Mouse Paint, Go Away Big Green Monster Literacy

The “Sight Words Alphabet Program” was revised last summer.  All learning outcomes are based on related literature selections.  In this mini-unit the literature selections “Mouse Paint, Go Away Big Green Monster and The Nose Book” are used to successfully introduce key learning outcomes that are outlined below.

Literacy Follow-up

Literacy Follow-up


Shared Reading Follow-Up

The companion emergent reader “Monster Parade” would be used as a follow-up to model the reading process and to introduce the following:


Alphabet Letters:  Mm and Nn


Sight Words:  blue, red, yellow and come


All Pre-primer sight words are introduced within the program.  They are introduced in meaningful context followed-up with interactive games.  In this reader and color words and identifying shapes are the key focus.


Literacy Follow-up Emergent Reader Black and White Version






Alphabet and Rhyming Literacy Center Games and Activities

Spin and Print

Playing partners spin and print the letter of the focus initial letter sound represented in the picture they landed on.


Draw and Print

Students draw a picture card and print the letter of the focus initial letter sound represented in the picture.


Picture Mnemonic Printing Activity

Students will be involved with focus letter picture mnemonic printing activities.  The students would put a nose on the letter “n” template representing that letter and sound.  They would place a mouse head on the letter “m” as displayed in the photograph below.


Phonemic Awareness, Phonological Awareness and Rhyming Activities

Rhyming, phonemic and phonological awareness activities are always addressed within the units.  This unit includes suggestions and activities in relation to developing these skills.

Literacy Mouse Paint

Literacy Mouse Paint

Sight Word Literacy Center Games and Activities

Spin and Print

Playing partners spin and print the sight word.


Roll and Print

In this game focus sight words are printed on a blank die.  Students roll the die and print the focus sight word on the templates provided.


Roll, Move and Say

Playing partners take turns rolling a die and moving their game players accordingly and must say the word landed on.


Draw and Say

Playing partners take turns drawing a word and saying the word displayed.  They get to keep the card if it is read correctly.

Sight Word Activities

Sight Word Activities


Writing and Simple Follow-Up Crafts

In this craft activity the students would mix paint colors to make a new color using the mouse template below.  This activity would also coincide with your Science outcomes.  The students would use the mouse template displayed below that is provided within.  As a follow-up writing activity the students would draw a monster and describe it as displayed in the photograph below using the template provided.  This activity is a follow-up to reading the book “Go Away, Big Green Monster”.

Craft 1

Craft 2












Where Can I Access These Resources?

You can access the resources from the link below


Mouse Paint, Go Away Green Monster and The Nose Book Activities to Meet Curriculum Outcomes


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Common Core Planning

After so many years of experience, I rarely create a lesson solely based on meeting curriculum outcomes. I found this often led to rather stilted lessons.  I prefer to create engaging lessons related to a specific topic or theme with related reading selections and follow-up activities.  From there, I would evaluate all the core outcomes that would be met from the lessons I developed.


Choosing A Topic or Theme

During the later part of October I like to focus on the theme of Pumpkins, which is used in conjunction to the Fall and Halloween themes.  The video below outlines how I employ integrated activities that meet many core outcomes related to this topic or theme.

Common Core Planning

Common Core Planning



Meeting Core Outcomes Planning


Read Alouddownload

One of the reading selections chosen for this topic is How Many Seeds In A Pumpkin? written by Margaret McNamara.   This specific book is great to use for integrating math and literacy.  It addresses the math outcomes outlined below:


1.  size comparisons

2.  estimation

3.  one-to-one number counting correspondence

Pumpkin Counting Emergent Reader

Pumpkin Counting Emergent Reader

4.  skip counting


The students can engage in the activities found in the book.


Shared and Guided Reading

There are a number of emergent readers found within the Fall/Halloween theme unit but the one I chose integrates math. In the black and white version of the reader “Down At the Pumpkin Patch”, the students were to draw the correct amount of pumpkins as identified in the text.  Both the number word and written as a numeral versions are available.

Interactive Component of Black and White Version of Reader

Interactive Component of Black and White Version of Reader

I display the color version of the reader on the Smart Board, which is used for shared reading.  During this time we count words, identify sight words and work on other related beginning reading skills.  During guided reading time the students work in a small group to complete the interactive component where they are required to draw and color the correct amount of pumpkins according to the text.  After they complete the interactive component, they read to me and a partner.


