Daily Lessons
Kindergarten
The routine for designing a day’s sequence of lessons in kindergarten is the same as designing a sequence of lessons (a unit) in any other knowledge system.
Guidelines
1.Examine resources for selecting two things: (a) the subject matterAREAS you will teach = curriculum strands, knowledge systems, or “competency goals” in a standard course of study; and (b)specific knowledge items (sometimes called “objectives” in a standard course of study) within each strand or competency goal.
Curriculum goal, strand, knowledge system = math
Specific math knowledge items; e.g., rote counting, rational
counting, group counting, addition
Remember, if you are teaching tool skills and tightly-coupled knowledge systems (language, reading, math, basic science), focused, explicit, systematic instruction works best.
However, plan to use Socratic instruction(guided discussion) and discovery learning (e.g., kids observe and write findings) to apply their tool skills (e.g., math) and when teaching loosely coupled systems such as social studies and literature.
a. NC Standard Course of Study for kindergarten. Many objectives are vague. They use words such as “demonstrate” or “understand.” If an objective is vague, do this. Ask, “What sorts of things could a kid do if a kid knew this item?” For example, an objective says, “Student demonstrates knowledge of the connection between letters and sounds.” Translate this into:
(1) “When I point to a letter and say ‘What sound?’ the student says the correct sound
within 3 seconds.” And
(2) “When I point to a letter among an array of letters and nonletters (e.g., a, m, a, r, a,
m, s, r, square, triangle, cat face) and I ask, ‘Is this mmm?’ the student answers
correctly within 3 seconds.”
Can you see that these are two examples demonstrating knowledge of letter-sound correspondence?
Write these translations onto your copy of the standard course of study and onto a planning document such as this. YOUR concrete and tangible objectives tell you EXACTLY what to teach and what to assess.
b. Another version of the standard course of study. Has lesson plans!
c.
d.
e. Tested curriculum materials (programs) that teach specific items in strands in a logical progression, and provide procedures forteaching acquisition, generalization, retention, and sometimes fluency. Here.
See these.
Direct instruction spoken English for ELL students
Language for Learning,
Espanol to English
Scope and sequence
Check alignment with standard course of study! Teach many of the same things?
Research base.
Reading Mastery and DISTAR
Arithmetic
Research base.
With disadvantaged children and children with special needs, explicit instruction of tools
skills works better than less explicit instruction. See the research below.
2.Examine research on effective procedures with certain kids and skills.
a. Project Follow Through. The Largest Education Evaluation. Showed the superiority of
focused, explicit, direct instruction in teaching reading, math, and language.
Effective School Practices, on Project Follow Through.
Graph 1. Effects of different curriculum models on achievement.
Graph 2. Which model produces the most significant outcomes?
b. Kirschner, Sweller, and Clark. Why Minimal Guidance During Instruction Does Not
Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based,
Experiential, and Inquiry-Based Teaching
c. Rosenshine, B. (1997). Advances in Research on Instruction.
Rosenshine, B. (1997). The Case for Explicit, Teacher-led, Cognitive Strategy Instruction.
d. Ellis, E.S., & Worthington, L.A. (1994). Research Synthesis on Effective Teaching
Principles and the Design of Quality Tools for Educators.
e. Walberg, H.J. & Paik, S. (2000). Effective education practices. Educational Practices
Series. International Academy of Education. International Bureau of Education.
Copy and paste guidelines for teaching from the above.
3.Make groups of competency goals of subjects (e.g., math, social studies, science, literacy) and put the selected specific knowledge items in each group.
For early days in the curriculum, make sure to select the least complex items first---that is, the items that have the fewest elements or require the fewest preskills. Tag the more complex items for later lessons.
Each group of items is going to be one or two lessons during the day.
Groups/competency goals Specific knowledge item translated as concrete and tangible objectives.
I examine the NC Standard Course of Study for Kindergarten =I made my own version here =
NC Standard Course of Study for kindergarten.
I also examine programs in language and math, the opinions of experts, and my own knowledge.
Here are the objectives that are under the strands or Curriculum Goals in the NC Standard Course of Study / The Curriculum Goals and Objectives in the Standard Course of Study are vague.
Here, I translate them into concrete and tangible behavior that I can see and hear.
LESSON/ACTIVITY 1 Warm up
NC Standard Course of Study. Social Studies. 2006.
Competency Goal 2. The learner will identify and exhibit qualities of responsible citizenship in the classroom, school, and other social environments.
Objectives
2.01Exhibit citizenship traits such as integrity, responsibility, and trustworthiness in the classroom, school, and other social environments.
NC Standard Course of Study. Social Studies. 2006.
The learner will express basic geographic concepts in real life situations.
Objectives.
5.01Locate and describe familiar places in the home, school, and other environments.
NC Standard Course of Study.
English Language Arts. 2004.
Competency Goal 1. The learner will develop and apply enabling strategies and skills to read and write.
Objectives
1.01Develop book and print awareness:
- identify the parts of books and function of each part.
- identify the title, name of the author and the name of the illustrator.
