Kindergarten

Denise IF home [|Sioux Falls]

[|Drag things into the Box]
 * Categories**

1. http://www.uptoten.com/kids/kidsgames-home.html
 * Coordination Activities**

[|Matching Practice]
 * Matching**

[|Simple Addition]
 * Math Activities**

[|**Same or Different**] [|**Sequencing Numbers**] [|**Shapes**] [|Shape Practice] [|**Small, Medium,Large**] [|**Snakes and Ladders**] [|I Spy Shape Practice] [|Matching Shapes] [|Barney Shapes] [|**Time Teller**]

P1. [|Auditory Patterns with Piano] P2. http://www.abc.net.au/countusin/games/game2.htm P3. http://www.kids-space.org/HPT/1/11.html
 * Patterns:**

Reading and Listening [|Nursery Rhymes] [|Story Songs] [|**Phonics and Spelling**]

[|**ABC Order Train**] [|**Alphabet Animal Tour**] [|**Alphabet Ga**][|**rden**] [|**Animals Games**] [|**Between the Lions Songs**] [|Many Things Recognizing Words and Pictures]

Songs [|Song :Lyrics with Music] [|**Alphabetizing Library**] [|**Connect the Dots with Letters of Alphabet**] [|**Leo Loves to Spell**] [|**Letter Maze**] [|**Literacy Center**] [|**Letter Maze**] [|**Colors, Shapes, ABCs, Numbers**] [|**Leo Loves to Spell**] [|**Literacy Center**] [|**Learn to Read - Games, Books, Movies**] [|**Three Little Pigs**] [|**Upper and Lower Case Letters Game**] [|**Word Play**] [|**Word Hunt**] [|**Online Stories**] [|**The Book of Pooh**] [|****Morris' Special Day****] [|**Interactive Alphabet**] [|**Vowel Sounds**] [|****Rhyming Words****]


 * Social Studies**
 * [|My World Grades K-2]**


 * Science**
 * [|Science Activities]**

[|Math Worksheets]
 * CONTENT STANDARD 1.

__READING__

Students use the reading process to demonstrate understanding of literary and informational texts. ||
 * CODE || GRADE K BENCHMARKS ||
 * LAK.1A || Students use the reading process to apply a variety of comprehension strategies before, during, and after reading. ||
 * LAK.1A.1 || Students use illustrations and prior knowledge to decode unknown words and understand text. ||
 * LAK.1A.2 || Students recognize and produce rhyming words orally. ||
 * LAK.1A.3 || Students orally combine and segment syllables. ||
 * LAK.1A.4 || Students recognize initial and final sounds of words orally. ||
 * LAK.1A.5 || Students self-correct for meaning. ||
 * LAK.1A.6 || Students use pictures and illustrations to understand text and to make predictions. ||
 * LAK.1A.7 || Students connect information and events in texts to life experiences. ||
 * LAK.1A.8 || Students identify parts of a book including the front and back covers, the title page, and the names of the author and illustrator. ||
 * LAK.1A.9 || Students differentiate letters and words. ||
 * LAK.1A.10 || Students understand concepts of print, including that print conveys meaning and that print is read top-to-bottom and left-to-right. ||
 * LAK.1A.11 || Students match voice with print, associating syllables, words, and phrases with their written form. ||
 * LAK.1A.12 || Students name upper and lower case alphabet letters. ||
 * LAK.1A.13 || Students know letter/sound correspondences. ||
 * LAK.1A.14 || Students are familiar with a variety of modes such as Big Books, storytelling, and audio and video modes. ||
 * LAK.1B || Students demonstrate an understanding of literary texts. ||
 * LAK.1B.1 || Students understand sequence; i.e., beginning, middle, and end. ||
 * LAK.1B.2 || Students use illustrations to retell story. ||
 * LAK.1B.3 || Students listen and respond to stories based on characters, themes, plots, and settings. ||
 * LAK.1C || Students demonstrate understanding of informational texts by listening and responding to nonfiction texts. ||

AlphabetA1. Activities for Teaching the Alphabet: [|Teaching the Alphabet] A2. [|Mrs. Alphabet's site] [|Alphabet PowerPoints]


 * Alphabet Lessons in order taught by Kindergarten teachers:**

**W**
W Sites:  //Denise video//: Count Dracula Counting W Song: Wheels on the Bus [|Woodchuck Tongue Twister] [|Weather] [|Where What When Why] United Streaming Integration: [|United Streaming] Type in "W" in the search- One that comes up is a short segment on W for wolves. It is cute. The other W is not so good-kind of boring Also: If you type in "Wheels" there is a short segment on, "You Can't Get Around without round Wheels." 36 seconds- You will see there is a segment on getting around on the water too. Although this is a good transportation video, it does have W for Wheels- On United Streaming there is a video on Weather: Changes and Measurement (You can type that in search.) It is kind of boring. Save any of these you like, so you have them for next year.

