The Gingerbread Man
The Gingerbread Boy
The Gingerbread Girl
Class Reward: We will be working toward a
The Gingerbread Boy
The Gingerbread Girl
Class Reward: We will be working toward a
Vocabulary Related to book:
Literacy Small Groups
-Sequencing Story- We will review the story elements from 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.
-Letter Vv- We will learn what the uppercase and lowercase letter Vv looks like. We will sort magnetic letters to find matches for Vva. We will hunt for them in our names and the names of our classmates. We used crayons to hunt for them on our papers too.
-Letter Mm- We will learn what the uppercase and lowercase letter Mm. looks like. We will sort magnetic letters to find matches for Mm. We will hunt for them in our names and the names of our classmates. We used crayons to hunt for them on our papers too.
-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.-Letter Mm- We will learn what the uppercase and lowercase letter Mm. looks like. We will sort magnetic letters to find matches for Mm. We will hunt for them in our names and the names of our classmates. We used crayons to hunt for them on our papers too.
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.
Handwriting/Letter Groups
-Handwriting Without Tears Books- Letters V and M
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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