Mrs. Tongen's 'K'olorful K-Kids: Monday, April 6

Monday, April 6

Happy Birthday Ciara! (Yesterday)

Blend: cl

Language Arts: Reader's Theater: People at School

Students will:
Discuss the concept of workers at school.
Determine text importance before reading.
Build concepts about print.
Build academic and sight word vocabulary.
Build fluency through choral-reading.
Build oral language and vocabulary through whole-group and partner discussion.

Writer's Workshop: I thought I would show you a sample transcript to guide what I teach about Informational Reports. Read on if you're interested!

:

Display the cover of What Are Some Rules at Home? Read aloud the title and author. Say: I will read the Introduction of this book today. Read pages 4–5 aloud in a fluent, expressive voice. Discuss the photographs and caption. Ask:What is the topic of these two pages? (Allow responses.) That's right. These pages are about rules.

Use the content of pages 4 and 5 as the basis for writing a report. Say: I will use the information on these big book pages to write my own report. I'll write a report about rules. The title of my report will be “Rules.” A title is part of a report. A title tells my readers what my report is about.

Close the big book and write “Rules” at the top of your chart paper. Say: Now I will remember what I learned about rules. I remember the author writes that good citizens follow rules. I think that is the main idea. I will write this for my topic sentence. A topic sentence is part of a report, and it tells the reader what the main idea of the report is.

Write “Good citizens follow rules.” As you write, model the following:

Continue to emphasize the concepts about print that students still need to practice.
Continue to model how to say a word slowly and use letter/sound relationships to write words. For words with higher-level spelling patterns, say: Remember that if you don't know how to spell a word, you can just write the sounds you hear.
Tell how you remember to write those words you see often in print.
Model rereading after each word by pointing to the words you've written so far and then pointing to where the next word should go. Say: We're ready for the word ______. Then discuss and write the word.
Model adding end punctuation and checking for the correct beginning and end to your sentence.

Ask students to reread your topic sentence with you, and then say: Another part of a report is its set of facts. I will write a fact I learned from reading the big book about rules. The fact will give my readers more information about my topic sentence.

Write “We learn rules at home.” Model applying the strategies listed above as you write.

Ask students to help you reread the entire report. Then say: Tomorrow I will write another report about this book. I will write a title, a topic sentence, and facts.

Math: Counting On
One of the things that mathematicians do, is they think of ways to find the answers as efficiently as possible. This means they look for ways to save time! Today we are going to play a new game that will help save time and be efficient when counting. It is called “Count On!” Player 1: will pull out a card [3] and then drop 3 cubes in the cup as they count “1, 2, 3”. Player 2 will pull out another card [5] and count on as they drop the cubes in the cup. It will sound like this “4, 5, 6, 7, 8.” Once both players have gone. Then they will check to see if they counted on correctly.
DAILY 5