SPACES BETWEEN WORDS

c.  Understand that words are separated by spaces in print.

Cut Up Sentences – Write a simple sentence on a sentence strip.  (For example, “We like to read books.”)  Place the sentence in a pocket chart and invite the children to read it with you as you move your finger from left to right under the words.  Say, “I’m going to cut this sentence up,” as you cut between the words.  Place the letters in a paper bag and pretend to shake them up.  Let children come up and select a word and place it in the pocket chart.  Guide them as they unscramble the words and make the sentence.  Call their attention to the capital letter “W.”  There’s always a capital letter at the beginning of a sentence.  Point out the period and remark, “You’ll always find a period or punctuation at the end of a sentence.”

*Let each child complete the sentence “I like _____.”  Have them cut between their words and place them in a bag.  Can they put their own sentence back together?

Happy Birthday – Whenever a child has a birthday, you’ll be able to celebrate and learn at the same time with this idea.  Write each line of “Happy Birthday” on a sentence strip.  Cut between the words.  Arrange each line on a pocket chart.  The birthday child gets to scramble the words and then friends sing along the silly lyrics.  Arrange the words in the correct order and sing again.

Spaceman – Glue the figure of a “spaceman” to a jumbo craft stick.  (I found my little guy at google images.)  Use spaceman to find spaces on classroom print.  Sing the Batman tune as you go, “Da-da-da-da-da-da-da-da Spaceman!”  Encourage children to use spaceman when writing.

LETTERS MAKE WORDS

b.  Recognize that spoken words are represented in written language by specific sequences of letters.

Name Puzzles – Write children’s names on a sentence strip.  Cut between the letters.  Place the puzzle pieces in an envelope.  Write each child’s name and glue their photo to the front of the envelope.  Children can practice putting the puzzles together and reading friends’ names.

*Make name puzzles with Unifx cubes.

BINGO – Turn a favorite song into a learning opportunity with this activity.  Write the letters B-I-N-G-O on paper plates.  Draw the shape of a hand on the back of each plate.  Pass the plates out to five students.  Explain that everybody has a letter, but when you put them together it makes a word.  This word is the name of a dog we like to sing about.  Sing the song by having the children turn over their letter to reveal a hand at the appropriate time to clap.

Mystery Person – This activity is similar to the game of “Hangman.”  The teacher says, “Give me a drum roll…”  (Children pat their hands on their thighs.)  “The mystery person today has 5 letters in her name.”  (Teacher draws 5 blanks on the board.)  The children take turns calling out letters as the teacher writes them on the appropriate line.  If the letter is not in the name, they go in a “bone pile” at the bottom.  

MY SCHOOL "OFFICE"

Making their own “mini-office” will be a great project for your students when school starts. 

Materials:   2 file folders for each child

                  wide packaging tape

                  copy of class word wall, hundreds chart,

                  markers, crayons, old magazines

                          

Directions   Tape two file folders together for each child.  Let them decorate the outside with markers, magazine pictures, trading cards, stickers, etc.  Staple a copy of the word wall, correct letter formation, color words, or other pertinent information to the file folders.  When children write in their journals or do independent work, they can stand up their “offices” on their desks. 

*Use one side of the office for language arts and the other side for math. 

A hundreds chart, days of the week, months, math mat, etc. could be used.

                          

*Use 2 pocket folders to make a mini-office.  Children can insert papers

they are working on in the left and work they have finished on the right.

 

*Adapt these offices to skills you are working on.  For younger children, you can make an alphabet office.  

CONCEPTS ABOUT PRINT

RF.K.1.  Demonstrate understanding of the organization and basic features of print.

a.  Follow words from left to right, top to bottom, and page by page.

Magic Fingers – Have children hold up their pointer and explain that it is their “magic finger” to help them read.  Put a little spritz (magic lotion) on their finger.  Use the finger to touch the front of the book and the back of the book.  Touch the top of the page and the bottom of the page.  Sweep your magic finger under each line from left to right.

When You Read You Start at the Top – Children can sing this song to the tune of “London Bridge” as they practice the movements:

            When you read you start at the top,

            Start at the top,

            Start at the top.

            When you read you start at the top

            And go to the bottom of the page.

            When you read go left to right,

            Left to right,

            Left to right.

            When you read go left to right

            And then go to the next line.

Finger Pointer – Glue a fake fingernail to a craft stick.  What an engaging way for children to track print from top to bottom and left to right!

Yummy Pointers – Give children Bugles to put on their fingers to practice following a line of print.  They can eat them when they are finished.

*Pretzel sticks also make edible pointers.

Envelope Bookmark – Cut a diagonal corner off an envelope.  (One envelope will make 4 of these.)  Let children decorate these with markers.  Practice reading books and putting the bookmark on the upper corner to “save your place.”

Simon Says – Each child will need a book to play this variation of “Simon Says.”

            Simon Says show me the front of the book.

            Simon Says show me the back of your book.

            Simon Says show me the first page in your book.

            Simon Says show me the last page in your book…

Long Story – Stack four or five sheets of paper on top of each other and staple 4 times down the left side as shown.  Cut horizontally across to make 4 “long” books.  Put a green dot on the left side by the staple.  Children can make designs, write letters, write numerals, etc. starting at the green dot and going across the page.

READING WITH PURPOSE

RL.K.10  Actively engage in group reading activities with purpose and understanding.

Morning Message – Write a message to the children about special activities each morning before they arrive at school. 

Hint!  Children will get a kick out of this message if it is written by a class mascot (aka stuffed animal or puppet).

                        Good morning, friends!

                        Today is Tuesday, September 15.

                        It’s going to be a terrific day!

