Staying in Denton and looking for something to do next week when the kids are out of school?
Here are some ideas for cheap-to-free activities that will keep your kiddos in a learning mindset while they are enjoying their vacation.
1. Denton Public Library: 3 branches, each open the first part of the week and the weekend following Thanksgiving. If you're not a library regular, you'll be pleasantly surprised by the games, puzzles, educational displays and computer games (Wii!) available. http://www.cityofdenton.com/departments-services/departments-g-p/library/about-dpl/contact-us
2. Denton County Museums: Historical Park and the County Courthouse Museums are free and have rotating exhibits. They're walking distance from each other, too. http://dentoncounty.com/dept/main.asp?Dept=72&Link=1316
3. Clear Creek Nature Center: On the outskirts of Denton, the Clear Creek Nature Center has several easy trails navigable by tricycle or stroller. The trails range from a quarter-mile to three miles. http://www.cityofdenton.com/departments-services/sustainable-denton/clear-creek-natural-heritage-center
4. UNT Environmental Science Building (Elm Fork Education Center and UNT Astronomy) Movies in the Sky Theater and hands-on exhibits in the 1st floor museum will keep little minds engaged while the University is open the first part of the week: http://www.skytheater.unt.edu/nowshowing.htm , http://efec.unt.edu/
5. Ray Roberts State Parks: (Isle du Bois, Johnson Branch, and 380 Greenbelt) The Texas ParksPass is the greatest secret in the state. Short car trips will get you to all three of these parks, where free fishing, a new, free Junior Rangers program for ages 7-12, beaches and trails await. http://www.tpwd.state.tx.us/state-parks/ray-roberts-lake
6. Ride the DCTA: It takes more planning than you might expect due to a schedule aimed more for commuters than tourists, but the DCTA A Train is a guaranteed hit for kids who love to go-go-go. Successful trips have originated in Downtown Denton and gone to Lewisville Lake (a half-mile's walk gets you to lunch at Sneaky Pete's) or downtown Lewisville for a little shopping. Ride the train to downtown Denton, if you aren't a townie, and spend an afternoon on the square. http://www.dcta.net/routes-schedules/a-train-routes-a-schedules/menu-id-134.html
7. Fancy Food Stores: Get in the car and drive to the nearest Central Market (Southlake) or Whole Foods (Plano/ North Dallas) and kill two birds with one stone. You can get all those hard-to-find-in-Denton food items that you need for your Thursday feast and your kid can see, smell, and taste new things. Extra Credit for parents who make it to an Indian, Halal, or one of the many other Asian grocers in D/FW. They can become lessons in history and culture, too!
Wednesday, November 20, 2013
Friday, November 15, 2013
K13: Stretch
KINDERGARTEN LESSON PLAN Week
of November 18
STRETCH!
THIS WEEK’S TEKS:
1 a, b, f, g Print
Awareness
2
b, c, e, i Rhymes &
Phonological Awareness
3
a Phonics
4
a, b Prediction &
Reading Strategies
6 a, c Story Elements & Theme
& Genre
7 Poetry
8
a, b Retell Stories,
Story Elements
9 Author’s Purpose
10
b, c, d Predict, Evaluate
& Retell Stories
18
a Oral &
Written Conventions
19
a Generate
Questions
20
a Whole Group
Research
21
a, b Library Procedures
RC(fig19)
a,b,d,f,e Read Assorted
Literature, Generate Questions,
Whole
Group Research, Predictions/Inference,
Pair
Fiction & Non-Fiction, Retell/Summarize Stories, Reading
Comprehension
n/a Book Selection
Intent: Make connection between mind & body by moving our bodies to
express concrete & abstract concepts.
Find things in the world we are grateful for and show gratitude in a
variety of ways.
1. INTRODUCTION
a.
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.
b.
Finger
Play: Five Little Peas
5 little peas in a pea-pod pressed (fist)
One grew, two grew, and so did the rest (raise fingers individually)
They grew and grew and did not stop (cup hands, start expanding)
Until one day, they all went POP! (expanding… on POP, clap hands, throw
out arms)
c. Set Library Behavioral
Expectations: (reinforce / commend
examples )
ii. Graphic CHAMPS reminder https://drive.google.com/#folders/0B3dpaiUKs9aAMHVaT2otdC1Kb1U
d.
