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14th Annual ESOL Conference
Kennesaw, Georgia
February 4th and 5th, 2015
Creating a Gifted-Like Environment in an ESOL Kindergarten Classroom
Presenter: Evangeline Anoka
Dekalb County Schools
Kindergarten Teacher
[email protected]
Evangeline Anoka © 2015
Components of a Gifted-Like Kindergarten Classroom
1. The Structure and Design of an Academically Challenging Classroom
Physical Arrangement of the Classroom—Classroom Management
Print-Rich Classroom—Wall Charts (Teacher-Created, Purchased, Realia)
Read Around the Room—Portable Word Walls, Word Search Charts
Spell Around the Room—Pocket Charts, Teacher-Made Poster Charts
Count Around the Room—Graphic Organizers, Movement, Realia, Objects
Write Around the Room—Daily Sign-In, Daily Greeting, Trace and/or Copy,
2. Accelerated Fast-Paced Teaching and Learning
Strategies, Methods, and Techniques (Instructional Delivery)
Puppetry—Finger, Hand, Brown Bag, Sock, Stick, Mask,
Music—Teacher-Created Playlists, Chants, Rhymes
Song & Dance—YouTube, ScratchGarden, CDs, DVDs
Extension Activities—Tachistoscope, Reader’s Theater,
3. Assessments, Checking for Knowledge, Collaboration to Enhance Learning
Games and Simulations—Teacher/Student Created Game Boards, BINGO
Audience Reaction—Puppet Show, Elocution, Pretend Play
Special Projects-Student-Created School Tools, Independent Study
TKES Standards:
Standard 3: Instructional Strategies
Standard 4: Differentiated Instruction
Standard 5: Assessment Strategies
Standard 7: Positive Learning Environment
Standard 8: Academically Challenging Environment
Standard 10: Communication
Classroom Management of an Academically Challenging Classroom
Place a book mark labeled boy or girl in your
Name pocket—See example below:
BOY or GIRL Chart
Student Student Student Student Student
Name
Name
Name
Name
Name
BOY
GIRL
Student Student Student Student Student
Name
Name
Name
Name
Name
Student Student Student Student Student
Name
Name
Name
Name
Name
Student Student Student Student Student
Name
Name
Name
Name
Name
Student Student Student Student Student
Name
Name
Name
Name
Name
Skills: Letter, Name and Word Recognition (Begin the above Routine Day 1 of School)
Standards: ELACCKRF1b and d—I can read my name and upper and lower case letters
ELACCKRF3—I can read sight words: boy, girl (Dolch Sight Words-Nouns)
Daily Morning Sign-In Sessions—See example below: Use lined paper or computer-generated
Teacher Writes Student Names
Student will read, copy or trace name daily
Student Name
Student Name
Student Name
Student Name
Please Note: If student is unable to write or
_____________________________________
_____________________________________
_____________________________________
_____________________________________
trace name, student will make a mark near
name. For example, draw a line, circle, or any mark indicating some form of effort.
Then draw a finger puppet on pointing finger—dots for eyes and a half circle for mouth
Communicate daily using finger puppets: Ex. Good Morning Class, I am happy to be here.
Daily Morning Work, Sponge Activity, or Calendar Time consistently & continually
Evangeline Anoka © 2015
Name _____________
Date_______
Today is Thursday.
Yesterday was Wednesday.
Tomorrow will be Friday.
Extension and Elaboration Activity to Promote Reading, Writing, and Counting—Begin Week 2 or 3
Write the following sentences in between the lines then write numbers on back
Look at the _______.
Sight Words: cat, dog, pig, bed, sun, bus, box, cow, boy, girl, ball, fish
The ____ is _______.
Sight Words: red, blue, yellow, green, black, brown, white, purple
I like the ________.
Counting and Writing numbers—1-10, 1-30, 1-50, 1-100
Do you?