                        We have P.E. with Ms. Coleman

                        and it’s Joshua’s birthday.

                        I’m so glad you’re here.

                                                Love, Ted E. Bear

Mirror Mini Message – Write a short message each day on a classroom mirror with a dry erase marker.  It might be a “teaser” to interest children in a book you are going to read, it might praise a child for a special accomplishment, or it might be a reminder to whisper in the hall. 

Pocket Chart – Use a pocket chart to list songs, nursery rhymes, or cheers children select each day.

Poems and Songs – Write words to poems, songs, and finger plays on posters and follow along as you sing and chant.

Big Books – Rereads of big books will develop children’s confidence and interest in reading.

PowerPoints – If you have an interactive white board you’ll find some great activities at:

                        kellyskindergarten.com

                        smartexchange.com

                        teachhub.com/free-interactive-whiteboard-resources

Voice Box – Make copies of fluency cards (free on drjean.org) and place them in a small box.  Let children choose a card and then reread books or poems using that “voice.”

ADVENTURES OF CHARACTERS

RL.K.9.  With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

Nursery Illustrations – Show children different nursery rhyme books and compare and contrast the illustrations.  How are they alike?  How are they different?

*You can also find lots of different types of illustrations through google images.

E-books vs. Paper Books – Download a book on an electronic reader.  Read the book in the traditional paper version as well as the electronic version.  Invite children to compare and contrast.  Vote on which one they like best.

Folk Tales – Check out several variations of familiar folk tales from the library.  Read two or three versions and then have the children compare how they are alike and how they are different.  Use a Venn diagram to record their comments on the board.

Clifford, Amelia, Nancy, Junie B., Arthur, George….- Choose several adventures of children’s favorite characters.  After reading the books, invite the children to reflect on how they are alike and how they are different.  Graph the books to determine their favorite.

I Know an Old Lady - I know an old lady, too!  She ate a fly, a pie, a bat, some snow, a chick, and many other things that you can compare and contrast.

Scat the Cat – Here’s one of my all time favorite stories.  You can cut cats out of felt and use them on the flannel board or you can make stick puppets to use as you tell the story.  You’ll need a black, blue, red, yellow, and green cat.  Hold up the puppets at the appropriate place in the story.

            Once there was a little black cat.  (Hold up the file folder showing the black cat.)  He was a magic cat because he could change his colors (snap fingers) just like that.  All he had to say was:           

            CHORUS:  I’m Scat the Cat.  I’m sassy and fat.  (Children join in on the chorus.)

                               And I can change my colors (snap) just like that!

            One day Scat decided he was tired of being black.  He wanted to be a new color so he said:  CHORUS.  And he changed blue!  Scat went down to the pond to look at himself in the water.  Unfortunately, he fell in and he couldn’t swim.  Timmy Turtle came along and helped Scat get back on shore. 

Scat decided he didn’t want to be blue any more, so he said:  CHORUS. And he changed red.  He went walking down the street and everybody started laughing at him.  “Whoever heard of a red cat!” they said.

Scat decided he didn’t want to be red any more, so he said:  CHORUS. And he changed yellow.  Scat went walking in the woods and who did he run into but his cousin Leo the lion.  “Grrrrrr!” roared Leo.  “I’m the only cat who can be yellow.”

Scat decided he better not be yellow any more and he quickly said:  CHORUS. Scat wanted to play with his brothers and sisters in the grass.  He tried to play with them, but he was green like the grass and they couldn’t see him. 

Scat decided he didn’t want to be blue, or red, or yellow, or green, so he said:  CHORUS.   Scat knew that being himself was the best thing to be.  And do you know what?  Being yourself is the best thing you can be, too.  Because there’s nobody else exactly like you.  And I like you just the way you are! 

*Use this story to discuss Scat’s adventures and the sequence of events.  This story also provides a perfect time to identify rhyming words.  Write all the words that rhyme (Scat, cat, fat, that) on the board.  How are the words alike?  How are they different?

YOGI AND BOO BOO

Yeehaw!  I’m on my way to Yellowstone today with my family for a good old fashion family vacation.  We love to be outside, so National Parks are one of our favorite destinations.  Sleeping in a cabin, riding horses, eating hiker’s stew, and having to wear a sweater sounds heavenly!

 I’ve set up my blog so you’ll still get some new ideas every day while I’m busy looking for Yogi and Boo Boo.  Here’s a song I can’t get out of my head!

Yogi Bear

(Tune:  “Camptown Racers”)

I have a friend that you all know

Yogi, Yogi.          (On “Yogi” hold arms out like a tummy.)

I have a friend that you all know

Yogi, Yogi Bear.  (On “Bear” make circles with thumbs and index fingers

                         and put them on your head.)        

Yogi, Yogi, Bear.

Yogi, Yogi, Bear.

I have a friend that you all know

Yogi, Yogi Bear.

Yogi has a little friend

Boo Boo, Boo Boo…  (On “Boo Boo” put hand down low as if patting

                             his head.)

Yogi has a Ranger Friend,

Joe, Joe…                  (Pretend to salute on “Ranger.”)

Yogi has a girlfriend, 

Cindy, Cindy…         (Fluff hair on “Cindy.”)

They all live in Jellystone,

Jelly, Jelly…                  (Wiggle all over on “Jelly.”)

Check out the National Park Service on-line Junior Ranger program.  You’ll find games and even a friend of Flat Stanley’s called Flat Ranger!

http://www.nps.gov/webrangers/

And, get this!  There’s also a resource site for teachers with activities that link to Common Core State Standards!  You can take an efield trip to the parks and get tons of ideas for social studies, writing, science, etc.

http://www.webrangers.us/teachers.cfm