Mystery Bag: elastics (yardage used in sewing.) Once kids have felt the elastics through the
bag, pour elastics out onto carpet and let them experience the stretchy-ness of
the objects. Talk about how hair
elastics, rubber bands, and other things stretch and how our muscles stretch,
too.
e.
Word of the Week: (Forms a cornerstone of the
lesson, aids in understanding and connecting text themes)
i.
English: stretch . Say it, syllabicate it, spell it in the
air. Rhymes with…
ii.
Spanish: estirar. (ES-teer-arh)
iii.
ASL
(American Sign Language.) Sign language is a real language where people
use their hands to communicate. Here is the sign for stretch. Pretend you’re holding one of these elastics
and pull. That’s it! http://www.handspeak.com/word/index.php?dict=li&signID=2974 http://www.aslpro.com/cgi-bin/aslpro/aslpro.cgi
f.
Intent
& Agenda: This week
we are going to be doing some stretching ourselves, both in our bodies and our
minds. First, we will read a book and
then we will stretch to a book! We’ll get to read about a dog who stretches
on Tumblebooks, and we’ll do some coloring of mandalas, which are symbols of
gratefulness and peace.
2. STORY/RESOURCE #1: (You
Are A Lion by Taeeun Yoo. Penguin, 2012.)
a.
Pre-reading: Look at cover & predict what story is about.
b. READ: involve students with each page, allow them to stretch and
experience
each page vocally when demanded, or
just physically.
c. Reflection: Why did author write this book
(to show you stretches!) Did you enjoy
the book?
d.
Extension Activity:
This is the Way (trad. From: Here We Go ‘Round the Mulberry Bush)
This is the way we reach up high, (x3.) This is
the way we reach up high, so early in the morning.
Touch
our toes, curl in a ball, lay on the floor…
3. POEM: Little Wind by Kate Greenaway
Little
wind, blow on the hill-top.
Little
wind, blow down the plane.
Little
wind, blow up the sunshine.
Little
wind, blow off the rain.
Have children make deep breaths
directed towards the “things” (or directions) in the poem.
4a. STORY/RESOURCE #2:
(Stretch by Doreen Cronin, Simon & Schuster 2009. Available electronically on Tumblebooks,
running time 2:30)
a.
Pre-reading Let’s extend our stretching theme (J) and listen to a funny story about a dog who loves
to stretch.
- READ
c. Reflection : what was
your favorite animal in the story? How
does that animal look when he stretches?
4b. STORY/RESOURCE #3:
(Thank You World, Alice B. McGinty, Dial Books, 2007)
d.
Pre-reading: Our last story today is going to take
stretching to a new level. We know that
Thanksgiving is coming next week, the time of the year where we’re showing
we’re thankful. This book shows some
things everyone in the world is thankful for.
- READ or INVESTIGATE Resource
This is another book with actions.
Find suggested stretches/poses at http://www.kidsyogastories.com/thanksgiving-yoga/. Lamb Puppet is going to help us stretch today!!!
f.
Reflection Which part of the book is your favorite? What are you thankful for?
5. ACTIVITY (Mandalas)
b.
Students are offered a choice of mandala
coloring pages found at: http://www.childrensyogacenter.com/yoga_printables.htm
6. Check out books
7. Conclusion
a. Circle:
i. review intent
ii. word of week in English,
Spanish, and ASL.
iii.
closing song (Open,
shut them. Open, shut them. Raise you hands up high.
Open, shut them. Open, shut them. Wave and say goodbye. )
b.
Pet the Puppet. Lamb comes out again…
c.
Line Up By… Who can stretch the highest?
Additional Resources:
Sleepy Little Yoga by Rebecca Whitford
Hop, Hop Jump by Lauren Thompson
Little Yoga by Rebecca Whitford
Head, Shoulders, Knees and Toes (song)
Thanks to Dana Tucker at Denton, Texas North Branch Library and
Lisa Furrh from Mommy and Me Yoga for book and activity ideas.
Wednesday, November 13, 2013
5 Active Story Time Ideas
Whether you're planning a library story time for 50 or just looking for a fun, active way to enjoy books with your youngster, these ideas will get your mind and your body moving!
YOGA: (or if you prefer... STRETCHES!) Namaste Kids is one of many good sites. Pick a few stretches that relate to your story, or come up with a routine to include at the end of story time to refresh and calm the little one down. We love doing the Lion pose after reading Library Lion.
