[PDF] Kindergarten Instructional Flow – For Original and New Components

Explicit teaching of onset and rime units to a group of

Orally revise rime unit words and record on “Our Word Wall” Students articulate what they have learned eg /a/ and /d/ make “ad” Lesson 5 Rime Unit- “en” Text- What Happened Then? Use Word Wall, to revise rime units and words from previous lesson Read text to students Ask students to verbalise rhyme heard in text

-an -en -ed Can you -in read these

-en-in-on-un-at-et-it-ot-ut-ad-ed-id-od-ud-ag-eg-ig-og-ug-ab-eb-ib-ob-ub-am-em-im-om-um-ap-ep-ip-op-up k Can you read these rimes? Almos Almos Title: Rime chart 1

Essential Word Reading Lists Fay Tran - Wilkins Farago

ad – mad sad pad bad fad had lad clad glad brad ax – lax tax wax flax et – bet let met jet wet set yet net vet pet get fret en – den hen Ben pen ten yen men when then ed – bed fed led red wed Ted bled bred fled sled shed eg – beg keg leg peg em – hem them stem it – bit fit hit kit lit nit pit sit wit quit flit slit skit spit grit

-an -en -ed -in

Title: Rime chart -fish tank instead of army tank Author: Compaq_Owner Created Date: 6/21/2012 9:57:28 AM

Complete Names Indices of the Royal Inscriptions of

RIME 1–4 Index of Personal Names 2 Akšak-iddinam: E4 2 9 2004 1 Akšak-šemi: E4 5 14 2009 1 Akšakia: E4 3 2 2001 1 Akukuʾia: E2 0 0 1007 A 1 Ali-aḫūia

Rime - Liber Liber

RIME D'AMORE I Voi, ch'ascoltate in queste meste rime, in questi mesti, in questi oscuri accenti il suon degli amorosi miei lamenti e de le pene mie tra l'altre prime, ove fia chi valor apprezzi e stime, gloria, non che perdon, de' miei lamenti spero trovar fra le ben nate genti, poi che la lor cagione è sì sublime

1) LA STROPHE

3) LA RIME La rime est le phénomène de répétition du même son en fin de vers Il existe 3 dispositions de rimes : - Plates : AABB « Ephémère immortel, si clair devant mes yeux Pâles membres de perle, et ces cheveux soyeux, Faut-il qu’à peine aimés l’ombre les obscurcisse,

Kindergarten Instructional Flow – For Original and New Components

Kindergarten Instructional Flow – For Original and New Components September > October > November > December > January > February > March > April > May > June

Attività di laboratorio linguistico ATTIVITÀ PER ALUNNI

stabilisce una convenzione: ad ogni parola pronunciata corrisponde un gesto Dico VINO e poi FINO: i bambini devono realizzare nella giusta sequenza il gesto di bere da un bicchiere e il gesto di mettere il sale nella minestra • Sbagliare le parole di alcune favole classiche I bambini si accorgono

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Kindergarten Instructional Flow - For Original and New Components September > October > November > December > January > February > March > April > May > June

KINDERGARTENUNITANALYZING

STRATEGYI AM SPECIAL

INQUIRY UNITANALYZING/

SELF-MONITORING

STRATEGYLET'S BE FRIENDS

INQUIRY UNITPREDICTING

STRATEGYMAKING CONNECTIONS

STRATEGYSOLVING PROBLEMS

INQUIRY UNITSEQUENCING

STRATEGYCARING FOR THE

WORLD

INQUIRY UNITINFERRING

STRATEGYEVALUATING

STRATEGY

ORAL

LANGUAGE

The Oral Language Kit components are ongoing and can be used throughout the year with all of the units.

READINGComprehension Strategy Focus- finds facts using pictures- deepening comprehension and critical thinking around a topic- begins to ask questions when listening/reading - tells main idea on each page - looks for patterns- deepening comprehension and

critical thinking around a topic- makes predictions using picture clues- connects ideas to self, other texts, and knowledge of the

world- deepening comprehension and critical thinking around a topic- retells parts of stories or bits of information from texts understands the sequence of directions- deepening comprehension and critical thinking around a topic- visualizes what is happening in the text makes simple inferences based on the illustrations - infers characters' feelings- understands the difference between fact and fiction expresses opinions about textual content and author's craft

Essential QuestionWhat makes me special?Why should we be friends?How can we solve problems?How do we care for the world?