Skip Counting and Number Words—10s, 5s, 2s, one, two, three, four,
five, six, seven, eight, nine, ten
Days In School
1
11
21
31
41
51
61
71
81
91
101
111
121
131
141
151
161
171
181
191
© 2015
2
12
22
32
42
52
62
72
82
92
102
112
122
132
142
152
162
172
182
192
3
13
23
33
43
53
63
73
83
93
103
113
123
133
143
153
163
173
183
193
4
14
24
34
44
54
64
74
84
94
104
114
124
134
144
154
164
174
184
194
5
15
25
35
45
55
65
75
85
95
105
115
125
135
145
155
165
175
185
195
6
16
26
36
46
56
66
76
86
96
106
116
126
136
146
156
166
176
186
196
7
17
27
37
47
57
67
77
87
97
107
117
127
137
147
157
167
177
187
197
8
18
28
38
48
58
68
78
88
98
108
118
128
138
148
158
168
178
188
198
9
19
29
39
49
59
69
79
89
99
109
119
129
139
149
159
169
179
189
199
10
20
30
40
50
60
70
80
90
100
110
120
130
140
150
160
170
180
190
200
Accelerated Fast-Paced Teaching and Learning—(Communicate High Expectations Day One of School)
Implement an Effective Curriculum Map every School Year—For Example:
Kindergarten Curriculum (2014-15)
Themes and Subjects at a Glance (GKIDS Pacing)
Month: August
Connecting Themes in Kindergarten
Week of
ELA
Standards
Phonics
August
11
ELACCKRF1,2
ELACCKR1
ELACCKSL1
August
18
August
25
Basal
Words
Sight
Words
Writing
Math
Standards
Math
Facts
Social
Studies
Science
Aa-Zz
Red, blue,
yellow,
green,
orange,
purple
Trace/Copy
Letters and
Numbers selfselected
drawing
MCCKCC1
MCCKCC2
MCCKG1,2
0’s
SKP1
SKP2
Science
Lab Rules
ELACCKSL6
ELACCKL1
ELACCKRL1
Aa-Zz
Pink, brown,
white, black,
gray, tan
Self-selected
Writing/Drawing
ELACCKW3
0’s
ELACCKSL1a
ELACCKL1
ELACCKRF1,2
m, s
Is, go, my,
big, cat
ELACCKW3
MCCKCC1
MCCKCC2
MCCKCC3
MCCKG1,2
MCCKG3,4
MCCKCC1
MCCKCC2
MCCKCC3
MCCKCC4
SSKCG1
SSKE1
Rituals &
Routines
SSKCG1
SSKE1,2
My
Community
SSKCG1
SSKE1,2,3
SSKG1,2
SSKH1a
SKP1,2
Five
Senses
I
0s
SKP1,2
Five
Senses
Instructional Delivery—Puppetry, Music, Song & Movement, Arts & Crafts, & Much More
Bibliotherapy—a process by which literature can influence the learner and promote growth




Teacher Read Alouds, Junior Great Books
25 Book Campaign—Self Selected Books
Thematic Unit Topics
Independent Study Projects
Puppetry—motivation device to enhance learning in all content areas through listening and speaking




Modeling step-by step directions while assembling the puppet
Questioning about the parts, concepts, or theme
Discussing the problem and how to solve it
Creating using arts & crafts, elaborating through originality, or fluency
Music, Song, & Dance, Body Language


© 2015
Chants, Rhymes, Alliteration (Silly Sentences)
Songs, Teacher Created Playlist, YouTube, Scratchgarden
*******
*******
G
a
B
i
F
c
D
h
J
e
A
b
C
d
E
f
H
g
I
j
*******
*******
© 2015
TACHISTOSCOPES
___
TACHISTOSCOPE
Color the uppercase letters pink. Color the lowercase letters yellow. Color the
cube tan. The teacher will cut the two slits. Slide the strips to match the
uppercase with the lowercase letters.
Glue word family right center of ice cream cone. Cut slits left center. Ice Cream Cone is on the next page.
-at
-ug
XXXXXXXXXX
XXXXXXXXXX
h
c
s
r
m
b
f
p
b
h
m
t
d
r
j
XXXXXXXXXX
XXXXXXXXXX
at
ug
TACHISTOSCOPES
Rhyming Words
–at and -ug
Evangeline Anoka © 2015
Tachistoscope Strips
Each strip can be used for sight words, letters, numbers, word families, etc. Use with clip art or image.
© 2015
Spelling Sight Words Activity
Unscramble the letters and spell the sight word in each row on
page two. Color each row of letters and words. Cut out letters.
Glue letters together to make sight words.
I
i s
c t a
g o
ym
b g i
Evangeline Anoka© 2015
I
is
cat
go
my
big
SightWordActivity Page Two
Name___________________________________________Date___________________________
Independent Study Contract
Name___________________________Date__________________
Grade___________Teacher(s)_____________________________
Topic of Choice___________________Title__________________
Date to begin______________Date to be completed___________
Final Product____________________Resource(s)______________
Resource(s)_____________________Material(s)_______________
Revisions & Additions____________________________________
Suggestions & Information:
a. Include a paragraph—three to five sentences telling who was
interviewed to fulfill the contract agreement and why the person was
chosen to help with the Independent Study.
b. Describe how the Final Product was created in connection with the topic.
c. Include a timeline of how work study habits were met.
