Friday, November 16, 2012

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! :)

Friday, October 19, 2012

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!



 ("Firefighters help animals get out.)

 ("Firefighters are brave.")

Made a cute hallway display!

Saturday, September 15, 2012

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 PetWord: 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,PleaseWord: 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 FamilyWord: 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 DogsWord: 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 PartyWord: 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.


Wednesday, August 29, 2012

Use Shapes to Make Pete the Cat

So, you may know that I LOVE Pete the Cat! I (and many others at my school) used a great Pete the Cat tour of the school - found on Pinterest, of course! 

I also use Pete the Cat to teach colors - ideas galore on Pinterest! (I'm sorry, I don't make my own things, I am huge believer in "no need to re-invent the wheel!") This week, I also used Pete help me teach shapes. We learned a new shape a day (circle on Monday, square  on Tuesday, triangle on Wednesday, and we will do rectangle on Thursday, and Hexagon on Friday.) My class really has a handle on shapes and it rained today and I was really excited to try this out, so we did it early! :)  
This pic is a link to the site I pinned.
I pre-cut the shapes because (I'll be honest) I was afraid of what might happen letting my little ones cut that much this early on....

Here's what I did...I used my document camera and went through making Pete step-by-step. I had the shapes already cut and in sandwich bags (with an extra set for my example). I called out shapes and gave directions and you know what? They did GREAT! I should have trusted that my kiddos could handle cutting. (Then again, it may not have gone as smoo...nah, I'll leave it alone.) 

So here they are! My ADORABLE little Pete the Cats!







And this is where Pete lives in the classroom. I move him around every now and then, but he's been on the book shelf this week! :)

Sunday, August 19, 2012

Back to School Gifts for my Team

I have been busy this summer, but I always have time to think about (shop for, pin about, etc) school! I don't always ONLY think of my students, though. My team is a HUGE part of the reason I get through the year. I need them to bounce ideas off of, give me ideas, vent to, listen to, hug on a tough day, hug on a great day, etc. I LOVE my kindergarten team: Angela, Nancy, Elizabeth, Janie, and now, Anna! (We will miss Lynn, but know she is enjoying retirement!!)

I saw a list on Pinterest (which I did not pin in order to keep the girls from seeing it! Go me - if you know me, you know that shows great restraint!) and tweaked it slightly. I got these adorable "teacher journals" and most of this stuff at the Dollar Tree!
So, in the caddies (I figured the teachers could use these as lunch caddies - maybe I'll personalize them! - or whatever if they so choose!) each of my friends will find:
a journal, lotion, vitamin c drops, back and body pain relief pills, a nail file, lip balm, a mirror, hand sanitizer, mints, and a slap bracelet for fun! 

 I wanted the basket to contain USEFUL, but not strictly SCHOOLY things. Does that make sense? We all get enough tissue boxes in the beginning, so I left that kind of thing off the list. I added their names to the baskets with metallic sharpies and gave my gifts to each of the ladies on the first official workday before school started back.