Objectives
2.01Demonstrate sense of story (e.g., beginning, middle, end, characters, details and setting).
2.09Identify the sequence of events in a story.
Competency Goal 3.The learner will make connections through the use of oral language, written language, and media and technology.
Objectives
3.01Connect information and events in text to experience.
NOW YOU DO WHAT I DID. MAKE LESSONS 2 AND 3.
Math? (review counting, number:quantity/numeral; addition of 2 numbers; teach addition of 3 numbers as in Stein)
Teach reading (saying sounds letter-sound correspondence sounding out words story made of those words). Hint: Use 100 Easy.
Colors (name them, sort them). Shapes (name them; draw them). Hint: these are sensory concepts.
HINT. THERE IS nothing wrong with continuing to work on an objective AGAIN later, in another lesson. For example, imagine that lesson 4 has a task in which you work on MORE facts? In this case, USE THE PROCEDURE that I already wrote out, and just change the content---the facts to teach. / This is vague. A more concrete and tangible EARLY objective is “sitting big” or “showing ready to learn.” They put feet on the floor, sit straight, place hands in lap, look at teacher, and stop talking.
Concrete Objective.
The teacher says, “Everybody, show me ready.” Kids get into the readiness or sitting big position within 5 seconds.
Little kids need basic information (facts, lists, concepts/vocabulary) about their local environment.
The objective here is not in the Standard Course of Study, but it IS in the program, Language for Learning. So, I will invent an objective to address this knowledge.
Concrete objective.
The teacher asks questions about names of school, teacher, other children, grade level, objects and places in the room (board, calendar, play area). Children answer the questions correctly within 4 seconds.
Concrete Objectives.
When the teacher points to a part of a book (cover, pages) and asks, “What is this called?” kids answer correctly within 3 seconds.
When the teacher points to the title of the book and asks, “What is the title?”, kids answer correctly via rote memorization within 3 seconds.
Concrete Objectives.
The teacher asks questions such as “What is the (character) doing?” “How does the (character) feel about…?” “What did the (character) do after she….?”
Kids answer correctly within 4 seconds.
Concrete Objectives.
The teacher asks questions such as “Have you ever…?” “Would it be fun to….?” “How would you feel if…?” drawn from events and characters in the story.
Students give answers relevant to the question.
4. Now arrange the groups in 3, above, into a sequence of lessons. Each specific knowledge item in a group is a TASK in a lesson. If there are more than 6 or so items/tasks, divide the list for that group into items for a second lesson later in the day.
Make it a logical sequence. If you will be reading a story, kids need to know certain vocabulary words. Have a lesson on those words earlier in the day and then review them during the first task in story time. Or, if kids will be sounding out words in an afternoon lesson, make sure in a morning lesson to review earlier-taught sounds and teach a few new letter-sounds that will be in the afternoon words.
Make a schedule.
Lessons or Activities (competency goals or knowledge systems/
Tasks (work on specific knowledge items)
L 1 2 Snack 3 4 lunch 5
Tasks 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6
Nap
L 6
1 2 3 4 5 6
Write in the procedure for acquisition. What kind of knowledge is an item? Fact, list, etc. Use the proper procedure. At the end, think of how you might later work on generalization, retention, fluency, integration, or simply add more examples.
The following is taken from # 3 above.
Lesson/activity 1 Competency goal/subject/knowledge system. WARM UP. This lesson draws on competency goals in English Language Arts and Social Studies. [See number 3 above.]
Task 1 Review sitting big or showing ready to learn.
Concrete, tangible objective.
The teacher says, “Everybody, show me ready.” Kids get into the readiness or sitting big position within 5 seconds. They put their feet on the floor, sit up with back against the chair, put hands in their laps, look at the teacher, and stop talking.
Procedure. Showing ready is a routine. Kids get ready in a sequence. How do you teach a routine? Like this.
Teach directly by:
1. Briefly modeling or giving an overview of the routine or sequence.
2. Model each step; lead students though it; and then have students do it.
3. Model several steps in a row and have students repeat them.
4. Continue until students perform the routine independently.
5. Correct any errors by modeling the correct response and/or firming weak elements. Then have students back up several steps and start over.
So…
Boys and girls.
Let’s review SHOW ME READY.
Am I ready? [wiggle around on chair and wave arms]
NO, I am not ready.
Now I will show ready.
I put my feet on the floor. [model]
I put my back against the chair. [model]
I put my hands in my lap. [model]
I look at YOU. [model]
And I am quiet.
I am ready!
Show ready with me.
Everybody, feet on the floor…
Yes, our feet are on the floor!
Back against the chair.
Yes, our backs are against the chair.
Hands in our laps.
Yes, our hands are in our laps.
Look at ME.
Yes, you are looking at ME!
And now quiet.
Yes, we are quiet,
Now we are ready to learn. We are such good students!
Your turn. Show me ready.
Everybody, feet on the floor…
Yes, your feet are on the floor!
Backs against the chair.
Yes, your backs are against the chair.
Hands in your laps.
Yes, your hands are in your laps.
Look at ME.
Yes, you are looking at ME!
And now quiet.
