Monday, September 30, 2013

20 Great Kindergarten Pre-Reading Questions

Twenty Great Kindergarten Pre-Reading Questions

Pre-Reading is terribly important with emerging readers: concepts that come naturally to an adult browsing at the bookstore or library often don't occur to the impulsive juvenile mind. As children grow into independent readers, those who can choose "good fit" books (see below) are more likely to stick with the book they started and enjoy it more!

 Here are twenty questions I draw from when preparing a child to read a book.  Not all of them apply to every book, and it would be boring to try to discuss them all before reading... you'd never get the book read by bedtime!  Choose a question or two and allow discussions to meander... talking about books is a learned behavior, too.

1.       What is the title of this book?
2.       What is on the front cover?  What can that tell us about the book?
3.       What is on the back cover?
4.       Who is the author/ illustrator?
do you know them from other books?
5.       When you look at the front cover, does the book look…
scary, funny, realistic or not, serious, old, new…
6.       What do you think this book will be about?  What will happen?
7.       Is there anything special on the inside of the cover?
 if so, read author/illustrator bio. 
8.       Reviews  or praise visible on first pages or cover?  Marketing for similar/series books?
9.       Are there any medals or awards on the cover of the book?  What are they for?
10.   Does this book look like something that happens in our family/our class/ real life?
11.   Does this book look like it is takes place here where we live or somewhere else?  Why?
12.   Does this book look like it takes place in our time or in the past? Why?
13.   Why did you choose this book? (Or, why do you think I chose this book?)
14.   Does this book look short or long?
15.   Why do I want to read this book?
16.   Does this book interest me?
17.   Can you point to _____? (a letter, a word, a color or picture on the cover)
18.   What do you know about ______ already?
19.   What are the parts of ___?
20.   What do you know about ____ already?  Have you read other books (or seen TV or internet or real-life examples) of ______ ?


Don’t just ask: listen to your child and respond.  Being able to converse about books is important, even at this age.  Share YOUR answers to these questions with your children: it models how a literate adult thinks about books.


There are many strategies for picking "right fit" books, from reading interest inventories to "the five-finger rule."  My favorite right now is the iPICK method -- it's not new, but it quickly and gently steers kids towards appropriate book choices. Here's an example: (http://brradwan.weebly.com/uploads/4/3/5/2/4352158/cafe1.pdf)

Happy Reading!

Thursday, September 19, 2013

K5: Autumn

KINDERGARTEN LESSON PLAN                                                       Week of Sept 23 (5th week)
Welcome to Autumn
ANNUAL  TEKS:     K19(a)  Students ask questions about topics of class-wide interest  (with adult assistance)
                                               K19(b)  Students decide which sources/people can answer questions (with adult assistance)
                               K20(a)  Students gather evidence from provided text sources (with adult assistance)
                               K20(b)  Students use pictures in conjunction with writing when documenting research (with adult assistance)

6-Weeks
PacingStory Elements                 Rhymes                      Predictions         Read Assorted Literature 
 Procedures                     Print Awareness         Book Care          

Intent:  The season of autumn begins this week, so let’s explore what it’s all about.  We’re looking forward to falling leaves, falling temperatures and cool days cuddled up with good books.

CIRCLE: Welcome Song:              Welcome to the Library                (to the tune of London Bridge)
                Welcome to the library, library, library. 
    Welcome to the library, please come inside and read.
                We’re glad to have you here today, here today, here today. 
    We’re glad to have you here today; today’s a special day.

Finger Play:
This is Big

This is big big big                    Hold arms out to side
This is small small small         Cup hands together
This is short short short          Hold hands with palms facing each other
This is tall tall tall                   Reach one hand above head
This is fast fast fast                 Circle fists quickly
This is slow slow slow             Circle fists slowly
This is yes yes yes                   Nod
This is no no no                       Shake head

Set Expectations: voice, movement, participation, help.  file @ https://drive.google.com/?usp=chrome_app#folders/0B3dpaiUKs9aAMHVaT2otdC1Kb1U

Mystery Box:  What’s inside the mystery box today?  The object inside the box will give us a clue what our story time is going to be about.  (Object this week is silk leaves in fall colors)
Pre-reading:  Welcome.  Every week, when kindergarteners come to visit the library, we have a different theme.  We’ve had story times about the circus, pirates, and today our theme is the changing seasons.  This week, the season of summer is over and the season of fall begins.  We’ll sing songs, do finger plays, read books (of course), tell jokes and do fun activities and all of them will be about the season of fall and the fun things you can do in the fall.
               
