-sound blending. Select vocabulary from other stories you choose. Co-construct vocabulary maps and hold class discussions to familiarize students with new vocabulary. Ask students to use new vocabulary in original sentences to promote oral language. Have students work together to create an illustrated dictionary of vocabulary words. Create an action to link to new vocabulary such as moving hands in an s-like motion back and forth for the word “slither.”






Games

DifferentiationIn addition to whole group instruction, all students are placed in flexible small groups for guided reading based on individual assessments, as part of Reading/Language Arts core instruction.Have students work with partners to locate and flag high-frequency words in Big Books/leveled books using small post-it notes.

InterventionsTier 2–(Additional time beyond Tier 1 instruction) Establish time outside of the Reading /Language Arts block /core program, during the school day, for students needing additional support beyond whole group and small group core instruction.Have students practice demonstrating left-to-right, top-to-bottom progression using a familiar poem in Big Books or the HMH Flip Chart.Tier 3–(Additional time beyond Tier 2) Establish before/ after and Saturday school programs for students requiring additional support beyond Tier 1 whole group/small group core instruction and Tier 2 Intervention.Have students practice reading aloud from leveled readers.

journals. Glue, scissors, and paper needed.

Science(K.9B): Students make a foldable highlighting the needs of animals.

Art: Students can also create a drawing or painting of a habitat they have noticed outside or at their home.Students can design and create a card for a friend or family member.

Social Studies(K.5B): Provide students with pictures that match people to their native home environments.

Correlated Activities by Content AreaTHEME: Environmental Changes UNIT FOCUS: Habitats

Week 4


Resources:HMH Journeys/Senderos Lesson 14Books about Habitats

Vocabulary:habitat, home, different, pond, dive, disappearing

Suggested Activities:(K.3B) Blending/Decoding Skills: Have students make word family flip books. Cut pieces of sentence strip into square and staple to one piece that is a bit longer with an ending

Resources:Books about Animals

Vocabulary: needs, food, water, shelter, evidence, living organisms, basic needs

Related Vocabulary: habitats

Suggested Activities:(K.9B) Develop Vocabulary: On chart paper list

what

Resources:Texas Mathematics-Chapter 10: 10-4, 10-5

Vocabulary: circle, square, triangle, rectangle, round, corner, side,

Suggested Activities:(K.6,A, K.6D, K.6F) Texas Mathematics-Chapter 10: 10-4, 10-5

Shape Hunt: Students look for shapes in the real world and record them in their math notebooks or

Resources:Books about Habitats

Vocabulary: habitat, homes, build

Suggested Activities(K.5B) A House is a House for Me - LessonSense of Community -Lesson about being part of a communityHomes Around the World PowerPoint -


rime written on it. Students write in the beginning sounds on the smaller pieces. Have students flip through the book and read the words that they just created.

(K.5A) Words that Name Actions: Introduce the word 'action'. You can explain that action means doing.Action Words Activities


(K.13A,B,C,D,E, K,14A, K.18B) Writing:Make a class habitat/counting book similar to Turtle Splash, but using another animal and habitat. For example: rabbits in a meadow, deer in a forest, or owls in a barn. Invite students to help with words and illustrations as you work on the book throughout the week.Writing Mini-Lesson: Design a Card: Invite students to create a card for someone.

(K.16Aii) Nouns: Make a “Habitats” nouns poster. Have students help generate a list of people, places and things that connect to the theme. Utilize and add to this list throughout the week as students write and as you read texts that connect to the topic.

(K.16Aiv) Prepositions: Teach the prepositions on, in and under this week. Encourage students to use these word in their writing throughout the week.Preposition GamesWhere Is It? -Preposition SongIn On Under -Preposition Song

Links:Habitat Poem Links

children think animals need to live. Help them get to basic needs: air, water, shelter, food.

