Alexandra painted and learned how to make a Dinosaur T-Rex mask. She checked on her corn and bean seeds and was surprised to see how much they have grown since yesterday,
Alexandra completed her calendar talk and calendar writing activities, changed the calendar from June to July, read her sight words, finished her phonics activities, put together her daily sentence puzzle and sentence scrambles, and read her emergent readers.
Math fluency using Number lines, and place value activities to promote flexibility and strategic thinking; spatial and early geometric reasoning skills; math vocabulary
Lesson Outline
Alexandra worked on an activity teaching her to fill in the missing numbers on a number line which helps her to provide mental strategies for addition and subtraction; research has shown that number lines are important because they facilitate and promote good mental number sense and arithmetic strategies. Alexandra continues to be given activities aimed at promoting her understanding that two-digit numbers are made up of tens and ones through challenges that involve grouping objects into tens and ones which helps make abstract concepts tangible. and help her visualize and comprehend the value of each digit in a number. We also worked on number chart puzzles and domino addition tracks, as well as a place value chart using straw manipulatives. We ended our session building 2-D shapes with a toothpick and play-dough clay activity. We just began working on an activity chart on which Alexandra will build triangles, squares, rectangles, pentagons, hexagons, heptagons, octagons, trapezoids, and a parallelogram. While doing so, we will also be building Alexandra's understanding of 2 and 3 shapes and her math vocabulary of shapes and (e.g. angle, parallel - using a ladder to help her concretize and visualize its meaning). This is a fun hands-on activity designed to help promote Alexandra's spatial reasoning skills and pattern recognition while simultaneously strengthening her fine motor and bi-manual coordination skills.
Introduction to the of days of the week and questions words and expressions , Review last week's vocabulary
Lesson Outline
Lesson
Instructions to herself and others
good morning, good afternoon and good night Introductions to new vocabulary Hoy es manana es Ayer fue Que hiciste el fin de semana?
Puedo ir al bano ?
Me ayudas ?
repite por favor
no me gusta, si me gusta
me gustaria
quiero
Dame por favor
Practice in book
Read book
Calendar Talk Calendar Writing Phonics Sight Words Phonics Game Emergent Readers
Lesson Outline
Alexandra completed her calendar talk and calendar writing activity, finished her phonics activities, read her sight words, and played her phonics game. She read from her emergent readers.
Alexandra checked on her corn and bean seeds and noted that they now have roots and sprouts. She practiced a solar system song, and learned about the 8 planets that orbit the sun. She completed several activities pertaining to the sun.
Today’s Themes: Letters and Coconut Trees and Counting and Turtles.
It was a super day of learning for Alexandra!
Lesson Outline
We read the book Chicka Chicka Boom Boom once and then we sang along with its song accompaniment Chicka Chicka Boom Boom twice. Alexandra did a fun craft activity that involved coloring parts of the coconut tree and assembling them on construction paper. Alexandra chose her own colors instead of the pre-planned tan, brown, and green. I had to help Alexandra with the cutting of the paper. She glued the pieces of the coconut tree together. Inspired by the story, she wrote her name going up the coconut tree. She printed each letter of her name in an empty box and glued the letters going up the coconut tree. Then she filled out a card with her name and the number of letters in her name. She chose Lexi for this part. To give Alexandra more practice with her fine motor skills, I had her paint a template of a coconut tree with empty dots. Using three different paint colors of her choice: yellow, brown, and green and Q-Tips as her brushes, Alexandra was to paint each empty dot using a Q-Tip with the coordinating color on the coconut tree. She said she could not paint with the Q-Tip, so we tried the dot markers instead.
Book Reference:
Martin, Jr. B & Archambault, J. (1989). Chicka chicka boom boom. Little Simon.
Music:
Chicka Chicka Boom Boom Song.