Word of the Week:  Autumn/OtoƱo (Oh-TONE-Yo)
ASL Sign: http://www.handspeak.com/word/search.php?wordID=autumn&submitword=Find  (sign language is a real language where people use their hands to communicate.  Here is the sign for autumn.  Put your left hand up like a tree branch.  Your right hand is a leaf that falls.  Try it!

Story/Resource #1:  “The Surprise” from Frog and Toad All Year by Arnold Lobel (Harper Trophy, 1976)
Reflection:  What will happen in the morning?  Why is that funny?
Poem:   “What I Hate About Autumn” from Autumblings by Douglas Florian
Reflection:  seasons change, like it or not.  What are things we LIKE about cooler weather? (Solicit answers: closer to holidays, get to wear sweaters, snow, etc)
Action Rhyme:  If I were a leaf… 
·         If I were a leaf, I’d jump down from my tree (jump)
·         I’d dance in the wind (dance)
·          I’d fly in the breeze(arms out – fly)
·          I’d change bright colors, I’d spin in the air (spin)
·          I’d land on the ground, I don’t know where! (fall)

SONG: The Leaves are Falling Down (Farmer in the Dell)
The leaves are falling down
The leaves are falling down
Red, yellow, green and brown
The leaves are falling down


JOKES:                                  Q: What did the tree say to autumn?
Why did the woman go outdoors with her purse open?
(Because she expected some change in the weather!)

Story/Resource #2:  If you had never seen fall leaves, how could you see them right from your classroom any time of year?  Now, we’re going to go from stories to science.  Let’s watch two short videos, one of a leaf changing color and one of forest leaves changing color as autumn comes:

Story/Resource #3: Fall Leaves, Fall by Zoe Hall (Scholastic, 2000)
Reflection:  Some students may not have experience with leaves changing color- have them be on the lookout in coming weeks.
Activity:  Leaf Sweep online game (mouse skills) http://akidsheart.com/holidays/fall/leafsweep.htm
Check out books: Students select one book and check out!
Circle:  review word of week & sing song.
Open, shut them.
Open, shut them.
Raise your hands up high.
Open, shut them.
Open, shut them.
Wave and say goodbye.



Other book resources:
Leaf Jumpers by Carole Gerber
Four Friends in Autumn by Tomie de Paola
Other activities
CRAFT: Diecut leaves, crayons.  Color a leaf for the “Fall Friends” Friendship tree.
Leaf sorting
Autumn Leaves are falling down song


Monday, September 16, 2013

K3: Circus

KINDERGARTEN LESSON PLAN                                  Week of Sept. 1

A High-Wire Act
TEKS:     
            K19(a)  Students ask questions about topics of class-wide interest  (with adult assistance)
            K19(b) decide which sources/people can answer questions (with adult assistance)
            K20(a) gather information from provided sources (with adult assistance)
K20(b) use pictures in conjunction with writing when documenting research (with adult assistance)

Pacing:       Story Elements        Rhymes                   Predictions 
                      Read Assorted Literature
          Procedures              Print Awareness     Book Care

Intent:   Step right up to the circus, where you will walk a tightrope and see the world from up above!

CIRCLE: Welcome Song:  Welcome to the Library   (to the tune of London Bridge)
            Welcome to the library, library, library. 
Welcome to the library, please come inside and read.
            We’re glad to have you here today, here today, here today. 
We’re glad to have you here today; today’s a special day.


Finger Play:   This is Big
  • This is big big big                 Hold arms out to side
  • This is small small small    Cup hands together
  • This is short short short       Hold hands with palms facing each other
  • This is tall tall tall                  Reach one hand above head
  • This is fast fast fast               Circle fists quickly
  • This is slow slow slow           Circle fists slowly
  • This is yes yes yes               Nod
  • This is no no no                    Shake head


Set Expectations:/Social Story:  We Visit The Library Social Story   (https://drive.google.com/?pli=1#folders/0B3dpaiUKs9aAMHVaT2otdC1Kb1U)
                                                 
            Mystery Box:  What’s inside the mystery box today?  The object inside the box will give us a clue what our story time is going to be about.  (Object this week is a rope to symbolize tightrope walkers.)