**a [|Letter a Ideas] Z**
Z activities [|Z quiz] Change the first letter of every child's name to Z videos On CD [|c Printables to show and use with PolyVison] [|C ideas for the teacher] D videos [|Kid Zone D poems] [|http://www.geocities.com/heartland/7202/abbie7.html] [|D songs] //I// [|Kid Zone I] I video [|Making the TH sound] [|How to Draw a Turkey] [|Find The First Thanksgiving] [|Draw a Turkey- harder] [|All about Turkeys] Have students draw a big turkey on whiteboards After they have done that, have them do the same turkey on a notecard Talk about porportions Ask them to describes similiarities and differences [|J song] Jelly Beans order of colors/matching number words to numbers [|Kid Zone] [|N rhyme] United Streaming Kagen Spinner with cards When your number is spun http://www.sesamestreet.org/home holidays and presents http://www.edhelper.com/ReadingComprehension_36_16.html poem
 * C**
 * D**
 * TH**
 * J**
 * N**
 * P**

January Draw a Snowman: http://www.wikihow.com/Draw-a-Snowman Stories: http://www.storyplace.org/preschool/other.asp [|alphabet]

T United Streaming video on T is good. I recorded two other Sesame street videos that are good on transportation. The kids enjoyed them, and so did I! [|www.ottoclub.com]- simple and fun and has to do with transportation

V Week [|Letter V activities] [|More letter V activities] [|Volcano Interactive] [|United Streaming]

Y Week [|Alphabet Songs with Y]

Review Week [|Animated Story] [|Ghost Blasters] [|100 day]

B Week absent

F [|What is in the bag?] [|Expressions] [|Paired Words] [|Facial Expressions] [|Back to back]

L I SPY Library http://www.scholastic.com/ispy/play/library/index.asp

[|Electric Company]

__[|Starfall]__

2. Play Sesame Street Video //How is this One Not Like the Other One?// Load the PDF file (Make sure Adobe is loaded) and do this one in class: [|PDF Choose the one that is different] [|Fun Brain Differences] [|Which one is not...] [|Rapid Fire Naming]
 * Differences Sites for the Kids to interact:**

Over Under In http://www.meddybemps.com/9.691.html

Q and U Sparkle game

X

Literary Elements [|Story Books to Listen] [|Stories to listen 2] [|Muffin Man] Extra Weeks

Rhymes: [] [|compare]

**ABC Interactive Games**
 * **[|1. ABC Gulp]** ||
 * [|2. ABC letter order Train] ||
 * **[|3. ABC Mommy and Me]** ||
 * **[|4. ABC sounds]** ||
 * [|5. ABC word order #1] ||
 * **[|6. ABC word order #2]** ||
 * [|7. ABC word order #3] ||
 * **[|8. ABCow - type the missing letter in the alphabet]** ||
 * [|9. Alphabet action] ||
 * **[|10. Audio Alphabet]** ||
 * [|11.][| Big Bird gets a Letter] ||
 * [|12. Chicken Stacker] ||
 * [|13. Click and Match] ||
 * **[|14. Clifford's Letter Match]** ||
 * **[|15. Clifford's Sound Match]** ||
 * **[|16. First and Last Sounds Games]** ||
 * **[|17. Learn to Print]** ||
 * **[|18.][|Literacy Center]** ||
 * **[|19. Match beginning sound to picture]** ||
 * [|20. Match upper and lower case letters] ||
 * **[|21. Match upper and lower case letters #2]** ||
 * **[|22. Print out ABC templates] ** ||
 * [|23. Sentence parts order] ||
 * Offline Activities - Patterns**