Signatures & date:
_______________
Student
____________
Teacher
________________
Parent/Date
Please Note: Student is to read, write, and produce project using phonetic
spelling and own handwriting. Teachers/Parents are to help with reading,
guidance and monitoring only. Please read the contract on the back of this
page to know and understand what is expected with this project.
Evangeline Anoka © 2015
Choose one Final Product in connection to Research Report/Independent Study
_____Diorama
_____Experiment
_____Class Museum
_____Rap/Poem
_____Invention
_____Big Book
_____Puppets
_____Song/Script Writing
_____Flip Book
_____Elocution
_____Poster Project
_____Collage
_____Brochure
_____Other (Bright Idea)
*Teacher and Student will fill bottom portion together
Standard:______________________________________________________
Objective:______________________________________________________
Task:_________________________________________________________
Subject(s) ___Reading/ELA ___Math
___Science
HOTS:
__Application
__Analysis
__Evaluation
Creativity: __Fluency
__Flexibility
__Originality
___Social Studies
__Synthesis
__Elaboration
Progress Checks: at least once per day on ________with________________
Date______________
Date_____________
Date______________
Evaluations of student performance will be done by: (Check all that apply)
Student__________Teacher________Principal_________Librarian_________
Evangeline Anoka © 2015
El Contrato del Trabajo Independiente
Nombre ___________________________Fecha__________________
Grado ___________Maestro(s) _____________________________
El tema de su elección ___________________El Título__________________
Fecha de comienzo ______________Fecha de terminación___________
El producto final ____________________Los recursos_____________
Los recursos _____________________Las materiales usadas_____________
Revisiones y Adiciones____________________________________
Sugerencias e información:
a. Escriba un párrafo de tres a cinco oraciones describiendo a la persona
que usted entrevistó para satisfacer el acuerdo del contrato y escriba la
razón que usted escogió a esa persona para ayudarle con este trabajo
independiente.
b. Describa como creó el producto final en relación con el tema.
c. Incluya una cronología que muestra como cumplió con los hábitos de
estudiar/trabajar.
Las firmas requeridas y la fecha:
_______________
El alumno
____________
El maestro
________________
El padre/fecha
Por favor tomen nota: Cada alumno tiene que leer, escribir y hacer el proyecto
usando su propia escritura y letra fonética. Maestras/Los padres pueden
ayudar solo con la lectura, guiando y monitorizando a su hijo. Por favor lean
el contracto al otro lado para saber y entender las expectativas de este
proyecto.
Escoja un producto final en relación con el trabajo de investigación
_____Un diorama
_____Una canción/guion
_____Un experimento
_____Un Flip Book
_____Un museo para la clase
_____Un discurso
_____Una canción de rap/Poema
_____Un cartel
_____Una invención
_____Un collage
_____Un libro grande
_____Un folleto
_____Marionetas
_____Otra idea brillante
*La maestra y el alumno completarán la porción abajo juntos.
El estándar: ___________________________________________________
El objetivo: ____________________________________________________
El trabajo: ____________________________________________________
Los Sujeto(s)
___Lectura/Lenguaje
___Matemáticas
___Ciencias
___Estudios sociales
HOTS:
__Aplicación
Creatividad: __Fluidez
__Análisis
__Evaluación
__Flexibilidad
__Originalidad
__Síntesis
__Elaboración
Los chequeos de progreso: por lo menos un chequeo por día el__________
con______________
Fecha______________
Fecha _____________ Fecha______________
Las evaluaciones de los alumnos son hechos por: (Marque cada que aplica)
Un alumno ______el maestro _____la directora ______La bibliotecaria______
Independent Study
(This is done with Teacher & Parent help)
Two Components: A Research Paper and a Special Project (s)
Topic of Study________________Project(s) __________
************************************************
Criteria for the Research Paper in Kindergarten
Page One……An Attractive Title Page with a Border, Title of
Topic, Your Name and the Date.
Page Two….This is the Information Page. Write three to five
sentences about your topic. Use the planning page and
contract to make your own sentences up.
Page Three….Drawings, pictures, photographs about your
topic.
Page Four…This is the sources page. Write the title of the
book, the author and/or the Illustrator. Use numbers to
identify each source.