Yes, you are quiet.
You showed me ready. You are ssssooo smart!!
Plan next: More examples? Generalization? Fluency? Retention? Integration?
1. So far, we do each step in the show ready routine. In future, we will model, lead, and test the whole five-step routine. [integration]
2. I will generalize showing ready to times when the kids are sitting at the table.
3. Once the kids do the whole sequence, we will work on showing ready fast. “Let’s see how fast we can show ready!” [fluency]
4. During the day, I will catch kids showing ready on their own. “I love the way Jordon is showing ready. He is ready to learn!” [retention]
Task 2. Basic information about self and local environment.
Concrete, tangible objective.
The teacher asks questions about names of school, teacher, other children, grade level, objects and places in the room (board, calendar, play area). Children answer the questions correctly within 4 seconds.
Procedure. This is fact knowledge. How do you teach facts? Like this.
Teach directly by stating the fact and having students memorize it.
So,
Boys and girls. Let’s do facts.
I’ll say a fact and then YOU’ll say that fact. [Gain attention, frame task]
A week has seven days.” [Model]
Say that fact with me. [Lead]
What’s our fact? [Immediate acquisition test.]
“A week has how many days?” [An inference from the fact statement = Teacher says subject; kids say predicate]
So, what has seven days? [Another inference from the fact statement. Teacher says predicate; kids say subject.]
A week has seven days. Here are the seven days that a week has. Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday. [Point to calendar] [repeat] Tomorrow, YOU will learn to say the seven days that the week has.
New fact. My name is Ms. Boop.
Say my name with me….
Your turn. What is MY name?
Yes, MY name is Ms. Boop.
I am your teacher.
What am I? I am your_____.
What is my name?
So, the name of your teacher is Ms. Boop.
What is the name of your teacher?
What is MY name?
New fact. Our school is Gryffindor Elementary.
What is the name of our school?
Yes, the name of our school is Gryffindor Elementary.
You are so smart. You know where you go to school!
Let’s review all our facts. Get ready. A week has how many days?
So, how many days are in a week.
What has seven days?
…..
What is MY name?
I am your teacher. So, what is the name of your teacher?
….
What is the name of our school?
We are IN our school right now. The name of our school is Gryffindor Elementary. So, WHERE do you go to school?
Plan next: More examples? Generalization? Fluency? Retention? Integration?
1. We will work on more facts---name of children, name of city, name of state. Later, we will point
to the state on a map.
2. Kids will learn to answer fact questions with simple declarative statements for instance.
“What is the name of your school?” Gryffindor Elementary. “Say the whole thing. The name of
my school is Gryffindor Elementary.”
3. Kids will learn to say the days of the week---as a list. They will also learn to say the name of the
current day, and then yesterday, and tomorrow. For this, I will use a calendar.
Task 3 Book and Print Awareness.
- identify the parts of books and function of each part.
Concrete Objectives.
When the teacher points to a part of a book (cover, pages) and asks, “What is this called?” kids answer correctly within 3 seconds.
Procedure. This is higher-order concept knowledge; books and parts of books are a whole class. Each book is an example. The parts---cover and pages---are defined by what they look like and by their purpose.
How do you teach higher-order concept knowledge with vernal definition and examples? Like this.
1. Gain attention.
2. Frame task. “Here’s a new word.”
3. Model the verbal definition with a simple declarative statement in the form of subject and
predicate (that specifies genus and difference).
4. Test to ensure that students remember the definition.
5. Show and name examples.
6. Juxtapose examples and nonexamples.
7. Test by showing all examples and nonexamples and asking is this….?
So,
Boys and girls. We are going to read a story from a BOOK…
But first, let’s look AT a book.
This is a book.
What is this?...
Yup. It’s a book.
Books have parts.
What do books have?...
Yes, books have parts.
Here’s one book part [touch and show pages]. This book part is called PAGES.
What is this book part called?...
“Yup, this part is PAGES.
Pages have words and pictures. See the words and pictures? [Have kids look at words and pages.]
What do the pages have?....
Yes, the pages have words and pictures.
Here’s another book. [show a book that is larger or smaller] See the pages? They have words and pictures.
And here’s another book. See the pages. See the words and pictures.
Here’s another book part. [touch and show front and back] It’s called the COVER.
What is this book part called?...
Yup, this book part is the cover.
The cover helps to keep the pages clean. See, the cover keeps dirt from getting on the pages.
So, what does the cover do?...
Here’s another book. This is the cover. Touch the cover.
Yes, you are touching the book cover.
What does the cover do?..
Here is another book. Touch the cover. [Note that “This is the cover” is dropped.]
What does the cover do?...
Now, I’ll show a book part and you tell about it.
What is this (pages) book part?... What do pages do?...
And what is this (cover) part?... What does the cover do?...
- identify the title, name of the author and the name of the illustrator.
Concrete Objectives.
When the teacher points to the title of the book and asks, “What is the title?”, kids answer correctly within 3 seconds.
Procedure. This is fact knowledge. A subject that is particular (this book) has a feature (title, author). If taught together, it is list knowledge.