Then we read the book Turtle Splash: Countdown at the Pond. This book gave her good practice with her numbers 1–10 and subtraction. I gave Alexandra one coconut shell half that she painted light green and then added dark green felt shapes to look like a turtle shell. Using felt and googly eyes, she made a head for the turtle. Then we made a pond for the turtle inspired by the book. We used construction paper and ripped the paper to make green plant stalks and light blue water ripples. Alexandra glued them down on blue construction paper. Alexandra liked making bubbles with the hole puncher. I had to help her use it to punch through the white paper. Alexandra glued the bubbles on the paper. It was a good use of her fine motor skills. Then trying the Q-Tip painting method again, she painted plants in the water for the turtle. Lastly, using Crayola air-dry non-toxic clay, she made a sea turtle using a sea turtle cookie cutter. We are letting it dry overnight and will paint it tomorrow as we continue on to our dinosaur theme.
Book Reference:
Falwell, C. (2001). Turtle splash: Countdown at the pond. Greenwillow Books.
VA:Cr1.2.PKa
Engage in self-directed, creative making.
VA:Cr2.1.PKa
Use a variety of artmaking tools
VA:Cr2.3.PKa
Create and tell about art that communicates a story about a familiar place or object.
VA:Cr3.1.PKa
Share and talk about personal artwork.
Florida’s B.E.S.T. Standard: English Language Arts
ELA.K. R.1.4
Identify rhyme in a poem.
ELA.K. R.3.2
Retell a text orally to enhance comprehension.
ELA.K.F.1.1: Demonstrate knowledge of the basic concepts of print.
a. Locate a printed word on a page.
b. Distinguish letters from words within sentences.
c. Match print to speech to demonstrate that language is represented by print.
d. Identify parts of a book (front cover, back cover, title page).
e. Move top to bottom and left to right on the printed page; returning to the beginning of the next line.
f. Identify all upper- and lowercase letters of the alphabet.
g. Recognize that print conveys specific meaning and pictures may support meaning.
MU:Cr2.1.PK
With substantial guidance, explore favorite musical ideas (such as movements, vocalizations, or instrumental accompaniments).
MU:Pr4.3.PK
With substantial guidance, explore music’s expressive qualities (such as voice quality, dynamics, and tempo).
Assignment
N/A
Session Minutes
120
Minutes Student Attended
120
Lesson Comments
It was a fun day of exploring letters and turtles! Alexandra knows her letters and writes her name beautifully! Alexandra was able to count the turtles and knew what number was left when one turtle jumped into the water.
We refreshed our strategies about place values and I encouraged Alexandra to group numbers using a ten frame to make numbers. We started by using base-10 block manipulatives to demonstrate how numbers can be grouped into tens and ones. I reminded Alexandra that the position of a digit in a number determines its value (e.g., in the number 12, the '1' is in the tens place and represents ten, while the '2' is in the ones place and represents two). Next, I encouraged Alexandra to make a number, using a "Fill the Grid chart" on the white board, starting with a 2-box grid and using 2 different color markers. This exercise promotes flexibility of number sense by affording a visual to create the number. Using the visual, addition, subtraction, and a ten block, is a great way to get Alexandra thinking flexibly about numbers and brainstorming how many different ways she can make numbers. I modeled the first example and then afforded Alexandra prompts to come up with and compare and contrast the different ways to create the target number. This additionally afforded me a way to assess Alexandra's current level of understanding and what ways are more obvious in her mind for creating the equations and help determine her readiness to introduce a new skill in order of progression (e.g., beginning with visual representations -> moving onto addition equations -> next, introduce a subtraction equation to make that number -> then introduce a place value way to make that number). I asked "can we make this number using a subtraction equation? - posing it as a question or think-aloud. I stated: "I noticed there were many visual ways to make this number and many addition ways, is there another way we can make this number that doesn't have to do with drawing images or using addition?" This kind of open-ended question encourages Alexandra to think outside the box and gently pushes her to the next level of of mathematical thinking. As always, I continue to incorporate and introduce mathematical terms as we work - today, the term 'addend' entered in our discussion. We ended our session using coin values to make numbers. Alexandra knows the values of pennies, nickels, dimes, and quarters, and this exercise encouraged her to begin to apply and transfer this knowledge and further broaden her number sense skill sets and flexibility of thought.