Evangeline Anoka© 2015
Trabajo Independiente
(Esto se hace con la ayuda de la maestra y los padres)
Los dos componentes: Un trabajo de investigación y uno o más
proyectos especiales
El tema de estudio ____________Proyecto(s) __________
************************************************
El criterio para el trabajo de investigación en kínder:
Página uno……una página atractiva con el título, un borde,
su nombre y la fecha.
Página dos….Esta página tiene la información. Escriba tres
a cinco oraciones sobre su tema. Use la página de
planificación y el contrato para hacer sus propias
oraciones.
Página tres….dibujos y fotos sobre su tema.
Página cuatro…Esta página tiene las fuentes. Escriba el
título del libro, el nombre del autor y/o el ilustrador. Use
números para identificar cada fuente.
DIRECTIONS: Use a dictionary or list of sight words to answer the following questions on back of this paper daily. Hold paper until Frida y.
Turn work in Fridays or the following Monday (next week).
*Write your name on back and complete exercises on back.-- Escriba su nombre en atrás y complete los ejercicios de atrás.
A Week of Dictionary Exercises
Una semana de ejercicios con el diccionario
Monday/Lunes
Write a list of two words that begin with the letter “m” . (Answer on back)—
Draw a box around the “m” in each word.- Escribe una lista de dos palabras
que comienzan con la letra “m”. (Responde atrás)—Dibuja un cuadrado
alrededor de la “m” en cada palabra.
Tuesday/Martes
Write a list of three words that begin with the letter “r”. (Answer on back)—
Underline the “r” in each word.-- Escribe una lista de tres palabras que
comienzan con la letra
“r”. (Responde atrás)—Subraya la “r” en cada palabra.
Wednesday/Miércoles
Write a list of two words that end with the letter “m”. (Answer on back)—
Draw a circle around the “m” in each word.- Escribe una lista de dos palabras
que termine con la letra“m”. (Responde atrás)—Circula la “m” en cada palabra.
Thursday/Jueves
Write a list of three words that begin with the letter “s” (Answer on back)—
Underline the “s” in each word.- Escribe una lista de tres palabras que
comienzan con la letra “s” (Responde atrás)—Subraye la “s” en cada palabra.
Friday/Viernes
Write a list of four words that begin with the letter “t”. (Answer on back)—
Underline the “t” in each word.- Escribe una lista de cuatro palabras que
comienzan con la letra “t”. (Responde atrás)—Subraya la “t” en cada palabra.
Next Page is the back of Dictionary Exercises
Name/Nombre_______________________________Date/Fecha_____________________
Monday/Lunes
Tuesday/Martes
Wednesday/Miércoles
Thursday/Jueves
Friday/Viernes
Circle one: Guided Practice or Independent Practice
Application
Name__________________________Date____________
Experiment with a paper bag to see how much air it will hold. What will happen if
you put too much air into the bag? Write at least three sentences about your
experiment. Experimente con una bolsa de papel para ver la cantidad de aire que
entra en la bolsa. ¿Qué pasaría si se pone demasiado aire en la bolsa? Escribe por lo
menos tres oraciones sobre su experimento
*******************************************************
CIRCLE ONE: HOMEWORK OR CLASSWORK
(ANALYSIS)
Name__________________________Date____________
Why do you think people keep their ice cream in the freezer?
¿Por qué crees que la gente mantiene su helado en el congelador?
Circle one: Guided Practice or Independent Practice
(Create) Synthesis
Name__________________________Date____________
Imagine you are locked out of your house. Think of a solution or a plan that will help
you get back inside the house. Write two sentences telling your solution. Imagínese
que usted está bloqueado fuera de su casa. Piense en una solución o un plan que le
ayudará a volver a la casa. Escribe dos oraciones antes dar a su solución
*******************************************************
CIRCLE ONE: HOMEWORK OR CLASSWORK
(EVALUATION)
Name__________________________Date____________
Everyone in class made an A+ on this week’s Math Test. Write two sentences telling
the reasons why everyone did so well. Toda la clase tiene una A + en la prueba de
matemáticas de esta semana. Escribe dos oraciones dando las razones por las que
todos lo hicieron bien.
Assessments—Checking for Understanding, Collaboration to Enhance Learning
Games & Simulations:
BINGO
 Prepare 4-6 Bingo Cards labeling from easy to hard with card numbers
 Can be a single card one page or two single cards on one page
 Can be a double card to play two games in one day-morning or afternoon
Procedures:
Students will cover or circle four of whatever is called at the top, bottom, corner or middle.