Keep reading and keep active!
AUTHOR WEBSITES: Our #1 favorite author these days is Mo Willems, with little wonder why. Elephant and Piggy's Dance Party has to be the best literary-themed jump-up-and-down activity ever. I let the kids choose dances and have them divide up- half do Piggy's part, half do Elephant's at http://www.pigeonpresents.com/ Explore your favorite author's websites for other crafts and games.
MOVEMENT GAMES: Animal Statues: use your body like the animal character in the book... now freeze! You can also have kids use their body to show an emotion a character was feeling. I've used trees growing, storms, and seasons as topics to get kids thinking about how to express ideas with their bodies, a kind of modern dance. You can also have kids move like the characters do (think Tortoise and the Hare) to get them involved during or after a story.
BOOKS THAT BEG FOR ACTION: Lots of books involve kids with more than just text. Search for "tactile books" that might have raised ink: The Black Book of Color by Menena Cottin and The Very Busy Spider by Eric Carle. Herve Tullet's Press Here has you manipulate the book to get to the end of the story; lift-the-flap books, and classics like Pat The Bunny involve hands as well as minds, too. The books below involve lots of whole-body movement.
- The Little Old Lady Who Was Not Afraid of Anything by Linda Williams. Shake like a scarecrow with a slightly spooky fall/Halloween theme.
- Doreen Cronin's Bounce, Stretch, and Wiggle books do just that.
- Blow A Kiss by Lorinda Bryan Cauley.
Keep reading and keep active!
Tuesday, November 12, 2013
K12: Airplanes
KINDERGARTEN LESSON PLAN Week of November 11
AIRPLANES
(This is new! All the TEKS I cover on lessons are now searchable/verifiable. I'll start including the exact ones every week again next week, but frankly I've spent so much time examining and cross-referencing TEKS that my eyes are spinning!)
Intent: Reinforce K TEKS and introduce
students to airplanes and reasons for flight. This goes along with an upcoming field trip to the airport for my K students.
1
INTRODUCTION
i.
Welcome
Song: (Sung 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.
ii. Finger Play: 5 Little Peas
5 little peas in a pea-pod pressed
(fist)
One grew, two grew, and so did the
rest (raise fingers)
They grew and grew and did not
stop (cup hands, start expanding)
Until one day, they all went POP!
(clap hands, throw out arms)
iii. Set Library Behavioral Expectations: (reinforce
/ commend examples )
iv. Mystery Bag : Flying by Donald Crews (story, not an
object)
v.
Word of
the Week:
i.
English: AIRPLANE Say it, syllabicate it, spell
it in the air.
ii.
Spanish: AVIÓN (av-YON)
iii.
ASL
(American Sign Language.) Sign language
is a real language where people use their hands to communicate. Here is the sign for airplane. Take your right hand and make the letter Y (3
and 4 finger down, other 3 up.) Now
pretend your hand is an airplane and poke the sky twice, once for each
syllable. http://www.aslpro.com/cgi-bin/aslpro/aslpro.cgi
vi.
Pre-Reading What flies in the sky? (Birds, airplanes, hot air balloons,
helicopters…) Have you ever been on an
airplane? Where did you go? Who drives an airplane? (Pilot) Where did you go to get on the airplane? (Airport)
Have pictures ready. Today we are
going to read and learn about airplanes and flying. First, we’ll watch a video about what it’s
like to fly. Then, we’ll read a book about
airplanes and do some rhymes. Finally, we’ll do a little coloring and check out
books before you go back to class.
2. Story/Resource
#1: (Reading Rainbow video: Pioneers in Flight and Visit the Airport
segments, approx. running time 6 minutes, from Discovery Streaming.)
c.
Reflection: What did you learn about airplanes?
d.
Action
Rhyme: The Airplane
The airplane has great big wings (arms outstretched)
Its propeller spins around and sings (zzzzzz, spin one arm)
The airplane goes up (lift arms)
The airplane goes down (lower arms)
The airplane flies high (turn body around)
All over the town! (spin, fly, land.)
e. Jokes:
What did the ocean say to the airplane?
Nothing, it just waved.
I'm a
jet plane, up so high,
See me
take off, wave goodbye;
Jetting
to some far-off site,
Fly by
day and fly by night.
See the
Captain, there's the crew,
Making
sure it's safe for you;
Buckle
up, no smoking, please...