            Word of the Week: circus/circo
            ASL Sign: (TWO signs this week)
  • Circus: http://www.aslpro.com/cgi-bin/aslpro/aslpro.cgi (Sign language is a real language where people use their hands to communicate.)  Here is the sign for circus.  Put your thumb and middle finger of your left hand on top your right hand.  Then move your right hand in small circles:  can anyone guess what this is?  It’s a person standing up, riding a horse in the circus ring!
  • Tightrope: http://www.aslpro.com/cgi-bin/aslpro/aslpro.cgi .  Here is the sign for tightrope.  Use your index fingers to make a line extending outward. Then use your right hand to make two “legs” that walk on the rope you just drew.  That’s it!  You learned the sign for tightrope!)

Pre-reading: Welcome to the library.  Today, we’re going to do three important things.  First, we are going to have a story time about tightrope walkers and the circus.  Then, we’re going to watch a video that will help up to understand how to use the internet.  Finally, you will be able to check out a book to take back to class.

Story/Resource #1:  Today we start with a non-fiction book called Circus Shapes by Stuart Murphy.  It’s not a story, really, but more of a game. (As you read, ask student to point out shapes on each page.  Ask for help in retelling, using the names of the shapes in the retelling.

Action Rhyme:                        The Tightrope Walker
  • While the band is playing      
  • Back and forth I go (pretend to walk tightrope)
  • High above the people           
  • Sitting far below (look down)
  • While the crowd is cheering (clap hands)  
  • I sway from side to side (sway body with arms out)
  • Now my act is over (take a bow)   
  • And down the pole I slide! (pretend to slide down pole)



Jokes: 
Which circus performers can see in the dark?
(The acro-bats!)
Did you hear about the human cannonball?
(He got fired!)
What happened to the elephant who ran away with the circus?
(The police made him bring it back!)

Did you hear about the fire at the circus?
(The heat was in-tents!)

Poem:  Mr. Brown the Circus Clown

Mr. Brown, the circus clown
puts his clothes on upside down.
He wears his hat upon his toes
and socks and shoes upon his nose.

He ties his ties around his thighs
and wraps his belt around his eyes.
He hangs his earrings from his hips
and stockings from his fingertips.

He puts his glasses on his feet
and shirt and coat around his seat.
And when he's dressed, at last he stands
and walks around upon his hands.
--Kenn Nesbitt


Story/Resource #2:  Olivia Saves the Circus by Ian Falconer.  Read, then re-read by looking at pictures and paraphrasing.

Reflection:  Has anyone been to a circus before?  Circuses can have all the things Olivia saw, and more.  One of my favorite things about that book was how Olivia used her imagination.  Do you think she REALLY was in charge of a circus and did all those things?  Probably not.  But it was fun to imagine?

Activity: Tightrope Walking!  Lay a line 12 feet long, student have to walk on it and not fall off.

ADDITIONAL ACTIVITY: Play district-required AUP video and discuss rules for internet use at home and at school (don't copy, say KIND things only, go where your teacher says only, and keep private information private.)

Check out books: students check out books from the tables, practice lining up around the desk and checking out books, sit down to read.

Circle:  review word of week, closing song.
Open, shut them.
Open, shut them.
Raise your hands up high.
Open, shut them.
Open, shut them.
Wave and say goodbye.


K4: Pirates

KINDERGARTEN LESSON PLAN                                                         Week of Sept 16
Read, Mateys, Read!
TEKS:     K19(a)  Students ask questions about topics of class-wide interest  (with adult assistance)
                      K19(b) decide which sources/people can answer questions (with adult assistance)
                      K20(a) gather information from provided sources (with adult assistance)
      K20(b) use pictures in conjunction with writing when documenting research (with adult assistance)

Pacing:  Story Elements                   Rhymes                   Predictions         Read Assorted Literature
   Procedures                         Print Awareness     Book Care

Intent:   Celebrate International Talk Like A Pirate Day (all week!) while learning to combine information from all the stories we hear!

