Kindergarten Learning Experiences Elementary School Services


K.R.14.1: By the end of grade 2, students will identify a regular beat and similarities of sounds in words in responding to rhythm and rhyme in poetry



Download 412.43 Kb.
Page5/27
Date02.02.2017
Size412.43 Kb.
#15201
1   2   3   4   5   6   7   8   9   ...   27

Poetry

K.R.14.1: By the end of grade 2, students will identify a regular beat and similarities of sounds in words in responding to rhythm and rhyme in poetry.


Children can share favorite nursery rhymes or poems with each other, and listen to rhythmic patterns of poems, stories, and chants introduced by the teacher.

Children can predict recurring phrases in stories and songs such as The Three Little Pigs, The Gingerbread Man, The House that Jack Built, Henny Penny, Rock-a-bye Babies, and Ring Around the Rosie, then identify rhyming words orally, by clapping, or by collectively listing the rhyming words on a blackboard.

Connections: Responding to rhythm is also addressed in Dance standard 1.3 and Music standard 3.3 of The Arts (chapter 7), and in Patterns, Relations, and Algebra standard K.P.3 of Mathematics (chapter 3).

Style and Language

K.R.15.1: By the end of grade 2, students will identify the senses implied in words appealing to the senses in literature and spoken language.



Kindergarten children identify various senses in imagery from poetry, stories, or spoken language.

After the teacher reads a book such as My Head is Full of Colors by Catherine Friend, children can identify sensory words that describe mental and actual images; they can then personally express those mental or actual images through painting, use of rhythm instruments, creating a collage of textures or colors, and writing words.

Children can participate in activities using various real materials/substances that appeal to the senses, listing descriptive words about sensory qualities (e.g., sticky dough, gooey mud, scratchy sand, slippery soapsuds).

Tips for Teachers: Vocabulary and knowledge are built and reinforced when children hear stories (or music) with strong imagery or sensory impressions, then describe and represent those images through art; or when children touch various textures and substances, and learn new words to describe the sensory features (e.g., salty, light or dark color, loud or soft, sticky, slippery, slick, scratchy).

Myth, Traditional Narrative, and Classical Literature

K.R.16.1: By the end of grade 2, students will identify familiar forms of traditional literature (Mother Goose rhymes, fairy tales, lullabies) read aloud.




K.R.16.2: By the end of grade 2, students will retell or dramatize traditional literature.



Kindergarten children identify at least two forms of literature, such as nursery rhymes, fairy tales, lullabies, or fables.

Children can listen to, compare, and retell traditional nursery rhymes, fairy tales, and fables from American and other cultures relating to indigenous American traditions (e.g., Bringing the Rain to Kapiti Plain by Verna Aardema; Gift Horse: A Lakota Story by Nelson).

Children can retell or act out traditional literature through narrative, art, puppetry, or drama.

Composition


Writing opportunities can be incorporated across the curriculum, along with feedback and short periods of instruction. Children should have opportunities to write every day, and may be helped by adults and by other children to sound out words in context, rather than repeating words in isolation. Writing is a way for children to play with language and make connections with sounds, letters, and words. Children will learn through gradual approximation of adult conventions how writing is used in life, and will learn most easily in the context of social interactions.

Writing

For imaginative/literary writing:

K.C.19.1: Students will draw pictures and/or use letters or phonetically spelled words to tell a story.




K.C.19.2: Students will dictate sentences for a story and collaborate to put the sentences in chronological sequence.



For informational/expository writing:

K.C.19.3: Students will draw pictures and/or use letters or phonetically spelled words to give others information.


Children can dictate a story for an adult to write down, or start their own writing based on letters and words they already know, receiving the teacher’s assistance to complete their story. They can then read or listen to their story read aloud, choose an order for the sentences or parts of the story, and add illustrations to finish the story.

Each child can contribute a page to a story developed by the class, or improvise the next event in a story as it progresses from student to student.

In consultation with a teacher or peers, children can edit or re-draft a class-created story by crossing out words and substituting others, or by adding or changing illustrations.

Children can create a class newsletter by writing/dictating short articles about school events or news in their families, and deciding how to order the articles.

Children can write or illustrate instructions (a series of steps in a particular order—for instance, a recipe for making a sandwich), based on an experience of making or doing something.

Tips for Teachers: To grasp and control writing tools, many kindergarten children need to develop their fine motor skills. They can squeeze dough; use hand punches; and/or pick up small objects with fingers, tongs, and tweezers.

Composition: Standard English Conventions

K.C.22.1: Students will print upper- and lower-case letters of the alphabet.


Children can examine upper- and lowercase letters, and discuss likenesses and differences.

Children can build awareness of upper- and lowercase letters by examining different fonts used on signs, in favorite books, or on computers, and by experimenting with different writing media, such as paint, chalk, and shaving cream.

Connections: See Reading and Literature standards K.R.7.1–K.R.7.3 above for other activities.



Download 412.43 Kb.

Share with your friends:
1   2   3   4   5   6   7   8   9   ...   27



The database is protected by copyright ©ininet.org 2024
send message
    Main page
full range
specific needs
massachusetts department
educational needs
learning needs
larger community
more they
larger framework
following standards
introduction section
best return