Daily Workbook WEEK 5 Tuesday/Friday NUMERACY (Sight word: of (1st week)

Letter of the week ‘g’ (Kindy A) and ‘a’ to ‘g’ review (Kindy B))

Reflections at end

Green = sort on day (usually equipment) Yellow = Post lesson notesBlue = note for Jo Grey = note for JacquiPurple = important note for BillSomething written in a foreign language = an encouraging message to Bill!

LOAD UP YR WEBMAIL Done and download the lesson plan at the start of the day – this will make a huge difference to yr organization, esp with YT vids.

Day: Monday and Thursday Year Level: Kindergarten Date: 17th June CLASSROOM LEARNING AREAS

Home corner:

Dinosaurs play area, using the named

Time/session

Lesson structure- what/how to teach Equipment Adult support

Before school starts

Both classes: message on the board, wheel it outsideGet the rotations ready mostly done

CUT out 21 dioramas lakes

Fill out the wheelie WB on time Done

Name writing laminates get sooner this time and

- make an example diorama (lake inside, sand inside, volcano inside, painted, name underneath) Done

CS: Letter tracing - out

Specific for Kindy B: put up the names under the designated numbers (make sure you have the group lists!!!!)

not enough students did the laminated HFW writing – direct st’s there first and encourage them to do it before coming to the rotations tables

Fine Motor skills – (dinosaur pinchers to pick them up)

Add dino shapes activity due to some being behind on this find the assessment

Parent timeTable 1: Dinosaur pinchers with little dinosaurs (Put pinchers back on top shelf of trolley, little dinosaurs are from trays section)

Table 2: Michelle’s cards with counters – add instructions if this is to be a parent time activity too

Table 3: Dinosaur Doubles (from Michelle’s

dinosaur piecesideas: play area changes each week to represent the typical landscape of each periodTriassic (245-208 million years ago): increasingly warm and dry.Jurassic Period (represent using sand in a tray?) (208-145 million years ago): increased rainfall, lush vegetation (represent by building trees on Tues (K-A) and Wed (K- B) week 5(8)

numeracy box) with the 2 regular dice per sheet (dice box in trays) – put out dinos or the funny caps as counters (or the red counters!)PUT BACK IN MICHELLE’S NUMERACY BOXTable 4: Dinosaur shapes activity

CS letter writingAsk Michelle and Lina if they’ve seen the Kindy A stamping sheet for writing their name – it would have been around the CS at some point last week.

Cretaceous: cooling down – discuss, represent by… ?

Permanents:Puzzles (Maths and literacy, plus social and emotional: co-operating, collaborating) – now following a dino theme

Blocks: Maths, Physical Sciences – now the inside dino home corner

Dolls house: Literacy (oral narrative of actions)

Social and Emotional: Learning to: share

8.40

send parents and st’s to name writing

Door open,Kindy B: children self-register (name board) and go to the Rotation table indicated in their name plan

Creation Station KINDY B: letter tracing laminates (move dino collage

Bill talking to parents (done well Monday, maladyets)

temporarily – but keep as flat as poss)prep this earlier next time – find or make new stamp sheet?

play with toys in an imaginative way

Assessment today:

________

Differentiation for support: Jxn needs plenty of monitoring for actions towards peers and staying on task

High level differentiation: Rotations: Shapes: add

Mat session first ten mins (max):Goals: i) welcome everyone - Social skills – greeting everyone.ii) Shapes work:

i) Good morning song‘Good morning, good morning, it’s great to see you today, good morning, everybody, today”St’s sing it back to youNB this is a Kindy B song - teach it to Kindy A every day< if it doesn’t work, revert to ‘Good morning ehhh vry booo dy’ etc >

- count heads and ask them who is missing (incorporate into handing out materials for guided drawing)

Today song (tune of Frere Jacque):

‘Today is Monday, today is Mondayall day long, all day long

yesterday was Sundaytomorrow will be Tuesdaythe week is long, the week is long” >

ii) Shapes game on mat

In a circle. Split into 4 groups, as they are sitting. St’s take turns to put shape in the circle (going clockwise – number the students in each group to achieve this) in each group to put the shape in the hoop.Throw the dice and tell tem which shape to put in the hoop

4 hoops

all the shapes EXCEPT the extension shapes

the soft dice

the shapes hexagon and octagon to extend the high level group (Elishka, Jazmin, Sasha, Sidney, Aaliyah). Lower level group: more time to revise the shapes before testing, in fact revise twice, perhaps.