Students will stand when BINGO, tell the position (Top, Bottom, Middle or Corner) of BINGO, call
out the letter, word, number, math fact, picture word, or concept being assessed. There will be
4-6 students with the same card possibly all with the same BINGO. Listening to each student call
out the BINGO will demonstrate repetition for them; thereby, guiding them with remembering,
understanding, applying, analyzing, and evaluating all at once.
Jeopardy, Clickers, Buzzers
Interactive Board Games, Promethean Planet
Computer-Assisted Instruction, Discovery Education
Name_____________________________________
Date_______________________
Directions: Circle the letter, word, or number the teacher calls out. When you circle four in a row on top,
bottom, corner, or middle say BINGO then stand and be prepared to tell the position-read each square.
Morning
BINGO
Card Number One #1
is
red
big
a
go
can
I
my
Afternoon
10
ten
2
two
BINGO
4
four
5
five
8
eight
1
one
3
three
6
six
Name_____________________________________
Date_______________________
Directions: Circle the letter, word, or number the teacher calls out. When you circle four in a row on top,
bottom, corner, or middle say BINGO then stand and be prepared to tell the position-read each square.
Morning
BINGO
Card Number Two #2
in
run
see
go
me
up
to
is
Afternoon
12
twelve
2
two
BINGO
9
nine
7
seven
3
three
5
five
10
ten
6
six
Name_____________________________________
Date_______________________
Directions: Circle the letter, word, or number the teacher calls out. When you circle four in a row on top,
bottom, corner, or middle say BINGO then stand and be prepared to tell the position-read each square.
Morning
BINGO
Card Number Three #3
and
red
find
jump
look
the
play
blue
Afternoon
6
six
3
three
BINGO
9
nine
14
fourteen
11
eleven
13
thirteen
8
eight
16
sixteen
Name_____________________________________
Date_______________________
Directions: Circle the letter, word, or number the teacher calls out. When you circle four in a row on top,
bottom, corner, or middle say BINGO then stand and be prepared to tell the position-read each square.
Morning
BINGO
Card Number Four # 4
down
make
away
funny
little
yellow
here
said
Afternoon
3
three
BINGO
20
twenty
17
18
seventeen eighteen
12
twelve
13
thirteen
19
nineteen
15
fifteen
Name_____________________________________
Date_______________________
Directions: Circle the letter, word, or number the teacher calls out. When you circle four in a row on top,
bottom, corner, or middle say BINGO then stand and be prepared to tell the position-read each square.
Morning
BINGO
Afternoon
© 2015 Evangeline Anoka
BINGO
Sample Differentiated Lessons & Activities
Lesson
Strategy
Activity
Grouping Design
Assessment
Place Value
Maps/Globe
Compacting
Independent Study
Riddles
Travel Brochure
TAPS
Cooperative Group
Jeopardy
Rubric
Addition,
Subtraction
Dinosaurs
Guided Math
Learning Center
Thematic Unit
Tiered Assignment
Diorama
Flexible Group
Enrichment Cluster
Clickers, Buzzers,
TMT, Competition
Science Journal
Poetry
Acceleration
Activity Menu
TAPS
Interactive Notebook
Realistic Fiction
Teacher Read-Aloud
Timeline
Whole/Small Group
Final Product
*TAPS= Total Group, Alone, Paired, Small Group
More examples of activities that elicit sophisticated products
Teach a lesson
Create a radio program
Write a new rule
Write a script
Design a puppet
Give a Book Talk
Draw a diagram
Make a fire escape map
Create a slogan
Make a dictionary
Compile a portfolio of drawings
Create a video
Construct a news report
Take a tally mark survey
Make a learning center
Create a dance
Design an experiment
Invent a future machine
FINAL PRODUCTS, PROJECTS, STRATEGIES, AND ACTIVITIES
Tachistoscopes
Music Interpretation
Pen Pals
Dramatic Interpretation
Experiment
Exhibit
Powerpoint
Newspaper Project
Flipbook
Guided Imagery
Pantomime
Collage
Puppetry
Collection/Hobby
Mural
Calligraphy/Cursive Writing
Silhouette
Debate
Scriptwriting
Charades
I-PAD Games
Cooperative Learning
Elocution
Scrapbook
Puzzles/Mazes/Word Search
Book Talks
Mind Maps
Enrichment Clusters
Drawing/Painting
Dioramas
Letter Writing
Sculpture
Interviews
Junior Great Books
Book Report
Recipes
Research Paper
Audiotape