Fly you
home or overseas.
Taxi
down the airport road,
Calculate
the fuel and load;
Slow
right down and join the queue,
Other
planes are flying, too.
Finally,
our turn has come,
Hear my
big jet engines hum;
Runway
racing, speeding past,
Lift so
smoothly, off at last.
Thank
me when our flight's at end,
Once
again I've been a friend;
Jet
plane up above so high,
Spread
my wings and watch me fly.
4.
Story/Resource #2: (Going on an Airplane, Melinda Radabaugh, Heinemann, 2004)
a. Pre-reading
(Now that we’ve seen some videos about flying, let’s think about doing it
ourselves. KWL.)
b. READ
c. Reflection: The quiz on pg. 24 is a good reflection.
5.
Extension Activity Color the jet liners @
(http://www.craigsync.net/703/airplane-coloring-pages.html/airplane-coloring-pages-for-boys)
6. Check out books
7. Conclusion
a. Circle:
review intent of lesson and word of week in English, Spanish, and ASL.
i.
Review what we learned
ii.
Word of the week
iii.
Closing song (Open, shut them. Open, shut them. Raise your hands up high. Open, shut them. Open, shut them. Wave and say goodbye.)
c. Line
Up By… Every week, we line up according to different criteria, makes kids
pay attention, work on grouping, differentiating among options. Today it’s by
who’s been on an airplane/ how many times.
Additional
Resources:
Books: First
Flight by David McPhail
Flying Donald Crews
Going on an Airplane
The Little Airplane by Lois Lenski
Mighty Machines: Airplanes
Plane Ride by Pamela Walker
Internet: http://kingpoetry.com/jetplane.htm
airplane poem, doesn’t stink.
Fingerplay: This is the Tower: This
is the Tower, This is the Plane, This is the Pilot, This is the Rain. Pilot to tower, Tower to Plane, Come in for a
Landing, but Look Out for the Rain.
Monday, November 11, 2013
Kindergarten Texas TEKS in the Library
It took a while, but here it is: a comprehensive list of every ELAR TEKS for Kindergarten that I teach in the library. (Translation for people who aren't Texas teachers: this is what curriculum I teach in the library.) This was a huge task and I'm glad I did it -- now I see how relevant school librarians are!
https://drive.google.com/file/d/0B3dpaiUKs9aARnRLaHJabzNDeHM/edit?usp=sharing
https://drive.google.com/file/d/0B3dpaiUKs9aARnRLaHJabzNDeHM/edit?usp=sharing
| K TEKS IDENTIFIED | Topic | Frequency | Library Scope & Sequence |
| 1 (A) words represented by print | Print Awareness | Weekly (1e, 2b, 3 & 4b) | Year-round |
| 1 (C) 1:1 correspondence of word and print | Print Awareness | Weekly (1e, 2b, 3 & 4b) | Year-round |
| 1 (F) conventions of print: right side up, turn pages, read top-to-bottom & left-to-right | Print Awareness | Weekly (2b & 4b) | Year-round |
| 1 (G) parts of a book | Print Awareness | Weekly (2a & 4a) | Year-round |
| 2 (C) generate rhymes in response to spoken words | Rhymes | Weekly (1e & 3) | Year-round |
| 2 (E) recognize alliteration | Rhymes | Weekly (3) | Year-round |
| 2 (B) identify syllables in spoken words | Phonological Awareness | Weekly (1e) | N/A |
| 2 (I) isolate segments of words into phonemes | Phonological Awareness | Weekly (1e) | N/A |
| 3 (A) identify common sounds that letter represent | Phonics | Weekly (1e) | N/A |
| 4 (A) what might happen next based on cover, illustrations | Predictions | Weekly (2 a,b & 4 a,b) | Year-round |
| 4 (B) ask and respond to questions about texts | Reading Strategies | Weekly (2a,c & 4 a,c) | N/A |
| 5 (C) sort pictures into conceptual categories by attribute | Graphic Organizers | Regularly (5b) | Year-round |
| 5 (D) use a picture dictionary to find words | Picture Dictionary Skills | Regularly | 5th 6-weeks on |
| 6 (A) identify elements of a story: setting, character, key events | Story Elements | Weekly (2c & 4 c) | Year-round |
| 6 (D) recognize recurring phrases & characters in traditional tales from various cultures | Compare/Contrast Familiar Stories | Regularly (2b,c) | 2nd 6-weeks on |