CIRCLE: Welcome Song:  Welcome to the Library             (to the tune of London Bridge)

                Welcome to the library, library, library. 
Welcome to the library, please come inside and read.
                We’re glad to have you here today, here today, here today. 
We’re glad to have you here today; today’s a special day.


Finger Play:   This is Big
  • This is big big big                    Hold arms out to side
  • This is small small small         Cup hands together
  • This is short short short          Hold hands with palms facing each other
  • This is tall tall tall                   Reach one hand above head
  • This is fast fast fast                 Circle fists quickly
  • This is slow slow slow             Circle fists slowly
  • This is yes yes yes                   Nod
  • This is no no no                       Shake head


Set Expectations: Library Expectations (document at) https://docs.google.com/file/d/0B3dpaiUKs9aAZ055UGY0QVZ5c28/edit?usp=sharing


                Mystery Box:  What’s inside the mystery box today?  The object inside the box will give us a clue what our story time is going to be about.  (Object this week is toy ship)
                Word of the Week: pirate/pirata (pee-RAH-tah)
                ASL Sign: http://www.aslpro.com/cgi-bin/aslpro/aslpro.cgi (Sign language is a real language where people use their hands to communicate.)  Here is the sign for PIRATE.  Take your right hand and cover your eye like an eyepatch.  Pirates wear patches over their eyes: you did it!  That’s it!

Pre-reading: Welcome to the library. Last week you checked out a book for the first time: did everyone return their library books?    Today, we’re going to do three fun things!  First, we are going to have a story time about Pirates and life on the sea.  Then, we’re going to make our own eye patches so we can dress like pirates.  Finally, you will be able to check out a book to take back to class.  Let’s get started.

Story/Resource #1­­­­­­­­­­­­­­­­­­How I Became A Pirate by Melinda Long (Harcourt, 2005)
Reflection:  Students should notice he’s on the “Pirate” soccer team.  Recount story, find “turning point” where he decides he doesn’t want to be a pirate.

Action Rhyme:  Fierce Pirate



I’m a fierce pirate,
(Brandish sword or dagger)

Captain of my ship.
(Stand at attention)

I stride the deck
(Walk in place)

With hand on hip.
(Put hands on hips)

Our big black flag Shows a skull and cross bones.
(Hands over eyes, or look through telescope)

Everybody moans.
(Throw up hands and moan)

Out of the hold Dark and dank,
(Climb ladder with hands)

We bring the captive
(Hands together behind back)

Who walks the plank.
(Walk fingers of one hand off index finger of the other hand)

Without our gold and silver,

Away we go With many a SHOUT
(Cup hands around mouth)

And a YO-HO-HO!
(Say loudly)




Jokes: 
What is a pirate’s favorite school subject?  Arrrrrt

What are pirates afraid of?  The Daaaarghk!
Where do Pirates put their trash?  In the GAAAARRRRRRghbage can!

Everyone knows pirates ride the ocean in boats, but what’s a pirate’s second favorite mode of transportation?  A Caaaaarrrgh!

Where does the pirate put his car when he’s done driving? A PAAARRRGHking lot!


Story/Resource #2:  Pirate Pete’s Talk Like A Pirate Kim Kennedy ( Abrams, 2007)   
Reflection: 
Song:  If You?re A Pirate And You Know It
If you’re a pirate and you know it, swab the deck.
If you’re a pirate and you know it, swab the deck.
If you’re a pirate and you know it and you really want to show it,
If you’re a pirate and you know it, swab the deck.


If you’re a pirate and you know it, draw your sword.
If you’re a pirate and you know it, draw your sword.
If you’re a pirate and you know it and you really want to show it,
If you’re a pirate and you know it, draw your sword.


If you’re a pirate and you know it, say ARRRRRRR!
If you’re a pirate and you know it, say ARRRRRRR!
If you’re a pirate and you know it and you really want to show it,
If you’re a pirate and you know it, say ARRRRRRR!


If you’re a pirate and you know it, do all three. (swab the deck, draw your sword, say AAARR!)
If you’re a pirate and you know it, do all three.
If you’re a pirate and you know it and you really want to show it,
If you’re a pirate and you know it, do all three.