Read Aloud

(see )

Shared

(see

Mentor Text for Text-Type

Writing Study

Modify purpose for reading to

match strategy focus "Popping Popcorn"; "I Speak, I

Say, I Talk"; "Mabel Murple" in

"Mice"; "Go Wind"; and "The

Squirrel" in

"All Mine" in "What's a Shadow?" in "The Apple and the Worm" in "Let's Play" in "Kim and Jack Go Camping" in (do over two weeks) "Just for Fun and Are They the

Same?" in

Small-Group Instruction* assessment of students'

reading and writing skillssmall-group Shared or Guided Reading with a variety of levelled textssmall-group Shared or Guided

Reading with a variety of

levelled textssmall-group Shared or Guided

Reading with a variety of

levelled textssmall-group Shared or Guided

Reading with a variety of

levelled textssmall-group Shared or Guided

Reading with a variety of

levelled textssmall-group Shared or Guided

Reading with a variety of

levelled textssmall-group Shared or Guided

Reading with a variety of

levelled textssmall-group Shared or Guided

Reading with a variety of

levelled textssmall-group Shared or Guided

Reading with a variety of

levelled textssmall-group Shared or Guided

Reading with a variety of

levelled textsMEDIA

LITERACY

songscrapbook songmagazine articlesongsongsongmagazine articleinstructionssongpostersongscriptsong

WORKING WITH

WORDS

Building Words Lessons

(see lessons in the Working with

Words Guide)

Note: lessons may not align with

Shared Reading text* Throughout the year, focus on

Phonological and Phonemic

Awareness, pp.28-37 and

Letter Knowledge, pp.38-47* Throughout the year, introduce

High-Frequency Words

(see p.129) and use activities, pp.48-58 heads, p.64 (introductory lesson: rime - "ad")

Begin Building Words lessons

(if students are ready) someone (2- and 3- letter words) (in unit plans) going, p.65 (rhyming patterns) scratch, p.66 (rime - "at")

Monday, p.68 (rimes - "am";

"an"; "ay")

Grandma, p.70 (rimes - "an";

"and") wanted (rimes - "an"; "en") (in unit plans) insect, p.72 (rimes - "et"; "it") things, p.74 (rimes - "in"; "it")

rabbit, p.75 (rimes - "at"; "it") planted (rime - "et") (in unit plans) snapped, p.73 (rimes - "en"; "ad") mother, p.67 (rime - "ot") winter, p.69 (rimes - "in"; "et") ground, p.71 (rimes - "un"; "ug"; "od")

Word Solving and Building /

Language Predictability Lessons

(see lessons in the )- Jigsaw Names, p.76- Fill in My Gaps!, p.79 - Jumbo Letters, p.78

Reading and Writing Predictable Texts, pp.80-81- Writing Demonstration - What Would Make Sense?, p.81- Am I Ready for the Story?, p.85- Building High-Frequency Words, p.77- Word Wall Words for Language Predictability, p.84- Rebuild Me, p.86- Initial Cloze Flap Work: Reread, p.82- Revisiting the "I Can" Chart, p.87WRITING

Text-Type Study

(see lessons in )Description: Descriptive Labelling

(in unit plans)Description: Personal Accountpp.62-72 (2-3 weeks)Personal Communication: Greeting Card (in unit plans)Introducing a Writer's Notebook,

pp.43-44Persuasive: Arguments pp.93-103(2-3 weeks)Retell: Personal Account(in unit plans)

Procedural: Instructions

pp.104-114 (2-3 weeks)Persuasive Response: Stating Reasons (in unit plans)Explanatory: Personal Explanationpp.73-81 (1-3 weeks)

Retelling: True Story pp.115-124

(1-3 weeks)Narrative: Fantasy Story pp.82-92 (1-3 weeks)

Other Writing Ideas

(see lessons in or

Resource Links: Writing in the

Shared Reading teaching plans) Daily Message, pp.31-32

Text Innovation from a Big

Book, pp.38-40

Language Experience,

pp.37-38

Beginning Letter Sentence

(e.g., Andy likes apples.) in the

teaching plan Springboards into Writing, p.51 Report from a Non-fiction Read Aloud, pp.40-42 Daily Message, pp.33-34 Class Rhyming Book: What

happens after the story? in teaching plan

Who Am I? riddles in the

teaching plan Analyzing Text Models, p.52 (Retelling organizer) Class Text: Book Invitation "How to Play" Books in the "Let's Play" teaching plan Analyzing Text Models, p.51 (Story Boxes) Description of a Season in the teaching plan

Class Book: Question-and

Answer-Text in the

teaching plan

Class Narrative: What happens to the ducklings? in the teaching plan Daily Message, p.35-36You can teach the units in any order that works for you and your student

s. This is one possible order.Visit http://www.scholastic.ca/education/litplace_earlyyears/lpey_online

_resources.html for online support and teaching materials! Literacy Place for the Early Years. Copyright © 2013 Scholastic Canad a Ltd.quotesdbs_dbs7.pdfusesText_13