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Intent
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Kindergarten studies the season of winter
with this investigative lesson featuring science, research fundamentals, and
books.
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Introduction
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Bring students to carpet, get them settled.
Welcome Song (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.
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Finger play: NOW
WINTER BEGINS
Into their hives the busy bees
crawl.
(Flap fingers for wings)
Into the ant hills, go ants one and all. (Wiggle fingers running up hill) Caterpillars too, have hidden their heads, (Spin around ) Safely spun in their snug little beds. (Rest head on hands)
The squirrels have all climbed to their holes in the trees.
(Climbing motion)
The bird nests are empty, no birds can we see. (Flap wings again) The leaves have all blown away on the wind (Flap around like falling leaves) Announcing to all – Now winter begins! (Hold hands like megaphone
Fires are built in the hearths of
homes.
(Rub hands together )
Hats are knitted and coats are sewn. (Pretend to knit or sew) Harsh winds blow all through the night. (Blow) Lights all flicker, what a sight! (Hold up arm and wave hand)
Everyone waits for the first sight of
snow, (Cup
eyes, like looking out window)
Then down it comes, soft and slow. (Fall gently, twirling to the ground) The world is quiet, the world is white, (Cup ear) Winter is here, a beautiful sight! (Fall back and pretend to make snow angles on floor) |
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Library Expectations- “4 finger rules” of the library: (source
M. Lynn)
quiet
(finger to mouth)
watch
teachers (fingers to eyes)
listen
to stories and directions (cup ears)
and always
walk (walking fingers.)
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Mystery Bag: What’s inside the mystery box today? The object inside the bag
will give us a clue what our story time is going to be about. (Mittens, a scarf or a hat would be
appropriate.)
We
are passing the mystery bag around today.
What does this object feel like?
What words can we use to describe it? (lightweight, soft, mushy.) What is it?
What do we use it for? What
time of the year do we need this?
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Word of the Week: say it, syllabicate
it TEACHER draws it in the air, invites students to “air write” with
her.
English: winter
Spanish: invierno (in-vee-AIR-no)
ASL sign: Sign
language is a real language where people use their hands to communicate. The sign for winter is also the sign for
cold. Hold your hands in fists by your
shoulders and act like you are pulling a coat over your shoulders twice. This is the sign! I bet it means you want to stay warm.
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Introductory
Activity
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Have a bowl of hot and a bowl of cold water
at the ready, along with a couple old towels or rags. Have the students take turns dipping their
fingers into the bowls. We compare
cold by its opposite, heat.
A
discussion of cold can include beginning research habits. Have students brainstorm, and you write
down, things that are the hottest and coldest. (If you’ve done this multiple years, you
can also get some pictures laminated and ready to post instead of
writing. Hot items have included the
Sun, pizza, hot drinks, a stove or oven, a fire, a blanket. Cold items include the inside of a freezer,
snow, air conditioner, popsicles or ice cream. Students can help with the pictoral
research in this way.)
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Resource
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When Winter Comes by Nancy Van Laan. Atheneum, 2000.
a. Pre-Reading: The title makes a good
beginning question. What does happen
when winter comes? How do we know
winter is coming?
b.
During Reading: Have students predict the answer (on each
following page) to each question the author posits.
c.
Reflection: What did you learn
about how animals and plants spend winter?
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Action
Rhyme
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How we move in winter. How would you look if you were…
Outside in the freezing
cold.
Soaking in a hot
bathtub.
Woutdoors in the winter
without mittens.
Warming your hands by
the fireplace.
Drinking ice water.
Drinking hot cocoa.
Rubbing your face with
snow!
Rubbing your face with a
warm washcloth.
Making angels in the snow.
Snuggling in a nice,
warm bed.
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Resource
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Before
Reading: Have
students picture in their mind things they like and don’t like about
winter. See if the poet mentions these
things.
While
reading: Make
connection between Florian’s paintings and words. Listen for rhyme. Have students softly tap rhythm as you
read.
After
Reading: Did the poet mention something you like and
dislike, too?
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Resource
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JOKES:
Knock
Knock. What does a snowman eat for
breakfast?
Who’s
There? Snowflakes!
Snow.
Snow
Who? How does a snowman
get to school?
Snowbody! Icicle!
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Resource
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Winter Days in the Big Woods, Winter on the Farm or Sugar Snow, all part of the My
First Little House Books, adapted from Laura Ingalls Wilder’s Little
House series. Harper-Collins,
1993, 1995, 1997.
Any
of these books would make a great counterpoint to the animal/plant winter
book presented earlier. Talk about
life a long time ago in America and how we enjoy ourselves and stay warm now
versus long ago, similarities and differences.
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Check
Out
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Today we continue to check out, using shelf markers, in the
kindergarten section.
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Wrap-up
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Review: word of week and intent.
Goodbye Song:
Open, shut them.
Open, shut them.
Raise your hands up high.
Open, shut them.
Open, shut them.
Wave and say goodbye.
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This
Week’s TEKS: 1 (A) words represented by
print
1 (C) 1:1
correspondence word/print
1 (F)
Conventions of Print
1 (G) Parts
of A Book
2 (B)
Identify Syllables in spoken words
3 (A)
Identify common sounds letters represent
4 (A)
Identify what happens next based on cover, illustration
4 (B) Ask
& respond to questions about text
5 (c)
sort pictures into conceptual categories by attribute
6 (A)
Identify elements of a story: setting character, key events
6 (C)
Recognize sensory details
7 Poetry has regular beat, similar word
sounds (rhyme, alliteration)
8 (a) retell
a main event from a story told aloud
8
(B) describe characters in a story and reasons for their actions
10 (D) use
titles/illustrations to make predictions about text
10 (B)
retell important facts in an expository text
18
(A) use phonological knowledge to match
sounds to letters
19
(A) ask questions of class-wide interest (with adult assistance)
20
(A) gather evidence from provided text sources (with adult assistance)
21 (A)
listen attentively by facing speakers and asking questions
21 (B)
Follow oral directions that involve a short, related sequence of events
RC(fig 19)
(D) make inferences based on cover,
title, illustrations and plot
RC(fig 19)
(A) discuss purpose for reading & listening to various texts
RC(fig
19) (A) discuss purpose for reading or listening to various texts
RC(fig 19)
(B) ask and respond to questions about
texts
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