Lesson Plans and Activities Preschool Preschool Learning Foundations ...

Lesson Plans and Activities

Preschool

? Do a Story-Play ? Children routinely dictate a "Story-Play" to the teacher. The Author is invited to the "stage" (a taped rectangle on the rug) during circle time. He or the teacher reads or tells his story (I have a lot of friends.). The teacher asks for a show of hands for who wants to be his friend in the Story-Play and they come up. The teacher reads the Story-Play again. It can be re-enacted with new friends. The author may direct the actors to do some action, such as playing a pretend piano or being trees, clouds, etc. Preschool Learning Foundations English/Language Development: Writing 1.1: "Children use writing to communicate their ideas."

? Language Experience Activity ? Each month children draw a picture of something they like doing in preschool. The adult helpers take dictation, making sure they write each word the child says. The child may begin to write on the pages themselves. The helpers read it back to them. Each child's papers are published in chronological order and presented to his family at "graduation." The books show the teacher the changes occurring over time in oral language, storyline development, drawing ability, fine muscle control, concept development, and writing ability. Preschool Learning Foundations English/Language Development: Speaking 3.0: "Children use language to create oral narratives about their personal experiences."

? Draw the Story ? A paper is folded into 3 or 4 parts, depending on the child's development. The teacher reads a story and children discuss what happened first, next and last. Then each child illustrates these key storyline events on the paper. What happened first, next, and last? Preschool Learning Foundations English/Language Development: Reading 1.1: Participate in read-aloud activity

? Transitional Kindergarten ? Writing Prompts ? Magazine pictures and their names are laminated onto red, blue,

and green construction paper. Noun pictures are on red paper; verbs are on blue paper; objects are on green paper. Yellow paper has connecting words written on them (a, the, this, under, etc.). TK students place the pictures in order to make a sentence (Baby drinks milk.). Children copy the words to make a sentence in their Writing Journals. In preschool, children may glue pictures in a sequence and make up a sentence that a helper writes. New English learners name the pictures and a helper writes the names. Later in K and first grade, children may use the pictures that have no words or they may make up a sentence(s) about the pictures. Preschool Learning Foundations English/Language Development: Writing 1.2:

"Children begin to use marks or symbols to represent spoken language in the home language or in English."

? Draw first, write later ? According to research, many young children typically draw first and then write about what they have drawn. A skilled teacher can elicit conversation about the drawing that may result in more detailed written text. Each child writes his/her name on the paper. Preschool Learning Foundations English/Language Development: Writing 1.3: Children write their own first name.

? Shared Writing ? Children and teacher share the writing process. Following a visit to the class by a bicycle storeowner, the children dictate what they learned. The teacher writes on chart paper, changing non-standard English to conventional English as she writes (because the children are at more than one level of English usage and they must see correct English). Children's names may be written on the paper next to their contributions. After reading and re-reading, it is laminated and enjoyed as part of the classroom literacy materials. Common Core Standards for Kindergarten Writing: Use a combination of drawing, dictating, and writing to narrate an event, describe the order it occurred, and provide a reaction to what happened.

? Story Stick ? At circle time, the teacher picks a topic and the children take turns passing the story stick, only speaking when they have the Story Stick. For example, they talk about what they did over the weekend. Then all go to their tables and draw and/or write on blank paper about what they did. The teacher circulates and encourages lots of discussion and writing. During the 2nd trimester, the paper has one line and in the 3rd trimester there are 2 lines to write on.

Kindergarten

? Interactive Writing ? This is a type of guided writing technique that shows how written language works, concepts about print, and sound-letter relationships. At the end of the day at circle time, children compose a message for the weekly parent newsletter. This is a time that the children predominantly "take the pen," although the teacher may write some irregular letters or words. For example, students might write a sentence or two about a field trip, story, or shared classroom activity. See Resources for a complete description. Common Core Kindergarten Writing Standards: Compose explanatory texts and supply information about the topic.

Language Experience Activity ? The teacher has a conversation with children during circle time about a topic, e.g., What do you know about snails? She writes each student's words on chart paper and the child writes his/her name next to the comment. After studying snails, another chart is done on what they have learned. Later children make their own books.

? Write the Room ? Classrooms are filled with environmental print and a portion of the bulletin board contains commonly used words, separated alphabetically ? a Word Wall. During center time, several children obtain clip boards and pencils. They write words that they see in the room and illustrate, if they like. During Circle Time, they share with classmates what words they found and point out where they are in the room.

Common Core Reading Foundational Skills: Know and apply grade-level phonics

and word analysis skills.

? Close Activity ? After reading and re-reading a predictable book such as Brown Bear, Brown Bear, What Do You See?, children write a word to complete the sentence, I see a _______ looking at me. They illustrate their sentence.

Common Core Reading Foundational Skills: Know and apply grade-level phonics

and word analysis skills.

First Grade

? Guided Writing ? In small, ability-based groups, the teacher offers guidance and extends students' thinking on the writing process. This typically takes place after a class activity in which all participated. It also follows many previous LEA and shared writing experiences. For example, children brainstorm in a small group about what their experiences with the classroom garden. Each week they add to their Science Journal, e.g., We Prepared the Soil, We Planted the Seeds, We Weeded the Garden, etc. The teacher refers to a Reminder List of Writing Skills that they have previously been taught (Start sentences with a capital; end sentences with punctuation; space between words, etc.). They write their ideas and the teacher works with children individually or as a group on writing skills and how best to convey their ideas.

Common Core Writing Standards for First Grade Writing: Write narratives in which two or more sequenced events with details are recounted as to their order and closure.

? Independent Writing ? Children write on their own but may use this technique in preK through K. Those who are learning sound-symbol relationships may profit from having an individualized dictionary (see Resources). Children may write daily, before or after reading, and typically use journals that teachers can access to see progress and make grouping decisions for particular skill-building lessons. A Writing Center should include a chart of children's pictures with their names so children can include classmates in their writing. See Resources for items that should be in a Writing Center. Independent writing is shared with others at appropriate times. Students may decide to "publish" a particular piece of writing. In this case, editing and revising techniques are used.

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