Tell students: Today we are going to continue talking about animals and what they need to live. Ask students: What do you need to survive? They will give answers like water, food, house, clothes, air, etc.Read Wild Animal ABC or another book that tells about the needs of animals.Ask students: What did the animals in the book need to survive? They will give answers like food, water, air, shelter, etc.Have a quick discussion about what animals need. Say: What animals need and what we need are the same! To help us remember what animals need, we are going to draw pictures and write what animals need to live. Make a four square chart and title it “Animals Need…” Allow student to help draw pictures and label each of the needs. Students should draw pictures of animals eating, drinking water, etc.Have students choose an animal to write about in their science notebooks. Students should write/list/draw the needs of the animal with some specificity to the particular animal (example. Fish need water, horses need grass).

The Needs of an Animal- SongAnimals-Basic Needs VideoHabitat Song

mini books.

(K.6,A, K.6D, K.6F) Kindergarten Geometry -Resources for teaching two dimensional shapes.

Links:Shapes, Shapes, Shapes by Tana HobanStoryPlace Library- ShapesPurpy’s ShapesMath GamesShapes- books, songs, chants, activitiesThe Shape Song Swingalong

(K.2I)

Students learn about human habitats throughout the week. Each day focuses on a different question, helping students to gain a greater understanding of human habitats.

Videos:(K.5B) Houses of the World -Prezi presentation of house find in different parts of the world(K.5B) Homes Around the World(K.4C, K.5A) Types of Landforms(K.5B) Helping and Playing- This video shows what kinds of activities children do to help in their home environments.

Texas Essential Knowledge and Skills for Third Six Weeks: Weeks 5-6THEME: Environmental Changes UNIT FOCUS: Weather

Weeks 5-6





K.6 Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:(A) identify elements of a story including setting, character, and key events.(C) recognize sensory details.K.7 Reading/Comprehension of Literacy Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to:(A) respond to rhythm and rhyme in poetry through identifying a regular beat and similarities in word sounds.K.8 Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:(A) retell a main event from a story read aloud.K.9 Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:(A) identify the topic of an informational text heard. (ELPS 4E)K.10 Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text, and provide evidence from text to support their understanding. Students are expected to:(B) retell important facts in a text, heard or read.(D) use titles and illustrations to make predictions about text.Figure 19.110.11 Reading / Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to:(D) make inferences based on the cover, title, illustrations, and plot.(E) retell or act out important events in stories. (ELPS 3H)K.12 Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex text. Students are expected to:(A) identify different forms of media (e.g., advertisements, newspapers, radio programs) (with adult assistance).K.13 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:(A) plan a first draft by generating ideas for writing through class discussion (with adult assistance).(B) develop drafts by sequencing the action or details in the story (with adult assistance). (C) revise drafts by adding details or sentences (with adult assistance). (D) edit drafts by leaving spaces between letters and words (with adult assistance).(E) share writing with others (with adult assistance).K.14 Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas.

SOCIAL STUDIES



K.6 Economics. The student understands that basic human needs and wants are met in many ways. The student is expected to:(B) explain the difference between needs and wants

K.11 Culture. The student understands similarities and differences among people. The student is expected to:(A) identify similarities and differences among people such as kinship, laws, and religion.(B) identify similarities and differences among people such as music, clothing, and food.

K.12 Culture. The student understands the importance of family customs and traditions. The student is expected to:(A) describe and explain the importance of family customs and traditions.(B) compare family customs and traditions.

TECHNOLOGYTexas Essential Knowledge

and Skills

Foundations:K.2A use a variety of input devices

SCIENCE



K.8 Earth and space. The student knows that there are recognizable patterns in the natural world and among objects in the sky. The student is expected to:(A) observe and describe weather changes from day to day and over seasons.

