Unit Book: One Dark Night
What happens when the weather changes?
(stray, dawn, thunder, lightning, prepare)
Literacy Small Groups
Handwriting- We will be focusing on diagonal letters, we will practice writing the letters R and K We will be working on our own letter formation books that will come home when our uppercase letter formations are complete.
Sound Search- We will dig in a pot of gold for hidden treasures. We will say the word carefully and listen for the beginning sound we hear. Then, we will match that sound to a letter on our gameboard.
Handwriting-We will review the formations for uppercase letters formed with diagonal lines. We will review and practice the formations for the letters A and V in our letter books.
Journal Writing- (Part 2 of this activity)We will write a two-part journal entry. By drawing a line in the middle of our paper we will divide it into day and night. We will write and illustrate one activity we can do during the day and one we can do at night. We will focus on being great illustrators so that day and night are obvious in our pictures by adding important details.
Blending PhonemesWe will continue to practice blending phonemes in words. Phonemes are the individual sounds heard in each spoken word. We will play two weather themed games to practice this skill. First we will use our bodies to represent each phoneme in a word. The wind will blow them close together to blend the phonemes together and make the word. Then, using a stormy song, we will guess the animals that move fast in a storm. For example, if the song says “/d/ /o/ /g/, the answer is” dog.” Practice blending phonemes at home!
Sound Search- We will dig in a pot of gold for hidden treasures. We will say the word carefully and listen for the beginning sound we hear. Then, we will match that sound to a letter on our gameboard.
Handwriting-We will review the formations for uppercase letters formed with diagonal lines. We will review and practice the formations for the letters A and V in our letter books.
Journal Writing- (Part 2 of this activity)We will write a two-part journal entry. By drawing a line in the middle of our paper we will divide it into day and night. We will write and illustrate one activity we can do during the day and one we can do at night. We will focus on being great illustrators so that day and night are obvious in our pictures by adding important details.
Math Small Groups
Sets of 8 and 9- We will be working in pairs to count sets of 8 and 9. We will take turns counting a set of red cubes. The next child will count on as they add to the cubes to make a set of 8 or a set of 9.
Under the Blanket-We will make another class book. Using 6 cats, we will hide some under a blanket and leave some showing. We will challenge one another to determine how many cats are hidden under the blanket.
Starry Night Math- We will practice recognizing and matching quantities to numerals 5-10. After rolling a number cube, children will add that many stars to their cup. When the game is over, they will use those stars to fill up the night sky on their paper
One Dark Night Sequencing- We will be sequencing the events from our unit story, One Dark Night. Then we will be writing the numbers.
8 and 9 In the Box/Out of the Box- In our unit story, One Dark Night, the boy in the story kept stray kittens safe in a box during a thunderstorm. We will be placing sets of 8 or 9 kittens in a box and out of the box.
Centers
Art Table-Weather collages
Block Area- Building with blocks
Book Area- Exploring Books about sky and earth
Easel-Markers and paper
Writing Table-Day /Night Words
Dramatic Play-Cats with boxes and bathrobes to role play unit book
Math, Puzzles, and Manipulatives-Independent activity(Cat in a box)
Rug- Legos
Science/Social Studies/Math Circle Concepts
-Weather changes
-Making and Breaking apart sets of objects
-Magic C letter review
-How to prepare for weather
-Introduce Seasons
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"
5. When you want something from a teacher or friend, say "Excuse Me" to get their attention
6. When you want something from a teacher or friend, say "Excuse Me" to get their attention and then use your asking words(ie. May I have a turn?)
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"
5. When you want something from a teacher or friend, say "Excuse Me" to get their attention
6. When you want something from a teacher or friend, say "Excuse Me" to get their attention and then use your asking words(ie. May I have a turn?)
-Our Good Morning Chant
-Windy was the weather
-Letter and sound connections
-Letter and sound connections
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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