Initial sounds cardsIf these are easily identified, ask st’s to clap

Time/session

Lesson structure- what/how to teach Equipment Adult support

9.25 (moved 5 mins later – make sure drawing is done properly,

Transition to rotations, using the rotations

list – same as morning

Have spare rotation handy (independent) (= magnet dinosaurs and magnet toys, play

doh and play doh mats) just in case

Same activities out as during the parent activities – minus name writing- Dinosaur doubles goes away, replaced with g writing sheet (should be on desk) and coloured

not rushed – take 5 mins more if needed)

Kindy A – groups worked out using the

sheet under the WB - FIND

Kindy B – per the names on the self

register board under the table numbers –

start with same tables this time (experiment

for student reaction, and

pens/textasTable 1: Parent helper (making abcabc then aabbaabb patterns, then allowing st’s to make own) Dinosaur pinchers with little dinosaurs (Put pinchers back on top shelf of trolley, little dinosaurs are from trays section)Table 2: Michelle with her cards and counters activity (number bonds to 10)Table 3 Lina: CHANGE this to ‘g’ writing worksheet FIND ON desk Bill

Table 4: Bill: Dinosaur shapes – brought over from the mat and assessment sheetsADD the extension shapes for group 1 (using extension sheet with gold sticker on it), plus other

out and number the syllables, too (written on card).

groups who breeze through the basic shapesNB while notes are taken, this is not summative assessment (leave for week 6 of prac)

9.45

= BILL

FMS circuit – observations from yesterday:Balance ability range is wide.lower end students have to increase leg and/or core strength in addition to repeated balance practice

Lesson goals: increase core and leg strength, one leg balance practice.

1: bubble space again2: the song and dance for the last time –http://www.youtube.com/watch?v=aQ2Vco_giiE

3: Caterpillar line on the mat, walk outside, as quiet as mice, line up on the dots

Demonstrate the circuit –

FMS circuit already set up in morning:

DRAW a decent HOPSCOTCH – big chalk, twice over!

Stepping stones x2 that’s it

Stage 2: EA helping keep the st’s in line when we walk outside.

Stage 3: EA helping keep the livelier st’s focused when all in a line

Stage 4: Lina monitoring the line and hopscotch, parent supervising the climbing frame/walking on bricks/kicker plank, Bill supervises all and gets test figures for the other

i) Hopscotch with numbers inside – = balance and leg and torso strength (Lina watches this and the line)

ii) Climb up and down one side of the climbing frame (= leg strength) Parent to supervise. IF WET, do iii instead (and if raining, replace both with the kicker plank and tube, under cover)

iii) (only if climbing frame is wet) walk along one edge of the bricks surrounding the sand pit (parent to supervise) = balance, strengthens legs and torso too, slightly?

iv) Standing on one leg in a line – the half of the class NDY (Bill, watching whole circuit too)

Free play until the bell is rung. Only one circuit needed.Inside for early crunch and sip if weather is poor. Get them to dance before crunch and sip

half of the group

Time/session10.15 Crunch and sip

Crunch and sip boxesKindy A: st’s collect it themselves from their bagsKindy B: st’s have left them in the box at start of the dayWater bottles: st’s in both classes leave them in a tray by the door every day= do Starfall – letters e to g

Jo/Lina clear away the rotations and put out newspaper on all four tables

10.30= BILL

SONG: the bottoms song to get them settled

Lesson goals:i) revising longer, shorter, taller

etcii) showing example diorama,

explaining the process (literacy integration).

i) 2 dinosaurs on the board PRINTED and LAMINATED: Coelophysis and Apatosauruscompare sizes, lengths, taller shorter etc

2 dinosaurs on the board: coelophysis and Apatosaurus PRINTED (end of plan) and

ask st’s to describe one and the others say which it is (only 1 descriptor needed each time, but nvm)

iii) example diorama, explain the steps-write name underneath- stick in the lake (elicit what it is)- put glue down and stick in the sand (leave space for the volcano on one side and for the tree on the other – adults draw spaces for these if possible please)

laminated

10.50 to 11.10

11.15 to 11.25

11.25 to 11.50

1: Students make the dioramas STAGE 1, on one of 4 different tables.

2: Back to the matinstructions what happens next:- paint the box- volcanos take off paper/cut it out, and put/glue in the volcano

back to the tables; paint the inside walls of

Each table has:

Newspaper downStage 1:- plastic plate of the white glue- Glue brushes ALL DAY- 5 half boxes (in store room, half hidden round corner) per table- 5 blue lake circles

Bill, EA, JG, parent have a table each

guide st’s through the process. Ensure they leave a space for the volcano to go down,

11.35

11.45

11.50

the dioramas, but not the bottoms! Place the volcano in the diorama in its special (hopefully!) unglued place, andBILL: distribute volcanoes while st’s are on the mat, after, or while they are sat down at the tables?