HEALTH EDUCATIONTexas Essential Knowledge and

Skills



FINE ARTSTexas Essential Knowledge and

Skills

ArtPerception:K.1A glean information from the environment, using the five sensesK.1B identify colors, textures,

MATHEMATICS



K.2 Number and operations. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system. The student is expected to:(A) count forward and backward to at least 20 (15) with and without objects.(B) read, write, and represent whole numbers from 0 to at least 20 (10) with and without objects or pictures.(C) count a set of objects up to at least 20 (15) and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order.(D) recognize instantly the quantity of a small group of objects in organized and random arrangements.(E) generate a set using concrete and pictorial models that represents a number that is more than, less than, and equal to a given number up to 20 (15).(F) generate a number that is one more than or one less than another number up to at least 20 (15).(G) compare sets of objects up to at least 20 (15) in each set using comparative language.(I) compose and decompose numbers up to 10 (5) with objects and pictures.


K.7 Geometry and measurement. The student applies mathematical process standards to directly compare measurable attributes. The student is expected to:(A) give an example of a measurable attribute of a given object, including length, capacity, and weight.(B) compare two objects with a common measurable attribute to see which object has more or/less of the attribute and describe the difference.

K.8 Data analysis. The student applies mathematical process standards to collect and organize data to make it useful for interpreting


Students are expected to:(A) dictate or write sentences to tell a story and put the sentences in chronological sequence. (ELPS 3H)K.16 Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to:(A) understand and use the following parts of speech in the context of reading, writing, and speaking (with adult assistance).. (ii) nouns (singular/plural).(C) use complete simple sentences.

such as mouse, keyboard, disk drive, modem, voice/sound recorder, scanner, digital video, CD-ROM, or touch screen


forms, and subjects in the environment.

Creative expression/performance:K.2A Create artworks, using a variety of colors, forms, and linesK.2B Arrange forms intuitively to create artworksK.2C Develop manipulative skills

whendrawing, painting, printmaking, andconstructing artworks, using a

variety ofmaterials.

information. The student is expected to:(A) collect, sort, and organize data into two or three categories;(B) use data to create real-object and picture graphs; and(C) draw conclusions from real-object and picture graphs.

Best Practices for a Kindergarten ClassroomTHEME: Environmental Changes UNIT FOCUS: Weather

Weeks 5-6

BEST PRACTICES

(K.1A, B, C, D, E, K.2A, B, K.3A, K.17A, K.18A, K.21A, K.22A, K.23A, K.3D)Interactive Writing/ Morning Message: Use topics that students are learning about and interested in reading. Utilize progressing sight word and vocabulary knowledge, as well as the use of capital letters and punctuation. Incorporate questions for students to respond to as well.(K.13A, B, C, D, E)Writing Workshop: Read fiction and nonfiction mentor texts during the 3rd Six Weeks. Focus on using word wall words and writing complete simple sentences.(K.10B, Fig.19A, B, C,D)Reading Workshop: Continue to reinforce behaviors taught during Daily 5 launch. Refer to I Charts you and your class co-constructed. Add to them if necessary and have class members model desired and undesired behaviors associated with each component of Daily 5. Continue to build stamina in each area.Focus on non-fiction minilessons.Continue retelling with the Retelling Rope introduced during the 2nd Six Weeks.

BALANCED LITERACY



Writing)● Independent Writing● Writing Workshop

Word Study● Phonological/Phonemic


SCHOOL & FAMILY CONNECTION

MULTICULTURAL ACTIVITIES

December 12 Poinsettia Day:First plant brought from Mexico

PAPER PLATE POINSETTIA FLOWER CRAFTThis simple-to-make poinsettia is made from a paper plate and a child's handprint cutouts.Materials:A paper plateRed, green and yellow construction paperScissors, Glue or a stapler1. Trace children's hands on red and green construction paper.2. Cut out the hand tracings.3. Glue or staple a circle of green handprint tracings (fingers pointing outwards) around the outside of the plate.4. Glue or staple a second circle of red handprint tracings (fingers pointing outwards) just inside the first circle.5. Glue or staple a third circle of red handprint tracings at the center of the plate.6. Glue a small yellow paper circle in the center of the flower

