Happy Thanksgiving!

Kindergarten at my school does a turkey disguising project. We send home a sheet explaining what to do and invite families to work together to help hide Tom Turkey so he won't be eaten for Thanksgiving dinner!

These are a few of the turkeys I got in!  The sign says "My name is Tom Turkey and I;m afraid as I can be! I'm wearing my disguise so you won't catch me!"

We got a hunter, two Santa Claus turkeys,

 a pine cone turkey, 

a super star, two cheerleaders, and several more!

 Another project I do each year is a hand print turkey. I paint each child's hand brown and let them make a hand print. while paint dries, we talk about what it means to be thankful and then I let each child tell the class what they are thankful for. Then we write our sentences and attach the turkey papers to them. Lastly, I let my kids add feathers and draw on a beak, wattle, feet and eyes. 

This was something that was kind of spur of the moment. The class next door to me used brown bulletin board paper as a square background for the pilgrims they colored. As my assistant was going down the hall to get the brown paper, it hit me - we could make a Mayflower to use as a background for our pilgrims! :)

Centers

Here are some photos of my students during centers.

Writing Center:

Reading: (using library books this day) 

Art: Drawing friends!

Puzzles: Working together!

These two boys are so good at puzzles!

We brought in a one hundred piece puzzle for them today!

How do you reward the really good parents?

With our new literacy program, we have been doing a letter a day. We also send home name tracing practice sheets for those who have trouble. 

(Click on the photo below to get to the site I use. It's great for names and sight words; anything really!)

One of the students who is still working on his name had something in his folder today that made me smile. He had notebook paper pages that had letters (his mother had made dot-to-dot letters pages for her son to practice on), one for each day to go with our letter a day studies. I asked the boy about it and he smiled and said his mama helps with his letters each night.

I told him I was so proud of him and that he has a good mama.

I then used some little award cards I have and wrote one out for the boy and one for the mom! On the line that says "for," I wrote "Being a good mom!" I put both of these awards in his daily folder along with 2 lollipops.

How do "reward" a super parent in your classroom?

Apples and Fire Safety!

I have several pictures from the last month, but I have been so busy!
So I am combining things from my apple unit and things from fire safety week.

During the week of Johnny Appleseed's birthday, I had my class complete a graph: Which color apple do you like best? I do this every year. However, thanks to Pinterest, I added a fun twist and hallway display! (http://mrsjumpsclass.com/September.htm)

We used bulletin board paper for the tree trunks and leaves.

I had the kids use white paper and draw an apple. Then color it the color of the apple they prefer.

The tree graph came out great! The poem at the bottom came from Mrs. Jump's Kindergarten Blog (http://mrsjumpsclass.com/September.htm).

 We also made Johnny Appleseed hats and we wrote each child's name so that the hats say: "Taylor Appleseed" or "Gracie Appleseed" - they though that was GREAT!!!

The local fire department visits our school each year and the kids get to go to stations set up outside (thank goodness the weather cooperated!) This little guy is trying on the firefighters' coat to see how heavy it is. 

 These two are feeling how heavy the air tank is.

And the hose!

I got this next idea from Tippytoe Crafts (http://tippytoecrafts.blogspot.com/2011/10/five-little-firefighters.html).

 ("Firefighters help animals get out.)

 ("Firefighters are brave.")

Made a cute hallway display!

Lesson Plan Template

I could not get Google Doc to work for me today. I copy and pasted the lesson plan template that kindergarten uses at my school (now our entire school uses it!) . Feel free to copy and paste the entire thing and change whatever you need! :)

Carmen Hathcock: Kindergarten                  Subject: Language Arts            Topic:         Pets                                    Dates: Sept. 24-28, 2012