Essay
Academic Placemats
Scaffolding
Graph
Odyssey of the Mind
World Market
Excursions
Classroom Museum
Password
Genres
Digital Storytelling
Inventioneering
Mastermind
Critical-Thinking Activities
Scavenger Hunts
Quizzles
Etymologies Chart
Journal
Rap
Academic Nameplates
Thematic Unit
Think Lab
Oral Presentation
Business Cards
Mindbenders
Stories With Holes
Poetry
Compactor
Independent Study
Literature Lab
Math Lab
Readers Theater
Bibliotherapy
Metaphors
Novel Analysis
Postcards
Speech
Slide Presentation
Paper Mache Project
Skill Wheels
Rough Drafts
Calculator Activity
Flashcards
Jokes/Riddles/Logic
Mindbenders/Analogies
Videotape
Learning Contract
Timeline
Slide Project
Leadership Unit
Graphic Organizer
Timeline
Plays/Role Playing
Dictionary Exercises
Realia
Recorded Book Activity
Tic-Tac-Toe
Diagram
Digital Posters
Learning Log
Competition
Creative Writing Activity
Contract Method
Map Making
Literature-Based Activity
Board Game
Comic Strip
Classroom Store
Shopping Mall
3-D Project
Crossword Puzzle
Bookmark
Model
Book/Movie Review
Class Newspaper
Tangrams
Personal Dictionary
Publishing
Big Book
Service Learning Project
Multi-media Project
Chess
Long-Range Project
Living Laboratory
Library Skills
Reading/Writing Workshop
Sign Language
Conference
Guest Speaker
Field-trips
Cartoon
Photo Essay
Note-taking Cards
Visual Art
Renzuli Type 1, 2, 3, Activities
Craft Stick Project
CCBS
Experimental Cooking
Literature Circles
Visual Arts
Science/Social Studies Fair
Multicultural Fair
Creativity
Instructional Components of the Thematic Unit
Grade(s):___Kindergarten through Fifth Grade (Adapted for Kindergarten)
Unit or Thematic Title: Dinosaurs__(Earth Science)_______________
Title of Resource (Book, Poem, Basal, etc.):__Dinosaurs by Daniel Cohen______
Background Information/Focus:
How does the theme listed in the unit title relate to the literature/content?
This is a non-fiction book that explains how fossils tell about dinosaurs. It also
provides specific information about the classification of dinosaurs into groups and
subgroups.
Objectives:
TLW tell what is the same or different about dinosaurs an informational, nonfiction book by using a graphic organizer. (Venn Diagram)
TLW analyze two passages from the literature and tell whether an excerpt is a
fact or an opinion.
Vocabulary:
dinosaurs
herbivore
Brontosaurus
Tyrannosaurus
Triceratops
Stegosaurus
fossil
carnivore
Pteranodon
Ichthyosaurus
CCGPS:
Reading/ELA Standards:
ELACCKR19
ELACCKSL2
ELACCKL6
Mathematics Standards:
MCCKCC4
MCCKOA3
MCCKMD2
Higher Level Questions:
If you were a dinosaur what kind of dinosaur would you be? Why?
Materials:
Tangrams/Puzzle cards
Geoboards/Rubberbands
paper plates
Construction paper
File Folders for Centers
Shoeboxes for
Diorama
Plaster of Paris
hole puncher
Modeling Clay
packet of shells
fasteners
Suggested Activities by Subject areas:
Reading/Language Arts:
Create a Dino- Party Invitation card to invite mom or dad.
Mathematics:
Create a dinosaur using seven tangram shapes and puzzle card.
Estimate the amount of nails needed to construct a dinosaur image on a
Geoboard.
Science:
Make a fossil using shells, clay, and Plaster of Paris or clay only.
Social Studies:
Find the dinosaur digs and museums on the map of the United States.
Culminating Activity:
Build a dinosaur scene with plants and animals for a model diorama.
Make a Paper Plate Dinosaur
Suggested Evaluation:
Peer/Audience Reaction
Teacher Observation and Correction
Sharing/Closing
Checklist/Rubric
Other Resources/Related Works of Literature:
1.
Where the Sidewalk Ends, “If I had a Brontosaurus” by Shel Silverstein
2. A Light in the Attic, “Prehistoric” by Shel Silverstein
3. Something Big Has Been Here, “I Saw a Brontosaurus”, P. 138-139 by
Jack Prelutsky
4. Patrick’s Dinosaurs by Carol Carrick (Clarion, 1983)
© 2015 Evangeline Anoka
Instructional Components of the Thematic Unit
Grade(s):_______________________________________________
Unit or Thematic Title:____________________________________________
Title of Resource (Book, Poem, Basal, etc.):_____________________________
Background Information/Focus:
How does the theme listed in the unit title relate to the literature/content?