*Refer to Social Studies Activities for more options

RTI in ReadingExtensions

DAILY FIVERead to Self – Read books about weather, Christmas and cultures using reading phone, reading buddy (stuffed animals or doll).Work on Writing – Use paper and writing tools to practice letters of the week and high frequency words. Create flip books of phonics word families for students to begin sounding out and writing to build knowledge.Read to Someone – Students read theme related books, alphabet books to a partner.Word Work – Students use magnets, play dough, stamps, paint, etc to create letters, words and sentences. Students can also use paper and writing tools to practice words and letters that they are learning.Listen to Reading – Books on tape/cd, Leap Pad stories, Computer Games (such as www.starfall.com,) and anything else that students can listen to reading and interact with the stories.


(K.6C, K.8A, K.9A, K.10B, D, Fig.19A, B, C, D, E, F, K.21A, K.22A, K.23A)Interactive Read Aloud/Shared Reading: Use stories from HMH Journeys/Senderos or Read-Alouds of your choice relating to the theme. Have students respond to text through whole group discussions and make meaning using graphic organizers such as a flow chart for sequencing events in a selection. Refer to HMH Journeys/Senderos Comprehensive Language and Literacy Guide (CLLG) for sample mini-lessons and suggestions for use of graphic organizers. Revisit the selection daily to teach comprehension skills such as story structure. Use big books to reinforce concepts of print such as locating the first word of a sentence, counting words in sentences, and finding the longest word in a sentence.Independent Work Time: Daily 5 (Launch)Word Study-Phonics: Mini-lessons may include connecting a beginning sound to words, co-constructing a graphic organizer of words with the same beginning sound or similar spelling patterns

Students and their families can work on creating a poster collage of how they celebrate the winter holiday season. Encourage parents to highlight cultural and family traditions. Differentiate for students who may not celebrate holidays by having them prepare a poster collage of their families culture and traditions.






Games

Invite students to work together to make an illustrated book for a targeted medial letter/sound such as words with /a/ in the middle position: can, hat, map, fast, etc.For Dual Language classrooms, students can illustrate a book of words formed using the syllables of a targeted vowel (for example la ‘a’): mapa, lata, cara, tapa, bata, llama, etc.DifferentiationIn addition to whole group instruction, all students are placed in flexible small groups for guided reading based on individual assessments, as part of Reading/Language Arts core instruction.Group students according to their instructional reading level and use HMH Leveled Readers for Lesson 15 following the lesson plan provided for each book (Unit 3 TE 329, 392-394)InterventionsTier 2–(Additional time beyond Tier 1 instruction) Establish time outside of the Reading /Language Arts block /core program, during the school day, for students needing additional support beyond whole group and small group core instruction.Have students sort pictures by beginning sounds. Add rigor: include a few pictures that do not begin with the targeted letters.Tier 3–(Additional time beyond Tier 2) Establish before/ after and Saturday school programs for students requiring additional support beyond Tier 1 whole group/small group core instruction and Tier 2 Intervention.Have students use a leveled reader to locate first and last words in sentences as well as the longest word on a page.

CENTER ACTIVITIESActivities should be purposeful and planned to reinforce instruction and

develop vocabulary.

Math: (K.2I) Students use 2 different colored beans or construction paper to make 5 differents ways.

. Science(K.8A): Place weather related books in the science center for students to read and explore. Students can also work on their daily weather recordings in their science journals.

Art: Students can paint a holiday picture for a friend on the top half of their paper, and then write a letter on the bottom half of the paper. Instead of paint, students can also use crayons, markers, scraps of paper, etc.

Social Studies(K.11A, K.11B, K.12B): Students can create a collage or illustration of a cultural tradition that they have learned about this week.