 Related Art/Craft Project

The students drew and colored with wax crayons their own pumpkin patch as displayed below. After, I washed over their picture using thin black paint.  The wax crayons resisted absorbing the paint.


pumpkin patch art

pumpkin patch art

pumpkin patch art

pumpkin patch art


Common Core PostersCommon-Core-Retelling 2

On the Kinderplans site you will find posters that can be displayed in the classroom as a reference to what standards you are working towards meeting.


Common Core Posters


More Ideas

More Fall/Pumpkin theme ideas can be found in the link below:


More Fall/Pumpkin Theme Ideas


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First Week Pre-Kindergarten

Ideas for First Week

In this blog post I have outlined ideas that you can incorporate for your first week of school.


Play Centers

Kissing Hand Emergent Reader

Kissing Hand Emergent Reader

When the students first arrive they must locate their name tag placed on a table.  They are assisted with putting their name tag on. They are directed to a play center of their choice prior to meeting for circle time. The “Play Centers” could include playdough, different construction toys, craft materials, puzzles, computer, math manipulatives,  etc.


Name Game During Circle Time

We get in a circle and each child rolls the ball to a different student.  Each student introduces themselves when the ball is rolled to them.


Exploring the School – Treasure Hunt

I explain to the children that I found a mystery letter.  I read it to them.  We explore the school looking for the treasure.  At each location there is a heart-shaped letter directing us to where we should look next.  This is a fun way to have the students become familiar with the school.   I have a treasure box that was packed with stickers from Scholastic that is placed at our final destination.  I put decorative rocks in it (one for each student).  I explain that it is their lucky rock to hold when they feel a little scared or miss their parents.

Name Activities

Name Activities


Read Aloud

I always use the book “The Kissing Hand” by Audrey Penn for the first day because it relates well to how some of the children might feel.


Shared Reading

I project the simple retelling emergent reader of the story on the Smart Board (found in your Free Sample Friendship theme).  We read this together as I model the reading process.  I will do this for a few days before sending it home with the students.  Sign-up form on page link below:


Sign-up Form


Name Activities

The first week of the school year the focus is on learning and recognizing names within the classroom.  In the new Pre-K Curriculum you will find name activities that would be incorporated in the first day and week of school.  In the link below you will find the first few pages of the teacher’s guide that outline these activities.  You will also find more activities in your free “Friendship” theme unit that you should have received when you signed-up for the bi-weekly newsletter.


First Few Pages of Pre-K Teachers Guide


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Pre-K Curriculum

I have been asked to create a Pre-K curriculum that addresses the “National Standards” but also meets the needs of ESL learners.  I am excited about this opportunity, but I know it will be a considerable amount of work.  The resources will be reproduced in hardcopy and distributed to places that do not necessarily have access to quality resources.  This is the reason for the different books.  I will also have an online version.

Note:  The curriculum only includes activities that address learning outcomes.   It does not include play center a ideas, which should still be included in the bulk of the curriculum.

Teacher's Guide

Teacher’s Guide

Teacher Resources

Teacher Resources

Student Workbook

Student Workbook

Student Resources

Student Resources









Your Input After Viewing Free Resources

I have created the first unit of study which is based on greeting each other and becoming familiar with names within their learning environment.  Please view and use the free resources.  I would really appreciate your input!!!


Pre-K Curriclum

Pre-K Curriculum


Teacher’s Guide

Teacher’s Resources

Student Workbook

Student Resources




Future Units of Study

All About Me

My Five Senses

My Body (taking care of it)

My Emotions

My Home and Family

My Family

My House



Food and Nutrition

Zoo and Animals



Numbers and Shapes


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January Lesson Plans

January is the month to bring warmth into your classroom. Since January is a cold and snowy where I live, the “Ocean” theme is meant to bring dreams of warmer weather.  We discuss the ocean creatures, sandy beaches and sun. In planning for this theme I use a balanced literacy model to assist me.  The model is viewed on the right.

Balanced Literacy Model

Balanced Literacy Model


Read Alouds

Since the focus letters related to this theme are Oo for “octopus”, Jj for “jellyfish” or Ww for “whales”, my literature selections are related to gathering information on these sea animals. These are the books that could be used:  “An Octopus is Amazing” by Patricia Lauber,  “Jenny Jellyfish a Tale of Wiggly Jellies” by Suzanne Tate and  “Whales” by Gail Gibbons.