Day	Activities	Materials	Assessment	CC Standards
M	Shared Reading: I Have A Pet – Word: the /beginning sounds /  words in oral sentences /story structure / answer questions Shared Writing: Journals/Nouns for Animals & Things/Captions Reading Workshop: Book Baskets Writing Workshop: write sight word the / captions / nouns for animals / Letter Uu	·       Big Book ·       Morning Journals ·       Writing Notebooks ·       Book Baskets ·       Flipchart p.15-17 ·       Letter cards	_X_ Assignment checked      (not graded) _X_ Conference w/ Student _X_ Oral Response/teacher       observation	KL1b. Use frequently occurring nouns and verbs KL6. Use words and phrases acquired through conversations, reading and being read to, and response to texts. KSL2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. KSL4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. KRF1b. Recognize that spoken words are represented in written language by specific sequences of letters KRF1d. Recognize and name all upper- and lowercase letters of the alphabet. KRF2d. Isolate and pronounce the initial, medial vowel, and final sounds in three-phoneme CVC words. KRF3c. Read common high-frequency words by sight KRL1. With prompting and support, ask and answer questions about key details in a text.
Tu	Shared Reading: I Have A Pet/Please,Puppy,Please – Word: the /beginning sounds /  words in oral sentences /story structure / answer questions Shared Writing: Journals/Nouns for Animals & Things/Captions Reading Workshop: Book Baskets Writing Workshop: write sight word the / captions / nouns for animals / Letter Vv	·       Big Book ·       Morning Journals ·       Writing Notebooks ·       Book Baskets ·       Flipchart p.18 ·       Letter cards	_X_ Assignment checked      (not graded) _X_ Conference w/ Student _X_ Oral Response/teacher       observation	KRL2. With prompting and support, retell familiar stories, including key details. KRL3. With prompting and support, identify characters, settings, and major events in a story KRL5. Recognize common types of texts (e.g., storybooks, poems). KRF1a. Follow words from left to right, top to bottom, and page by page KSL5. Add drawings or other visual displays to descriptions as desired to provide additional detail KL1b. Use frequently occurring nouns and verbs KL6. Use words and phrases acquired through conversations, reading and being read to, and response to texts. KSL2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. KRF1b. Recognize that spoken words are represented in written language by specific sequences of letters KRF1d. Recognize and name all upper- and lowercase letters of the alphabet. KRF2d. Isolate and pronounce the initial, medial vowel, and final sounds in three-phoneme CVC words. KRF3c. Read common high-frequency words by sight KRL1. With prompting and support, ask and answer questions about key details in a text.
W	Shared Reading: I Have A Pet/ Please,Puppy,Please/ Baby Bear’s Family– Word: the /beginning sounds /  words in oral sentences /story structure / answer questions Shared Writing: Journals/Nouns for Animals & Things/Captions Reading Workshop: Book Baskets Writing Workshop: write sight word the / captions / nouns for animals & things / Letter Ww	·       Big Book ·       Morning Journals ·       Writing Notebooks ·       Book Baskets ·       Letter cards	_X_ Assignment checked      (not graded) _X_ Conference w/ Student _X_ Oral Response/teacher       observation	KRF1b. Recognize that spoken words are represented in written language by specific sequences of letters KRF2d. Isolate and pronounce the initial, medial vowel, and final sounds in three-phoneme CVC words KRF3c. Read common high-frequency words by sight KL6. Use words and phrases acquired through conversations, reading and being read to, and response to texts KRF1d. Recognize and name all upper- and lowercase letters of the alphabet. KRL3. With prompting and support, identify characters, settings, and major events in a story KL1b. Use frequently occurring nouns and verbs
Th	Shared Reading: I Have A Pet /Please,Puppy,Please/ Different Kinds of Dogs – Word: the /beginning sounds /  words in oral sentences /synonyms / answer questions Shared Writing: Journals/Nouns for Animals & Things/Captions Reading Workshop: Book Baskets Writing Workshop: write sight word the / draw pet they would like to have / Letter Xx	·       Big Book ·       Morning Journals ·       Writing Notebooks ·       Book Baskets ·       Flipchart p.19 ·       Letter cards	_X_ Assignment checked      (not graded) _X_ Conference w/ Student _X_ Oral Response/teacher       observation	KRF1b. Recognize that spoken words are represented in written language by specific sequences of letters KRF2d. Isolate and pronounce the initial, medial vowel, and final sounds in three-phoneme CVC words KRF3c. Read common high-frequency words by sight KRF1d. Recognize and name all upper- and lowercase letters of the alphabet. KRI7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). KSL4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. KL1b. Use frequently occurring nouns and verbs
F	Shared Reading: Different Kinds of Dogs/The Party– Word: the /beginning sounds /  words in oral sentences /story structure / answer questions Shared Writing: Journals/Nouns for Animals & Things/Captions Reading Workshop: Book Baskets Writing Workshop: write sight word the / draw a character, setting, event from a book this week/ Letters Yy, Zz	·       Big Book ·       Morning Journals ·       Writing Notebooks ·       Book Baskets ·       Flipchart p.20 ·       Letter cards	_X_ Assignment checked      (not graded) _X_ Conference w/ Student _X_ Oral Response/teacher       observation	KRF1b. Recognize that spoken words are represented in written language by specific sequences of letters KRF2d. Isolate and pronounce the initial, medial vowel, and final sounds in three-phoneme CVC words KRF3c. Read common high-frequency words by sight KL6. Use words and phrases acquired through conversations, reading and being read to, and response to texts KRF1d. Recognize and name all upper- and lowercase letters of the alphabet KRF4. Read emergent-reader texts with purpose and understanding. KSL4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. KSL6. Speak audibly and express thoughts, feelings, and ideas clearly KL1b. Use frequently occurring nouns and verbs