Objectives:
Vocabulary:
CCGPS:
Reading/ELA Standards:
Mathematics Standards:
Higher Level Questions:
Materials:
Suggested Activities by Subject areas:
Reading/Language Arts:
Mathematics:
Science:
Social Studies:
Culminating Activity:
Suggested Evaluation:
Other Resources/Related Works of Literature:
Evangeline Anoka © 2015
Place Value Riddles
Using
Base Ten Blocks
Ones
Cubes or Units
Tens
Ten Sticks, Longs,
Rods
Flats, Squares
Hundreds
1. I have two blocks worth 11. I’ve made all the exchanges
possible. What are they?
2. I have four blocks worth 13. I’ve made all the exchanges
possible. What are they?
3. I have two blocks worth 20. I’ve made all the exchanges
possible. What are they?
4. I have three blocks worth 12. I’ve made all the exchanges
possible. What are they?
5. I have four blocks worth 22. I’ve made all the exchanges
possible. What are they?
6. I have two blocks worth more than 100 but less than 200. I’ve
made all the exchanges possible. What are they?
Make and Take
Brown Bag Puppet
What you need:
Brown Bag
Puppet Parts
Pencil
Marker
Crafts
Liquid Glue
Procedures:
Deliver the Lesson:
Questions:
New and Inexperienced Teachers
Guide to
SUCCESSFUL TEACHING AND LEARNING
1.
HIGH EXPECTATIONS
Establish a Good Rapport with Colleagues, Parents, Students, and Community
Collaborate with Colleagues frequently
Provide Parent Involvement Information at Beginning of School Year
Use Teacher Website to Inform Parents & Students
Send Letters to Parents (translated if needed)
Send “How To” Documents to Parents (translated if needed)
Implement Frequent Assessments (Teacher Made, Grade Level, County, State)
Send First & Second Semester Mastery Checklist or Standards
Provide Daily Communication through agenda planner, folder, or designated source
Set Goals (Daily, Weekly, Monthly, or Yearly)
Motivation—Be consistent and/or continuous
Equip Students with School Tools to take home(CDs, DVDs, CD Players, Charts, Posters, Flashcards
Play Fun Games and Simulations to Make Learning Fun!
Provide Incentives for High-Quality Performance and/or Good Effort
Issue Stickers, Stampers, Smileys, in Folder, School Agenda Planner, etc.
2.
PACING—Instructional Strategies and Techniques
What is Your Teaching Style and Learning Style? Are You a Kinesthetic Teacher, Visual Teacher, Auditory
Teacher, Fun Teacher, Clutter Teacher, Neat Teacher, Passive Teacher, All Rolled Into One?
Are You Structured Yet Flexible and Spontaneous?
How is Your Classroom Management, Room Arrangement, and Organization?
Do you ensure a Challenging Curriculum with some Rigor?
Do you employ School Tools to use at home for extra practice?
Do you Differentiate classwork, homework, assessments at an on-going basis?
Do you Teach Up for Exposure and Opportunity to Experience Excellence?
How do you implement Prescriptive Teaching & Learning Tactics for all students?
Do you use Repetition, Repetition, Repetition, for ESOL students
3.
REINFORCEMENT
Provide Frequent Feedback—Check, Monitor, and Comment on Student Work
Send a Weekly or Monthly Homelearning Calendar or Post Calendar on Teacher Website
Provide Homelearning Packets for Extra Practice during weekends & holidays for ESOL or RTI students
Help Parents Develop/Maintain a Homelearning Portfolio to use as a Study Guide
Check Homework/Classwork send home for review or extra practice—keep some for Data Notebook
4.
GROWTH—Professional Development & Lifelong Learning (On-going)
Attend, Participate, or Present at conferences, workshops, inservices, seminars, meetings, etc.