One-Eyed Jake
I’m One-Eyed Jake, the pirate chief
(cover one eye with hand as if covering eye with a patch)
A terrible, fearsome ocean thief
I have a peg upon my leg
(Stand on one leg)
I have a hook and a dirty look
(One arm in the air, curving hand into a hook shape—make exaggerated mean face)
I’m One-Eyed Jake, the pirate chief
A terrible, fearsome ocean thief.

This is a fun one to use cumulatively. Add action after action, until the child is standing balanced on one leg, an eye covered, arm in a hook. They'll giggle as they try to stay upright. It isn't easy for me to do (especially in heels).

Poem:  Buried Treasure by Douglas Florian in Shiver Me Timbers: Pirate Poems and Paintings (2012)

ACTIVITY:  Students make eyepatches with scissors and yarn and a little adult help. http://www.talklikeapirate.com/partykit/eyepatch.pdf

Check out books: students check out books from the tables, practice lining up around the desk and get their book for the week!

Circle:  review word of week, closing song
Open, shut them.
Open, shut them.
Raise your hands up high.
Open, shut them.
Open, shut them.
Wave and say goodbye.




Extras:
(is video link for portside/ starboard pirates)
A Children's Pirate Shanty
by Mark "Cap'n Slappy" Summers 
(can be sung to the tune of Monty Python's "I'm a Lumberjack and I'm OK" - or make up your own! 
Watch the Pirate Guys perform the song on YouTube!)
Chorus
I'm a pirate! That I be!
I sail me ship upon the sea!
I stay up late - till half past three!
And that's a peg below me knee!
Yo Ho, my friends I have a tale
of treasure, plunder, sea and sail
my story's bigger than a whale
it gets so deep, ye'll have to bail.
Chorus
I'm a pirate! That I be!
I sail me ship upon the sea!
I stay up late - till half past three!
And that's a peg below me knee!
I like to fish, I like to fight
I like to stay up half the night
When I say "starboard" ye go right!
Me ma, she says, "Ye look a fright!"
Chorus
I'm a pirate! That I be!
I sail me ship upon the sea!
I stay up late - till half past three!
And that's a peg below me knee!
I've got no hand but that's me hook!
I pillage stuff but I'm no crook.
Me booty's in this chest I took.
They'll write about me in a book!
Chorus
I'm a pirate! That I be!
I sail me ship upon the sea!
I stay up late - till half past three!
And that's a peg below me knee!
And that's all there is to this song.
I hope it hasn't been too long.
A pirate's life might just be wrong
So grow up nice and big and strong!
Chorus
I'm a pirate! That I be!
I sail me ship upon the sea!
I stay up late - till half past three!
And that's a peg below me knee!


Tuesday, September 10, 2013

K2: Senses

KINDERGARTEN LESSON PLAN                                                         Week of August 26
Now I See!  The Enormous Mistake  
TEKS:     K19(a)  Students ask questions about topics of class-wide interest  (with adult assistance)
                      K19(b) decide which sources/people can answer questions (with adult assistance)
                      K20(a) gather information from provided sources (with adult assistance)
     K20(b) use pictures in conjunction with writing when documenting research (with adult assistance)

Pacing:  Story Elements                Rhymes                      Predictions         Read Assorted Literature
  Procedures                         Print Awareness            

Intent: Students introduced to story elements through the concept of the 5 senses and make predictions along with the characters in the story.  Students use print awareness skills as we read assorted literature.
CIRCLE:
Welcome Song:                Welcome to the Library (To London Bridge is Falling Down)
Welcome to the library, library, library.
Welcome to the library, please come inside and read. 
We’re glad to have you here today, here today, here today. 
We’re glad to have you here today; today’s a special day.

