Concepts and Skills: What Students Need to Know and Be able to DoReading
Students will tell who, what, where, when, why and how after reading nonfiction.
Students will ask and answer questions about new words in nonfiction.
Students will find the front cover, back cover and title page in a book.
Students will tell how two nonfiction books are alike and different.
Draw, dictate, and/or write to compose informative explanatory text
Name topic and supply information about topic
Participate in shared research and writing projects
Recall information from experiences/gather information from sources to answer questions
Collaborate with peers to respond to questions and suggestions, adding details
Explore a variety of digital tools
With peer collaboration, produce and publish writing
Students will tell about people, places and things with help
Students will print 40 uppercase and lowercase letters.
Students will make complete sentences with their class.
Students will recognize and name end punctuation ?.
Students will write a letter or letters for most consonant sounds.
Students will write a letter or letters for most short vowel sounds
Students will tell the meaning of unknown and multiple-meaning kindergarten words
Students will use new words they learn
Students will Recognize and Name All Upper- some Lowercase Letters
Students will count and divide words into syllables
Students will find and say the initial, middle vowel and last sound in simple
Students will make the most common sound for each consonant
Students will match the most common long vowel sounds with the common spellings
Students will read 19 common high-frequency words
http://www.kaganonline.com This is a great resource for reading free articles and purchasing resources to aid in cooperative learning. Many of the activities are adapted from the book, Kagan, Spencer. Cooperative learning. San Juan Capistrano, CA: Kagan Cooperative Learning, 1994. Print.
1.Group Investigation through the use of an artifact box. The teacher should create an artifact box consisting of items around his or her community. Some examples might be pictures, picture of sports team mascot, phonebook, sports paraphernalia, etc.
2.Group Investigation through the use of a symbol/source walk.
3.Cooperative Learning through the use of conversational turn taking with a partner.
4.Cooperative Learning :Provide each student with a piece of paper folded in fourths and a different colored crayon/marker for each person at their table.
5.Create Simulation scenarios at school to have children identify rules that are in the community, why they are made, and the consequences.
6.Cooperative Learning through the use of conversational turn taking at their tables. Give each table a dispute scenario they might experience in the community and have each person at the table discuss how they would handle it. The teacher can make cards with a picture of the scenario, write the scenario, or verbally tell it to the table (ex: a person wants to cross the street but the light is green for the cars, etc.)
7.Brief Direct Instruction on social, emotional, physical needs through the use of conversation. Teacher should brainstorm examples of each need in the community.
8.Group Investigation through magazines for students to identify and sort pictures that identify social, emotional, and physical needs found in the community.
9.Brief Direct Instruction giving students a brief description of the term scarcity and its meaning, giving a few examples of scarcity in the community.
10.Create Simulation scenarios of scarcity in the community (ex: Bring two students up to one jump rope. Bring two students up to two balls. Which scenario describes scarcity?).
11.Cooperative Learning through the use of turn taking with a partner to identify scarcity in the community. The teacher can produce picture cards of scenarios in the community. A picture will need to be on the front and an answer on the back. Students will need to be instructed on how hold up a flashcard and let the other person guess the answer. They may also need to be instructed on what to do if their partner does not know the answer.
12.Brief Direct Instruction on opportunity cost. Teacher should brainstorm examples in the community.
13.Create Simulation scenarios of opportunity cost in the community (ex: Give three choices such as you can choose to play at the park, go to the pool, or play soccer. Have the child make their first, second, and third choice. Tell the class the second choice is the opportunity cost.). Continue practicing with several scenarios until the class can start identifying the opportunity cost without teacher direction.
INSTRUCTIONAL ACTIVITIES: (What Students Do)
1. Students will work in pairs to make observations of items in the box. They will use their senses to examine the artifacts. Students will describe their observations and how each artifact might be representative of the community. After each person has a turn to think on their own and talk to their partner, the teacher will share with the class the true significance of each artifact.
2. Take a walk around the community (virtually on the computer and out of the building) and ask the kids to identify possible symbols that would represent the community. Also see if they can find any primary sources of the community. Good places to focus are around the homes, front of the school, and streets.
3. Students will take turns calling out rules they know in the community. Then have them take turns calling out rules they know in the community. After they are finished, check for understanding by calling on students to tell you one thing their partner said.
4. Students pass around a piece of paper folded in fourths. Have each student take a turn to draw or write a rule in the community. When finished, have them flip the paper over and identify possible consequences to their actions. They can put happy faces by positive consequences and sad faces next to negative ones. This can be a formative assessment if you have each student write with a different colored marker or crayon. If you choose to do that, make sure they write their name on the paper with that particular color.
5. Given possible scenarios in the community, children will identify rules that are in the community, why they are made, and consequences. Do this in a group setting so everyone can have the benefit of the discussion.
6. Students will take turns telling what they would do if a conflict situation were to arise for them. One picture card needs to be in the hand of the person talking. Each person should get a turn to talk before they can move on to the next card.
7. The students will be actively engaged in the discussion with the teacher. They will participate in a brainstorm session by raising their hand and sharing ideas.
8. Students will identify and sort pictures found in magazines that identify social, emotional, and physical needs found in the community. They can work individually or in groups to create a poster separating each type of need. This activity is done best in three chunks of time.
9. The students will be actively engaged in the discussion with the teacher. They will participate in a brainstorm session by raising their hand and sharing ideas.
10. The students will be actively engaged in the discussion with the teacher and the student volunteers. They will participate in the decision making process of identifying examples of scarcity by raising their hand or sharing with their partner.
11. Students will wander the room looking for a partner for which to be a pair. Once found, they will show their partner their card and have them identify scarcity in the picture while they check the answer on the back. Then the partner will take a turn identifying scarcity in the opposing person’s card. When finished, trade, say thank you with a high-five, and move on to the next available partner. If one person struggles with the answer, the student should give them hints to get to the correct answer.
12. The students will be actively engaged in the discussion with the teacher. They will participate in a brainstorm session by raising their hand and sharing ideas.
13. The students will be actively engaged in the discussion with the teacher and the student volunteers. They will participate in the decision making process of identifying opportunity cost by raising their hand or sharing their ideas with their shoulder partner.