NC SCOC Objective & I can statements:
|
Teaching Strategies:
|
Materials needed:
|
|
Competency Goal 1: The student will learn skills to read and write.
|
1.01 I can tell you about books and print
|
letter,/word/
beginning/middle/end
author
illustrator
title
character
front/back
period
sentence
sound out
rhyme
word family
uppercase/lowercase letters
alphabet
sight words
consonant
vowel
|
http://www.kidscount1234.com/ (an abundance of ideas if you scroll down the left side--includes literacy as well as math activities)
http://www.carlscorner.us.com/ (literacy ideas available)
|
|
1.01a I can tell you about the different parts of books
|
Using books in large and small group activities, we discuss the parts of a book.
|
Books
|
|
1.01b I can point to the words as I read going the correct way.
|
Reading individual repetitive/predictable books, children point to words as they read to an adult and/or peer.
|
|
|
1.01c I can find the letters, words and sentences in the story.
|
1. Using the smartboard, a sentence is written on the board, children can put a circle around the requested word, letter, or sentence.
2. Using sentence strips, a sentence can be written and then cut apart into words to put back in order.
* Write sentences on sentence strips that tell about pictures on Christmas cards. Students must match the correct sentence to the correct card.
|
http://www.havefunteaching.com/videos/alphabet-videos
old Christmas cards, sentence strips
|
|
1.01d
- I can find the title of the story
- I can tell you what the author does.
- I can tell you what the illustrator does.
|
Large Group Activity: A whole class discussion focuses on these parts of literacy.
Small Group/Center time: Children have the opportunity to become the "author and/or illustrator" by making their own books.
|
|
|
1.02 I can tell you the names and sounds of letters and how they help me make words.
|
In large and small group writing instruction, letter-sound recognition is focused on using an ABC letter/sound chart to find needed letters and/or sounds.
|
|
|
1.02 a
- I can put letters together to make words.
- I can put words together to make sentences.
|
See above: 1.01c
|
|
|
1.02 b
- I can use letters and letter sounds to read words.
- I can use letters and letter sounds to write words.
- I can put word together to read sentences.
- I can put words together to write sentences.
|
Journal writing, daily messages, smartboard writing, AWARD READING activities.
|
|
|
1.02 c
- I can tell you how words begin the same.
- I can tell you how words end the same.
|
|
|
|
1.03 – I can read and sound out simple words
|
Individual "letter of the week" books, AWARD READING activities
|
|
|
1.03a I can name the upper and lower-case letters of the alphabet.
|
Use die-cut letters to glue and/or draw items that begin with that letter/sound.
|
|
|
1.03 b
- I can read my Kindergarten sight words
- I can read words that I see around me.
|
Sight Word Bingo
Tic-Tac-Toe with sight words
"BANG" with sight words
Sight Word Relay
Using the SmartBoard to read a morning message, find and highlight the sight words found in the message.
Send an email to another class and/or office personnel. Find/highlight the sight words in the message the class sent. When receiving a return email, find/highlight the words found in that message.
* Students wear necklaces with sight words on them. The students must call each other by their sight word name, instead of their real name. Ex. - Instead of Sarah, her name might be "the". "The" would be written on an index card and attached to a piece of yarn that Sarah would wear around her neck.
* Play Hot Potato using sight words. Whenever the music stops, the child holding the object must read the sight word.
|
|
|
1.03 c
I can name the beginning sounds of words.
|
|
|
|
1.04 - I can learn to read.
|
|
|
|
1.04 a
I can read my own story.
|
|
|
|
1.04 b I can use letter sounds and pictures to read simple stories.
|
|
|
|
1.05 - I can choose a book and read it by myself.
|
|
|
|
Competency Goal 2: Learn skills to understand what is read, heard, and seen.
|
2.01 I can tell about a story.
- I can tell the beginning, middle, and end of a story.
- I can tell the characters in the story.
- I can tell where the story happens.
|
Dramatic Play: Acting out stories
Characters:
1. Make puppets (bag or use popsicle sticks) to represent characters in a story.
2. Make character masks to wear to act out the story (i.e. mask for Papa Bear, Mama Bear, Baby Bear)
|
|
|
2.02 I can read and enjoy all types of stories and rhymes.
|
Checking out books from the media center.
Act out stories and rhymes.
Rhyming Words Matching lesson
|
|
|
2.03 I can use what I already know to help me understand the story.
|
|
|
|
2.04 I can ask and answer simple questions before reading a book by looking at the title and the pictures.
|
|
|
|
2.05 - I can tell what I think will happen next before I read a story and while I read a story.
|
|
|
|
2.06 – I can follow directions that I hear and see.
|
Play Simon Says
|
|
|
2.07 – I can understand that certain words tell the type of story. (“Once upon a time,” “The end,” “Happily ever after,” etc.)
|
|
|
|
2.08 I can tell which stories are real and which are make-believe.
|
|
|
|
2.09 I can tell what happens first, next, and last in a story.
|
|
|
|
Competency Goal 3: Make connections through speaking, reading, writing, and books.
|
3.01 I can connect what I read to things that have happened to me.
|
|
The Retelling Hand
|
|
3.02 I can use books to learn new things.
|
Using pony beads of different colors, students can retell the First Thanksgiving story through a story bracelet.
|
http://www.littlegiraffes.com/thanksgiving.html
|
|
3.03
- · I can use books to learn new words.
- · I can talk about why the author used those words.
|
|
|
|
3.04 – I can connect books to my experiences by speaking, listening, and using different media.
|
|
|
|
3.04 a I can listen to stories several times.
|
|
|
|
3.04 b
- · I can talk about stories.
- · I can draw pictures about stories.
- · I can act out stories.
|
* After reading the story How Santa Got His Job, have the students draw pictures of the jobs that Santa had before becoming Santa.
|
story How Santa Got His Job
|
|
3.04 c I can compare stories.
|
Read different versions of the same story (i.e. The Ugly Duckling, The Gingerbread Man, etc.) Discuss as a group.
|
As a pre-activity to comparing stories, I took 2 very similar books (ex: about snow) and talked about the "likenesses and differences" of the covers of the books. (Although the likenesses/differences is a math goal, it worked well to look at the front covers of the 2 books and compare them.)
|
|
Competency Goal 4: Use what you know and learn to tell, draw, and write about stories.
|
4.01
- · I can use new words when I speak.
- · I can use new words when I write.
|
|
|
|
4.02
- · I can use naming words and action words when I speak.
- · I can use naming words and action words when I write.
4.03
- · I can use describing words when I write.
- · I can use describing works when I speak.
|
|
|
|
4.04 - I can talk and listen to others.
|
|
|
|
4.04 a I can listen to others.
|
|
|
|
4.04 b
I can take turns while talking.
|
|
|
|
4.05 – I can write sentences that use periods, question marks, and exclamation marks.
|
|
|
|
4.05a
- · I can write from left to right.
- · I can write from top to bottom.
|
|
|
|
4.05b
- · I can write the letters and some words.
|
|
|
|
Competency Goal 5: Write and speak so that others can understand.
|
5.01 – I can learn to write and spell words.
5.01a
- I can write words using letter sounds.
|
|
|
|
5.01 b
- I can write the letters of the alphabet.
|
|
|
|
5.01 c
- I can identify and write consonant sounds in words.
|
|
|
|
5.02 – I can use a capital letter for the word “I” and for the first letter in my name.
|
|
|
|
5.03 – I can write letters that others can read.
|
|
|
|
Comments (0)
You don't have permission to comment on this page.