Correlated Activities by Content AreaTHEME: Environmental Changes UNIT FOCUS: Weather

Weeks 5-6



Resources:HMH Journeys/Senderos Lesson 12Books about Weather

Vocabulary:weather, precipitation, temperature, change, sky, glimpse

Additional Activities:(K.6A, K.6B, K.7A) Weather Poem: Write class poems about weather (sunny, snowy, windy, rainy, etc.). Introduce students to the term onomatopoeia. Explain how some words help the reader use their senses almost automatically because they imitate familiar sounds. Read some poems from Mrs. Lynn’s class to get ideas toward creating your class poems.Weather Poems using OnomatopoeiaSensory Details Poster: Students recognize rich, vivid, sensory language as you read well-written read aloud books and poems. Use the poster to record discoveries as you read your read-alouds and poems during the week.Sensory Details PosterDetalles Sensoriales Poster


(Figure 19D) Inferences: Introductory LessonsIncredible Inferences GameMore Incredible Inferences Game These games can be played as a whole group to introduce inferences.Inferencing Lesson

(K.12A) Weather Report: Help students understand your local weather report through different forms of media (the newspaper, television and the internet).Ideas for Teaching Media Literacy

(K.13A,B,C,D,E, K,14A, K.16C) Writing Mini-Lesson: Writing a LetterFavorite Weather: Have students write and illustrate in their journal about their favorite type of weather. Ask students to tell a story about a time when they remember what the weather was like. It could be a story about a beautiful day when they got to play outside, a windy day when they flew a kite, a rainy day when they had to play inside, or a story about a storm and how water is useful. Model telling the story. This topic can also be extended into a letter writing project as they tell a friend about weather that they enjoy or ask how the weather is in another location.Holiday Wish List: Have students create a list of 5 things they want and 5 things they need during the holiday season.Letter to Santa: Students can write a letter to Santa to ask for the one thing they would like most of all from the list. This project may take the whole week, and have students find a picture or draw one of the item to

Resources:Harcourt Science, Unit D- Lesson 1, Lesson 7Children’s Books about Weather

Vocabulary: weather, seasonsRelated Vocabulary: precipitation, temperature, , rain, snow, ice, storm, lightning, thunder, sun, clouds

Additional Activities:

(K.8A) AIMS Watching the Weather: Student will use the weather data they have collected and observed for the past few weeks and compile that information into a graph (p. 5). Have students keep the graph in their science notebooks. In pairs, discuss “What kind of weather is your favorite?’ Did you discover any weather patterns? “Daily Weather Recordings” should be continued throughout the year so that students understand how weather works from day to day and over seasons.

Weather Vocabulary: Create a weather vocabulary picture chart with student input and help to illustrate each type of weather. Students can use the chart to complete their own vocabulary chart in their science journals.

Go to Weather Experiments to find some investigations and hand-on experiments for the class to work on as they learn about weather this week, such as rain in a jar, making a cloud, etc.

Watching the WeatherWeather WheelCommon Sense Weather RulesWeather Frieze

Resources: Texas Mathematics-Chapter 7: 7-1, 7-2

Vocabulary: length, longer, shorter, same as, numbers 1-15

Additional Activities:(K.2A, K.2B, K.2C, K.2D) I Have...Who Has...Winter

(K.2D) Subitizing: Subitizing is the ability to ‘see’ a small amount of objects and know how many there are without counting.Subitizing -ActivitiesGingerbread Men SubitizingChristmas Tree Subitizing

(K.2I) Activities for Decomposing Numbers

(K.5) Macarena Count to 100 Count to 100 by 1's & 10's

(K.7A, K.7B) Texas Mathematics-Chapter 7: 7-1, 7-2

(K.8A, K.8B, K.8C) As a whole group, students will collect data on each student's favorite kind of weather. After completing the whole group classroom graph, students will fill in their own individual graph based on the information they gathered. Then as either whole group, small group or individually, students will complete a small data analysis section. The same can be done with “My Favorite Holiday Activity”.My Favorite Weather GraphMy Favorite Holiday Activity Graph

Resources:Books about ChristmasBooks about HanukkahBooks about KwanzaaBooks about Las PosadasBooks about Diwali

Vocabulary: custom, tradition, symbol, different, celebrate, family, culture, additional vocabulary associated with specific holidays, wants, needs

(K.11A, K.11B, K.12B)Where We Come From -ActivityFamily Celebrations -ActivityCustom or Tradition? Cards

List of Traditions: Make a class list of traditions that students in your class have for the holiday season. Also note to students that not all families celebrate these holidays, and that different families and cultures celebrate in their own way. Next create a class chart to help students identify similarities and differences of each culture, tradition or celebration kinship, laws, religion, music, clothing and food.