| 6 (B) themes of well-known folktales & fables | Theme & Genre | Periodically (2b,c) | N/A |
| 6 (C) Recognize sensory details | Theme & Genre | Regularly (1d, 2c, 3 & 4c) | N/A |
| 7 poetry can have regular beat and similar word sounds (rhyme, alliteratons) | Poetry | Weekly (3) | N/A |
| 8 (B) describe characters in a story and reasons for their actions | Story Elements | Weekly (2c & 4c) | Year-round |
| 8 (A) retell a main event from a story read aloud | Retell Stories | Weekly (2c) | Year-round |
| 9 author's purpose | Evaluate Stories | Weekly (2c & 4c) | 6th 6-weeks on |
| 10 (D) use titles and illustrations to make predictions about text | Predictions | Weekly (2 a,b & 4 a,b) | Year-round |
| 10 (B) retell important facts in an expository text | Retell Stories | Weekly (4c) | Year-round |
| 10 (B,C & D) analyze & draw conclusions in expository texts | Evaluate Stories | Weekly (4c) | 6th 6-weeks on |
| 12 (A) analyze graphics | Graphic Organizers | Regularly (4b) | 3rd 6-weeks on |
| 12 (A) identify various forms of media (ads, newspaper, radio) | Various Media Forms | Periodically | 5th 6-weeks on |
| 12 (B) identify techniques of media (sound, movement) | Techniques of Media | Periodically | 5th 6-weeks on |
| 13 (A) plan a first draft by generating ideas through class discussion | Generate Questions | Periodically | 3rd 6-weeks on |
| 14 (A) dictate or write sentences to tell a story & put sentences in sequential order | Writing Literary Texts | Periodically | N/A |
| 15 (A) dictate or write information for lists, captions | Document Research | Regularly | Year-round |
| 18 (A) use phonological knoweldge to match sounds to letters | Oral & Written Conventions | Weekly (1e, 2b, 4b) | N/A |
| 19 (A) ask questions about topics of classwide interest (with adult assistance) | Generate Questions | Weekly (1f) | Year-round |
| 19 (B) decide which sources/people can answer questions (with adult assistance) | Whole Group Research | Regularly | 4th 6-weeks on |
| 20 (B) use pictures & writing when creating graphics | Graphic Organizers | Regularly | 3rd 6-weeks on |
| 20 (A) gather evidence from provided text sources (with adult assistance) | Whole Group Research | Weekly (4b) | 4th 6-weeks on |
| 20 (B) use pictures in conjunction with writing when documenting research (w/ adult assistance) | Whole Group Research | Regularly | 4th 6-weeks on |
| 21 (A) listen attentively by facing speakers and asking questions to clarify information | Library Procedures | Weekly (1, 2, 3, 4 & 6) | Year-round |
| 21 (B) follow oral directions that involve a short, related sequence of events | Library Procedures | Weekly (1, 5, 6 & 7c) | Year-round |
| RC(fig19) (D) make inferences based on cover, title, illustrations and plot | Predictions/ Inference | Weekly (2 a,b,c & 4 a,b,c) | Year-round |
| RC(fig19) (A) discuss purpose for reading & listening to various texts | Read Assorted Literature | Weekly (2, 3, 4 & 6) | Year-round |
| RC(Fig19) (F) make connections to ideas in other texts | Pair Fiction & Non-Fiction | Weekly (2 & 4) | Year-round |
| RC(fig19) (B) ask and respond to questions about texts | Generate Questions | Weekly (2 a,c & 4 a,c) | Year-round |
| RC(fig19) (E) retell or act out important events in stories | Retell Stories | Weekly (2c) | Year-round |
| RC(fig19) (B) ask and respond to questions about texts | Whole Group Research | Weekly (2 a,c & 4 a,c | Year-round |
| RC(Fig19) (E) retell or act out important events in stories | Summarize Stories | Weekly (2c, d) | 6th 6-weeks on |
| RC(fig19) (A) discuss purpose for reading & listening to various texts | Reading Comprehension | Weekly (1f, 2a, 4a) | Year-round |
| N/A (related to 1 (F)) | Book Care | Year-round | |
| N/A | Cyber Safety | Regularly (4, 5b) | 2nd 6 weeks on |
| N/A | Book Selection | Weekly (6) | 2nd 6-weeks on |
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