Carmen Hathcock: Kindergarten                               Subject: Math                                          Dates: Sept. 24-28, 2012

Day	Activities	Materials	Assessment	CC Standards
M	TLWBAT: make number poster, extend a pattern given by the teacher or students. Activity 1.5- Getting to know Numbers-#10 Activity 1.9- Sound and Motion Patterns p. 62	·       Focus Question:  “Can you show me the #10?”,Can you make your own pattern?” ·       Poster paper, markers	_x_ Assignment checked      (not graded) _x_ Conference w/ Student _x_ Oral Response/teacher       observation	KCC3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). KCC4a.  Pairing each object with one and only one number name and each number name with one and only one object. KCC4b. Understand that the last number name said tells the number of objects counted. KCC4c. Understand that each successive number name refers to a quantity that is one larger. KOA3. Decompose numbers less than or equal to 10 into pairs in more than one way
Tu	TLWBAT: use manipulatives to make color patterns. Activity 1.10- Patterns with Color p. 64	·       Focus Question: ”What color comes next?” ·       manipulatives	_x_ Assignment checked      (not graded) _x_ Conference w/ Student _x_ Oral Response/teacher       observation	KCC3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). KCC4a.  Pairing each object with one and only one number name and each number name with one and only one object. KCC4b. Understand that the last number name said tells the number of objects counted. KCC4c. Understand that each successive number name refers to a quantity that is one larger. KOA3. Decompose numbers less than or equal to 10 into pairs in more than one way
W	TLWBAT: complete the graph question and  sort coins. Activity 1.11 Coin Comparisons p. 66	·       Focus Question: “Can you tell me how you sorted them?” ·       coins ·       Sorting containers ·        graph	_x_ Assignment checked      (not graded) _x_ Conference w/ Student _x_ Oral Response/teacher       observation	KCC2. Count forward beginning from a given number within the known sequence KCC3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). KCC4a.  Pairing each object with one and only one number name and each number name with one and only one object. KCC4b. Understand that the last number name said tells the number of objects counted. KCC4c. Understand that each successive number name refers to a quantity that is one larger. KCC6. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in  another group, KMD3. Classify objects into given categories
Th	TLWBAT: orally fill in what will be the next number. Activity 1.12 Give the Next Number game p. 68	·       Focus Question:   “Which number comes next?”	_x_ Assignment checked      (not graded) _x_ Conference w/ Student _x_ Oral Response/teacher       observation	KCC1. Count to 100 by ones and by tens KCC3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). KCC4a.  Pairing each object with one and only one number name and each number name with one and only one object. KCC4b. Understand that the last number name said tells the number of objects counted. KCC4c. Understand that each successive number name refers to a quantity that is one larger.
F	TLWBAT: use problem solving skills and introduce them to the 5 frame.   **Early Dismissal**	·       Focus Question:  “How did you get your answer?” ·       5 frames ·       counters	_x_ Assignment checked      (not graded) _x_ Conference w/ Student _x_ Oral Response/teacher       observation	KOA5. Fluently add and subtract within 5.