Finger Play:  This is Big
This is big big big                    Hold arms out to side
This is small small small         Cup hands together
This is short short short          Hold hands with palms facing each other
This is tall tall tall                   Reach one hand above head
This is fast fast fast                 Circle fists quickly
This is slow slow slow             Circle fists slowly
This is yes yes yes                   Nod
This is no no no                       Shake head

Introduction  : Welcome back to the library.  Last week when you visited, we read books, sang songs, and did some coloring.  Today, our story time is called An Enormous Mistake and I have some funny stories and surprises for you.  We’ll start today be reviewing the rules of the library.
Set Expectations:             Social Story We Visit The Library              
                                                (https://drive.google.com/?pli=1#folders/0B3dpaiUKs9aAMHVaT2otdC1Kb1U)
                                                Remind student of library/school behavioral expectations.

                Mystery Box:  What’s inside the mystery box today?  The object inside the box will give us a clue what our story time is going to be about.  (Object is a blindfold .)
            Word of the Week: Mouse / raton
            ASL Sign: http://www.handspeak.com/word/index.php?dict=mor&signID=1444    Sign language is a real language where people use their hands to communicate.  Here is the sign for mouse: take your index finger and make 2 pretend whiskers like a mouse’s whiskers over the right side of your face.  That’s it!  You learned the sign for mouse!
Pre-reading: So today we have a blindfold and a mouse as our clues to the story.  I wonder what our first book
Story/Resource #1:  Seven Blind Mice by Ed Young
Reflection:  Moral of the story-  sometimes you need to talk to other people to really understand what’s going on!  Sometime you need more information that what you alone have.  Solicit responses from students.
Poem:                                   Eletelephony by Laura Richards
Once there was an elephant,
Who tried to use the telephant-
No! No! I mean an elephone
Who tried to use the telephone-
(Dear me! I am not certain quite
That even now I've got it right.)
Howe'er it was, he got his trunk
Entangled in the telephunk;
The more he tried to get it free,
The louder buzzed the telephee-
(I fear I'd better drop the song
Of elephop and telephong!)
Fingerplay : Little Mousie

Here's a little mousie
Peeking through a hole. (Poke index finger of one hand through fist of the other hand.)
Peek to the left. (Wiggle finger to the left.)
Peek to the right. (Wiggle finger to the right.)
Pull your head back in, (Pull finger into fist.)
There's a cat in sight!

A Great Big Elephant
(Tune: Itsy Bitsy Spider)
A great big elephant (Bend over walking and swing arms for the elephants trunk)
Went out one day to play
Down came the rain (Finger flutter, representing rain falling to the ground)
and then he couldn’t stay (Shake head and shrug)
But up came the sun (Arms above head forming a circle for the sun)
And dried up all the rain
And the great big elephant (Bend over walking and swing arms for the elephants trunk)
Went out to play again

Weekly dose of bad jokes…
Q: Why are elephants wrinkled?
A: Have you ever tried to iron one?

Why do elephants paint their toenails red?
A: So they can hide in cherry trees.
Q: Have you ever seen an elephant in a cherry tree?
A: (they will say NO). Works, doesn't it?!

How do you get two elephants in a pickup truck?
A: One in the cab, one in the back.
Q: How do you get two mice in a pickup truck?
A: You can't ... it's full of elephants.


Story/Resource #2 : Enough of elephants and mice!  Let’s get back to talking about our sense of sight.  The mice in our first story had a hard time because they couldn’t see- their others senses played tricks on them: in this book, our eyes play tricks on us. Duck/Rabbit by Amy Krouse Rosenthal.
Animal Statues:  Animal statues is a game where I call out the name of an animal and everyone has move their bodies to look like a statue of that animal.  Remember, animals don’t move!  So once you make a pose, you have to be still and silent like a statue.
·         Elephant * Mouse * Duck * Rabbit

Activity: Use your sense of TOUCH to guess what’s in the bag like the mice did.  Kids CLASSIFY (smooth, rough, soft and hard) and we will make predictions of what the items are inside.  Chart paper with 2 pictures on the top of each page: students use dots to make charts of what they think each item is. 
                (Pumice stone/Matchbox Car)                  (stuffed bunny/beanbag)
(big ball bearing/nubby rubber ball)      (pine cone/bird’s nest)


Resource#3: In the event we have time left, use Tumblebooks to research the sense of sight.

Check out books: students will not check out books this week.

Circle:  review word of week, pet the puppet, mouse closing song
Open, shut them.
Open, shut them.
Raise your hands up high.
Open, shut them.
Open, shut them.
Wave and say goodbye.