Tomorrow
Friday December 18 at 10:45 promptly.
Unit Book:
The Gingerbread Man
The Gingerbread Boy
The Gingerbread Girl
The Gingerbread Man
The Gingerbread BoyThe Gingerbread Girl
Vocabulary Related to book:
Literacy Small Groups
-Sequencing Story- We will review the story elements from the The Gingerbread Man Then discuss and look at pictures from the story. Finally we will cut up to 6 pictures and placed them in sequential order to retell the story. We will retell the story to a peer.
-Rhyming Pairs- We will review how rhyming words "sound alot alike" such as bat and cat. Then we will discuss rhyming words from our books such as cow and sow. Then we will match rhyming pairs in a chart.
-Rhyming Pairs- We will review how rhyming words "sound alot alike" such as bat and cat. Then we will discuss rhyming words from our books such as cow and sow. Then we will match rhyming pairs in a chart.
-Thumbs Up- We will identify rhyming and non-rhyming word pairs. We will listen to two words and give a thumbs up or a thumbs down. Then we will cut and sort word pairs based on if they rhyme or do not rhyme.
-In the Story/Not In the Story- We will discuss characters from our stories. Then we will color and cut the animals and sort them into two categories; In the Story and Not In the Story
-Journal Writing-We will be writing in our journals. We will be writing about our favorite character from our stories about gingerbread. We will focus on the directionality of our writing (staring at the left and continuing to the right of the page) and continue our practice turtle talking and listening for sounds in our words. Remember, writing is a developmental skill and we are all working at our own pace and improving each week.-In the Story/Not In the Story- We will discuss characters from our stories. Then we will color and cut the animals and sort them into two categories; In the Story and Not In the Story
Creating Lists- We will be creating lists of who were the characters in each of our stories. We will discuss characters that were the same in the stories and characters that were different.
Handwriting/Letter Groups
-Handwriting Without Tears Program
-Visual Discrimination Puzzle of a Gingerbread- We will
-Visual Discrimination Puzzle of a Gingerbread- We will
Math Groups
-How many long are objects? We will use a gingerbread ruler to measure how long objects are. For example, a marker is 6 gingerbread long and a book is 8 gingerbread long. We will compare by using more, less, and equal vocabulary words.
-Gingerbread spinner tally game- We will spin a spinner than record each time we land on a color. We will continue until we have a set of 10 colors. Then we will see which color had the most, least or if any results were equal.
-Gingerbread spinner tally game- We will spin a spinner than record each time we land on a color. We will continue until we have a set of 10 colors. Then we will see which color had the most, least or if any results were equal.
-Subsitizing Card Game- Children will take turns being a "teacher". They will show a card with an amount on it. Then the other players will show a card that shows the same amount but in a different ways. (For example, 4 fingers, 4 dots, number 4, 4 lines, etc).This will be done without using 1:1 correspondence to know how many.
-Gingerbread Counting- We will color and cut a variety of gingerbread men in sets. Then we will place the sets in sequential order. Then we will write the number for each set
-Gingerbread Counting- We will color and cut a variety of gingerbread men in sets. Then we will place the sets in sequential order. Then we will write the number for each set
Centers
Art Table- Painting with cinnamon, Gingerbread man painting
Block Area- blocks
Book Area- Exploring Books about gingerbread
Easel-Markers and paper
Writing Table- Writing paper/Playdough
Dramatic Play-Bakery Shop with Gingerbread Cookies
Math, Puzzles, and Manipulatives-puzzles
Rug- legos
Science/Social Studies/Math Circle Concepts
-Good Choices
-Take Away Story Telling (Taking bites of cookies)
-How animals move (run, fly, swim,.....)
Preschool Life Skills
- We will be focusing on our curriculum of Preschool Life Skills during this time to help us transition into our new classroom.
1. When I call your name, stop what you are doing, look at me, and say ,"Yes".
2. When I give you an instruction, do it "right away"
(Ask your child what do you do when your teacher tells you to do something. They should reply "I do it right away." You can reinforce this at home too. "Put your legos away and do it "right away""
3. When I give you instructions, do them "right away" (multi-step directions)
4. When something is too hard say "Help me please"
Songs, Word Plays, and Language2. When I give you an instruction, do it "right away"
(Ask your child what do you do when your teacher tells you to do something. They should reply "I do it right away." You can reinforce this at home too. "Put your legos away and do it "right away""
3. When I give you instructions, do them "right away" (multi-step directions)
4. When something is too hard say "Help me please"
-Thumbs Up to rhyming and non-rhyming pairs
-Syllable Sound Off, Compound Boogies
-Syllable Sound Off, Compound Boogies
-Our Good Morning Chant
-5 Little cookies in the bakery shop
-Songs for our musical
Classroom Motivational System
We will be learning classroom routines and expectations within our new classroom. In order to create a successful and rewarding environment, each child will have a motivational system. Our classroom system promotes positive classroom behavior through positive peer modeling and teachers providing positive reinforcement for desired behaviors.
We will be learning classroom routines and expectations within our new classroom. In order to create a successful and rewarding environment, each child will have a motivational system. Our classroom system promotes positive classroom behavior through positive peer modeling and teachers providing positive reinforcement for desired behaviors.
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