Pursue advanced degrees or further education
Conduct frequent research about education
Teach/Share Knowledge & Experiences with others
Be an advocate for Students, Teachers, & Education
© 2015 Evangeline Anoka
COUNTING CHART
1
11
21
31
41
51
61
71
81
91
2
12
22
32
42
52
62
72
82
92
3
13
23
33
43
53
63
73
83
93
4
14
24
34
44
54
64
74
84
94
5
15
25
35
45
55
65
75
85
95
6
16
26
36
46
56
66
76
86
96
7
17
27
37
47
57
67
77
87
97
8
18
28
38
48
58
68
78
88
98
9
19
29
39
49
59
69
79
89
99
10
20
30
40
50
60
70
80
90
100
EVEN NUMBERS –Skip Counting by 2s
2
22
4
24
6
26
8
28
10
30
12
32
14
34
16
36
18
38
20
40
13
15
17
19
50
100
ODD NUMBERS
1
3
5
7
9
11
Skip counting by 5s
5
55
10
60
15
65
20 25 30 35
70 75 80 85
Skip counting by 10s
40
90
45
95
10
20
30
40
80
90 100
50
60
70
Skip counting by 100s
100 200 300 400 500 600 700 800 900 1,000
Directions: Color in a square when you complete a task. Keep a log of books read using the Read and
Respond bookmark. Write down the book title, author, and on the book report form write the illustrator
and write about your favorite part. Don’t forget to get a parent to sign each bookmark.
Read a book
Read a book
Read a funny
Read a book
Read a book of
about
about a dog.
book.
recommended
your own choice!
Kindergarten
by the librarian.
Read a Donald
Read a book
Read a book
Read a book
Read The Cat in
Crews book.
about a boy.
about an animal.
about a girl.
the Hat by Dr.
Seuss.
Read an ABC
Read a Magic
Read an ABC
Read a
Read any book
book.
School Bus
book.
newspaper or
about numbers.
book.
magazine.
Read a book of
Read a Donald
Read a book of
Read a Nursery
Read a book
your own choice.
Crews book.
your choice to a
Rhyme book.
recommended
parent.
by a friend.
Read any tall-
Read an ABC
Read a book
Read a book of
Read a
tale book.
book.
about school.
your choice.
fairytale.
Turn in your book reports for each book as you read them first. Then color the square. When
you are done coloring in your ENTIRE chart, please return it to your teacher and start a new one
to work on your 50 books (and beyond)!!!!!!!!!!!!
*NOTE: You may check a book out from the classroom library as often as you like. In addition,
get a Public Library card to check out books from your local library also.
Direcciones: Colorea el cuadrado cuando termine el trabajo. Mantenga una lista de los libros leídos
usando “La Marca de Libro Lee y Responde”. Escribe el título del libro, autor, y la forma del reporte del
libro escribe el ilustrador, y escribe acerca de su parte favorita. No olvides hacer firmar con tu padre en
cada reporte.
Lee un libro
Lee un libro
Lee un libro
Lee un libro
Lee un libro de
acerca de
acerca de un
divertido.
recomendado
tu elección!
Kindergarten
perro.
por la
bibliotecaria.
Lee un libro de
Lee un libro
Lee un libro
Lee un libro
Lee The Cat in
Donald Crews .
acerca de un
acerca de un
acerca de una
the Hat de Dr.
niño.
animal.
niña.
Seuss.
Lee un libro de
Lee el libro de
Lee un libro de
Lee un periódico
Lee un libro
ABC .
Magic School
ABC .
o revista.
acerca de
Bus .
números.
Lee un libro de
Lee un libro de
Lee un libro de
Lee un libro de
Lee un libro
tu elección.
Donald Crews .
la elección de tu
poesía infantil.
recomendado
padre.
por tu amigo.
Lee un libro de
Lee un libro con
Lee un libro
Lee un libro de
Lee un libro de
cuentos.
ABC.
acerca de la
tu elección.
cuento de
escuela.
hadas.
Entrega el reporte del libro por cada libro que leíste, después colorea el cuadrado. Cuando
termines de colorear la hoja entera, por favor devuélvela a la Maestra y comienza a trabajar en
la otra hoja de los 50 libros (Adelante)!!!!!!!!!!!!!!!!
*Nota: Además puedes prestarte libros de la biblioteca las veces que lo deseas, obtén tu tarjeta
de la biblioteca para hacerlo
Sources
1. Mehrens, Gloria and Karen Wick, Bagging It with Puppets,
Fearon Teacher Aids, California, 1988.
2. Koumpouras, Sally, Quick Pick Activities for Critical Thinking
Level 1 Ages 5-7, EUPRESS Inc., N.D.
3. Renzulli and Smith, Curriculum Compactor, Creative Learning
Press, 1988.
Fonts & Graphics
www.dafont.com
www.clipartpanda.com
www.superteachertools.net
www.homeschoolmath.net
Spanish Translations
Ruth Cabrera, Dekalb County Schools
Mildred Ramos, Dekalb County Schools
Laura Keys, Dekalb County Schools