All the while, table ‘5’ = Assessment… behind the dino home corner board/in the book corner(Sherrise/Michelle)

Pack away, including putting dioramas to dry on window sills to dry (adults, again)

Ender activities (as things will be tied up sooner than end of session:- Put out 2 dinosaur kits – one table, Bill supervises- put out dino dot to dot (independent)-have CS open early (Lina supervises)

Pack away

(If good) Dinosaur stomp: http://www.youtube.com/watch?v=cGA1rYOrbUo

- 5 pencilsStage 2:Blue paint blobs – can be on same plate, for impromptu mixing

5 paint brushespairs of scissors ALL DAY

and the tree too (draw circles inside each of these boxes, that they are not to glue inside)when ready, take them outside to put the sand in (and tip out the loose sand)

Kindy B – Bill supervises two tables (TABLES PUT TOGETHER)

(If noisy)Last shapes work ON BOARD (blu tak needed) or read Dino facts

12.00 LunchBoth groups: students collect their lunchboxes from their bags. EA and teacher bring their water bottles and crunch and sip out

Wet lunch: games, puzzles and activities out

13.00 Pack away and come inside for rest timeNumbers song playlist (find a new one if poss)http://www.youtube.com/watch?v=FUjd-OlHQ4o&list=PL6FB8E53DCA5E3545if time lefthttp://www.youtube.com/watch?v=sdUUx5FdySs (kiwi fly clip, 3 mins) and briefly discuss

EA Have the cushions out (from ‘their’ side)

13.30= BILLmat time

Lesson aims:i: do the Minoesjkaii: revise Jurassic

i: Minoesjka CD1 track 24: Girls as fairies, boys as stomping dinosaurs

(then reverse?)

ii: Revise Jurassic for the last time, < Sheppard software if necessary?http://www.sheppardsoftware.com/scienceforkids/dinosaurs/ti meline.htm >revise the landscape

Elicit things needed for our dinosaur display high on the wall (trees, lake/pond)

13.45 Table 1: making a tree (tree plus magazines to rip up) Lina also watching table 2

Table 2: making a lake (independent, pieces cut up (blue foam, blue hard foam, blue bubble plastic)

Table 3: Earth Day pictures finished (half the class, Bill with checklist, also watching table 4

Bill copy, enlarge, trace the palm tree outline on this LP (A3 paper)Lina pls put on table 1

Magazines to rip up and stick down

Find more/copy more Earth day pics Lina pls put on table 3

Table 4: making a dinosaur from one of the kits, continued? /play doh activity (find) /

CS: dinosaur collage – finishing the stamp work, same dinosaur

cool wooden dino kits/play doh mats (we’ll decide this afternoon – depends how dino kits went in the morning)

14.50 Pack away (‘move it move it’ for Kindy A, and re-trial for Kindy B)

14.50 Back to matREVIEW DAYRead Dino facts*, testing out all the points Michelle asked for once again, but drawing attention to the fact the content is real, not made up (‘fiction’)

(*if used earlier, repeat the lovely Dinosaur Dance book)

Hand out the sounds bags ‘h’ for next week?

find book

15.05 Pick up bags15.10 Goodbye children! Lina to help with parents

identification, for safety

Rotations groups today GROUPED BY KNOWLEDGE OF SHAPES according to assessment 1 (dist day 1) and 2 (dino shapes activity last week). NB tables 2 and 3 use regular numeracy rotations groups as a guide, as all were medium students during

shapes assessment:

Table 1 ^all shapes correct plus

extension question (semi circle)

Table 2all basic shapes correct, but

not exension question

Table 3all basic shapes correct, but

not extension question (except Cooper – 1 wrong)

Table 4(1 or more errors on the key

shapes in ass1 and/or 2. Key focus group on bold)

make sure table 4 is shapes for the parent rotations

ElishkaJazmin,Sasha,SidneyAaliyah

IsabelShamaim

JakeMolly

Marley

MiaAmyAri

SarahCooper

AlissaClancy

MuzakkaCooper

Shonika

HazelChanelle

Post Tuesday Reflections

Today Sherrise pointed out that I demonstrated a high level of flexibility regarding my planning, to account for the external factors mentioned above, namely, an EA union meeting which occurred mid morning, and the severe weather warning that had been annonced the day before. The union meeting resulted in the class losing two EA’s for the best part of an hour. Although this had been announced by e-mail this morning, no staff in the room had heard of the meeting until the EA’s were told they had to leave the room. I adjusted the lesson plan so that I supervised two tables at once, and Sherrise helped the parent helper who was heavily involved with calming their very upset other child (pre-kindy age) who was with her (she had thought she was down to help out next Tuesday instead). Both of us kept an extra eye on RG as he went about the activities, though this is no different to when his assigned EA leaves each afternoon.

The severe weather warning forecast heavy rain and strong wind gusts from late morning, so I had assumed that my FMS circuit would be viable at 9.45. However, the weather was already quite bad at that stage, and we were concerned that the tree which partly overhangs the Kindy yard would drop another branch, as it had done one week previously. For this reason I adjusted the FMS circuit to ensure that the whole circuit was under the outside roof.

I discovered it was Seth’s birthday this morning, when his mother brought in cupcakes. I adjusted the DWP to allow time for him to share them after lunch, for us to give him his pretnd cake and his present from the birthday box. This followed an indoor lunch break due to the weather. I handled the changes well, and entertained the students with a video clip that was theme-related.

Apatosaurus

Coelophysis