Holiday Travels: Post a giant map of the world for students to see as you“travel” and explore how different cultures celebrate and where traditions may have begun. Plan which countries the class will study over the next few weeks. Include a cultural representation of your class/school. Learn about foods, games, symbols and decorations associated with the holiday or tradition. Choose 3-4 destinations.Holidays Around the WorldHolidays Around the World UnitChristmas Around the World Lessons

Diwali-An Introduction to Diwali (video)

How to Celebrate Hanukkah-An Introduction to

Hanukkah (video)What is Kwanzaa? -An Introduction to Kwanzaa (video)Kwanzaa Symbols-An Introduction to Kwanzaa (video)Kwanzaa SongSesame Street Kwanzaa

(K.6B) Wants and Needs:Wants and Needs LessonWe Have Needs SongThings I Want SongNeeds and Wants Video


include in the letter.

Links:Weather PoemsWinter-Christmas PoemsWinter-Christmas Poems

Weather Clock Needs and Wants- Student PostersDiscuss wants and needs as it relates to the holidays.

MULTICULTURAL CALENDAR

3rd Six Weeks

November 11Native American Heritage Month

11 Veterans Day11 Daisy Bates. African American civil rights activist, born 1914.13 Whoopi Goldberg. African-American entertainer, born 1955.13 First Anti-Slavery Party. Established 1839.16 George Burdeau. Native American-Blackfeet producer and director, born 1944.18 Isabella Baumfree. Known as Sojourner Truth, born 1797.18 Wilma Pear Mankiller. First female Chief of Cherokee Nation, born 1945.

22 Guion Bluford. First African-American astronaut, born 1942.23 Manuel de Falla. Spanish composer ,born 1876.23 John Bennett Herrington. First Native American in space, in 2002.26 Tina Turner. African-American singer, born 1939.2926 Thurgood Marshall. African-American Supreme Court Justice, born 1908.30 Bo Jackson. African-American athlete, born 1962.30 Shirley Chisholm. African-American politician, born 1924.

December 20 1 Rosa Parks. African-American begins bus boycott in Montgomery, 1955.1 Lee Trevino. Hispanic professional golfer, born 1939.7 Pearl Harbor Day. Japan bombed Pearl Harbor, starting Pacific War, 1941.8 Sammy Davis Jr. African-American entertainer,

19 U.S. recognizes Hawaiian kingdom’s independence,1842.19 Cicely Tyson. African-American actress, born 1933.1919 Carter G. Woodson. Father of Black History, born 1875.23 Madame C. J. Walker. First African-


born 1925.10 Treaty of Paris. Spain transfers Cuba, Puerto Rico, and Philippines to U.S., 1898.13 St. Lucia Day. Swedish feast day.17 First airplane flight. Wilbur and Orville Wright, Kitty Hawk, N.C., 1903.18 Ossie Davis. African-American actor, born 1917.

American millionaire businesswoman, born 1869.25 Christmas25 Clara Barton. Founded Red Cross, born 1821.26 Mao Tse-tung. Chinese leader, born 1893.26 Kwanzaa begins.

January 1 New Year's Day3 William Tucker. First black child born in America, born 1624.

4 Dr. Lauro F. Cavazos. First Hispanic Secretary of U.S. Department of Education, born 1927.

Documents

Kindergarten TLC 3rd6Weeks 2013-2014