• http://www.technospudprojects.com/archives.htm

• http://www.fwend.com/oddoneout.htm

Alphabet Practice with Cookie Monster http://pbskids.org/sesame/letter/l.html

Working with Words

• http://www.oswego.org/testprep/ela4/wwwords1.html

Build Words

• http://www.fwend.com/worddance.htm • [] For More Information: [|Reading Rockets]

March 23, 2009 Kindergarten A variety of activities for elementary. Most activities are pretty good and pretty simple: __ [] __ Up and Down work for U week __ [] __ [|www.starfall.com] 1. [|**Dr. Seuss's Seussville**] 3. [] 2. Find the one that is different: [] . 3. [] [] [] [] [|www.starfall.com] http://www.scholastic.com/ispy/play/library/index.asp http://www.nga.gov/kids/zone/stilllife.htm February 17, 2009 1. http://teacher.scholastic.com/activities/bll/leo/index.htm 2. http://www.do2learn.com/games/wordpairs/index.htm 3. [|www.starfall.com] February 11, 2009 1. [|What is in the bag?] 2. feelings: http://www.do2learn.com/games/feelingsgame/index.htm 3. [|Facial Expressions] January 26, 2009 [|Animated Story] [|Ghost Blasters] [|100 day] [|www.starfall.com] January 20, 2008 [|www.starfall.com] http://teacher.scholastic.com/activities/bll/leo/index.htm January 13, 2009 http://dsc.discovery.com/convergence/pompeii/interactive/interactive.html http://www.nga.gov/kids/zone/wallovers.htm January 6, 2009 Transportation: http://www.ottoclub.org/ Jungle: http://www.nga.gov/kids/zone/jungle.htm How to Draw a Reindeer ||
 * Computer Lab Lessons in reverse order:**
 * Dr. Seuss site.**
 * March 17, 2009**
 * Funny Fish: []**
 * 4. []**
 * February 24, 2009
 * **http://www.ehow.com/how_4540287_draw-reindeer.html** ||

December 2, 2008 1. Pirate counting http://www.ictgames.com/piratenumbers2.html or number counting: http://www.internet4classrooms.com/month2month.htm 2. match the number with the number word: http://www.quia.com/mc/286451.html 3. more number word practice: http://www.kidport.com/Grade1/Math/NumberSense/G1-M-NS-NumberWords.htm 4. jungle: http://www.nga.gov/kids/zone/jungle.htm J WEEK November 12, 2008 Brainwork Games http://www.4kids2play.nl/eng/ Collage: http://www.nga.gov/kids/zone/collagemachine.htm November 11, 2008 K Rats: http://www.learningplanet.com/act/rats/ratslist1.asp Learning Planet: http://www.learningplanet.com/stu/kids1.asp Flow: http://www.nga.gov/kids/zone/flow.htm

ESL Activities[|ESL and Kindergarten]

Research Regarding Phonics
Phonics defines the set of relationships between written letters and the spoken sounds that those letters represent. Closely related to phonics is "phonemic awareness", a child's understanding of the idea that spoken words can be broken down into constituent sounds. During the 20th century, an enormous amount of scientific research was conducted on the subject of reading instruction. Several formal surveys of this research were conducted during the latter part of the century, and all of them reached the same conclusion:
 * On three separate occasions, Jean S. Chall surveyed the entire body of reading research available up to the date of the survey (1967, 1983, 1996). The first of these studies was commissioned by the Carnegie Corporation and conducted at Harvard University. Chall concluded that comprehensive, systematic, phonics-first instruction was overwhelmingly supported by the vast majority of the research. Reference: //Chall, Jean S., “Learning to Read: The Great Debate”, 1967, 1983, 1996.// Her final conclusion on p. 307 of the third edition was:

> //summary, deep and thorough knowledge of letters, spelling patterns, and words, and of the phonological translations of all three, are of inescapable importance to both skillful reading and its acquisition. By extension, instruction designed to develop children’s sensitivity to spellings and their relations to pronunciations should be of paramount importance in the development of reading skills. This is, of course, precisely what is intended of good phonic instruction.”// > //ERIC// > //“In the largest, most comprehensive evidenced-based review ever conducted of research on how children learn reading, a Congressionally mandated independent panel has concluded that the most effective way to teach children to read is through instruction that includes a combination of methods. The panel determined that effective reading instruction includes teaching children to break apart and manipulate the sounds in words (phonemic awareness), teaching them that these sounds are represented by letters of the alphabet which can then be blended together to form words (phonics), having them practice what they've learned by reading aloud with guidance and feedback (guided oral reading), and applying reading comprehension strategies to guide and improve reading comprehension.”// In another comprehensive survey of research regarding twenty- four widely used school reform models (commissioned by the National Education Association [NEA], the American Association of School Administrators [AASA], and others), only three models showed “strong evidence” of effectiveness. Only two of the three were applicable in elementary school (the third was a high school model), and both of these models featured highly structured, systematic phonics instruction; most of the other models did not feature such instruction. Reference: [|An Educator's Guide to Schoolwide Reform, 1999], published on line by the American Association of School Administrators. In addition to these surveys, two ultra-large-scale government research projects also support the use of comprehensive, systematic phonics: And finally the entire state of California inadvertently performed its own large-scale "research" during the late 1980s and early 1990s by dropping phonics statewide from its reading curricula in 1987. (This was merely a continuation of California's decades-long policy of moving away from all forms of systematic instruction including phonics.) The resulting catastrophe precipitated several events: Conclusions of decades of research in reading (not just the "latest research" so often cited in the promotional material for many curricula) are summarized succinctly in the following set of recommendations: To see a listing of research supporting each of the above assertions, please visit our [|Phonics Research Bibliography].
 * In 2000, the National Reading Panel issued the following statement in its [|April 13, 2000 press release]:
 * In [|Project Follow-Through], the largest educational study every conducted in the history of education research, the U.S. Department of Education compared a systematic, comprehensive, phonics-based approach against eight other styles of teaching reading. The results indicated the overwhelming superiority of the phonics-based approach. The study was especially interesting because it was conducted in "real-world" classrooms rather than in the lab.
 * The [|National Institute of Child and Human Development] has spent 30 years conducting credible, large-scale scientific reading research. Perhaps no other organization is as strident as the NICHD in its consistent recommendations that teachers implement comprehensive, systematic phonics. Bonnie Grossen's [|summary of the NICHD research findings] and the recent [|testimony of Dr. Ried G. Lyon (of the NICHD) to the U.S. Congress] make for some interesting reading.
 * By 1994, when all of California's public school fourth-graders had been trained exclusively in a phonics-free environment, California's performance was at the very bottom of the national scores on the U.S. Department of Education's NAEP Reading Report Card (it tied with Louisiana for last place among 39 states tested).
 * The state education superintendent of the time, Mr. William Honig, stepped down from his position. He has since written a book (//Teaching our Children to Read: The Role of Skills in a Comprehensive Reading Program//) explaining the enormity of California's mistake.
 * The California State Board of Education has now revised its [|official reading policy], and California is just beginning its long, slow climb back up the ladder (in 1998 it ranked fourth from the bottom among participating states).
 * //Teach phonemic awareness explicitly.// Although there are some children who have an implicit understanding of phonemic awareness, almost all children benefit greatly from explicit instruction. Phonemic awareness is a prerequisite for successful subsequent phonics instruction.
 * //Teach every letter-sound correspondence explicitly.// Research supporting this idea is simply overwhelming. Children who have been trained explicitly to decode words are far more likely to read successfully than children who have had limited training or no training.
 * //Teach high frequency letter-sound relationships early.// Successful curricula tend to involve students in activities in which they can experience immediate and ongoing success. A successful phonics program gets children reading as soon as possible by teaching the highest frequency relationships early and presenting students with stories that consist of words containing only the relationships that have already been taught.
 * //Teach sound-blending explicitly.// Students do not necessarily understand how to connect the phonemes in unfamiliar words. Students with explicit training outperform those who have had little or no training.
 * //Correct every oral reading error.// All children, and especially children with reading difficulties, benefit the most when they receive corrective feedback regarding all reading errors, regardless of whether those errors influence the meaning of the passage (many meaning-emphasis programs encourage teachers to correct only errors affecting meaning).
 * //Use code-based readers rather than ordinary literature during early instruction.// Any curriculum whose early reading experiences consist only of exposing children to ordinary literature will almost certainly induce a high failure rate, and consequently lead to initial discouragement and confusion among students. Programs which compensate for this failure by encouraging the use of context (i.e. guessing) actually hinder reading development. In contrast, curricula that induce and sustain a high level of success through careful, systematic design produce the highest levels of reading success and self-esteem.