Ocean Emergent Reader

Ocean Emergent Reader


Shared Reading as A Whole Class

The emergent reader “Exploring the Sea With Ollie Octopus”, would be used to introduce the sea animals octopus, jellyfish and whale. The letters “Oo, Jj, and Ww” and their related sounds would be introduced within a meaningful context.  I project the reader on my Smart Board and model the reading process, as well,  I work on a variety of reading skills related to the reader.  This is done in a whole group setting.

Guided Reading

Guided Reading


Guided Reading in Small Group Setting

I copy off the black and white version of the reader for each of my students.  We work on a variety of skills that the reader offers within a small group setting.  I always use the interactive version of the reader.  The students are to cut and paste the correct sea creature that corresponds to the text and color the pictures.  This keeps each student busy while I am working with an individual.


Word Work – Rotating Literacy Centers

I usually run my Literacy Centers for 20 minutes to 45 minutes on a rotating system.  The activities allow the students to practice the skills focused on during shared and guided reading.  I generally have four rotating centers with 5-6 students in each group.


Oo, Jj, Ww, Rr, Ff Focus Letter Game

Oo, Jj, Ww, Rr, Ff Focus Letter Game

Center One – Practice Printing

The students practice printing the focus letter that has been introduced.  It is at this center they work on their printing booklet.


Center Two – Focus Letter Sound Game

Spin and Rhyme

Spin and Rhyme Game

Playing partners take turns rolling a die and moving their game players accordingly.  If they land on the focus sound(s), they must print the letter.  This game focuses on letters Oo, Jj, Ww, Rr and Ff.


Center Three – Rhyming Game

Letter Naming and Matching Game

Letter Naming and Matching Game

Playing partners take turns spinning the top.  They must find the matching rhyming picture of where the top landed and mark this off.


Center Four – Letter Naming and Matching Game

Focus Sight Word Game

Ocean Sight Word Game

Playing partners draw a letter card and must say the name of letter (if they know it) and place it on the correct matching fish.



Focus Sight Words Game

Focus sight words are printed on the game board. Playing partners take turns rolling a die and move their game player accordingly.  They must read the sight word that they landed on.


Alphabet Review Game All Letters

Alphabet Review Game

Alphabet Review Game – All the Letters of the Alphabet

In this game the playing partners are required to print all the letters of the alphabet.


CVC Game

CVC Game

CVC Game 

Playing parnters take turns drawing a CVC word.  They must match it to the corresponding picture.


Writing Activities

We will be watching videos, reading books and gathering information about the octopus, jellyfish and whales which are featured in the emergent reader.  All our writing activities will reflect on the information we gathered.


This Month’s Fabulous Freebies

In the link below you will find the connect the dots sea creature activities.  The students can connect the dots, color and print a sentence about these sea creatures.


Dot to Dot Ocean Creatures Connect the Dots and Writing


Ocean Creatures Word Identification Legend


More Information on the Ocean Theme

In the link below you will find more information on the “Ocean Theme” unit.


Ocean Theme Unit


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Pete the Cat Activities

If you have read my previous blog posts, you will know that I love “Pete the Cat” and so do my students.  In my school we are required to always have an emergency lesson plan ready, which also takes stress off us in time of need.  I have created a plan based on the literature selection “Pete the Cat and His Four Groovy Buttons” written by Eric Litwin.  I have outlined my plan below.  The mini unit is Pete-Cat-Buttons-Unitfound in the link.


Pete The Cat And His Groovy Button Mini Unit


8:34 – 9:15   Morning Routine

-Put on shoes, get book bin and whisper read to self using the whisper phones (previous readers they have worked on).
-After everyone is  settled, they choose a partner to read to.


Read Aloud in Circle Corner

Read book “Pete the Cat and His Four Groovy Buttons” by Eric Litwin to the students.


Book Reading from (project on Smart Board)


Video of the Book


Shared Reading 
Project emergent reader “My Groovy Buttons” on the Smart Board.

-Read the title of the selection.  Do a picture walk of the selection and discuss what might be happening on each page and how it might relate to the story you just read to them, “Pete the Cat and His Four Groovy Buttons” by Eric Litwin.  Discuss what the interactive component could be (add facial features and buttons)

-Read the selection to the children modeling the reading process completing the interactive component as you read (add buttons and facial features to each picture).

-Read again, choosing different students to be the word pointer.


9:15 – 10:00  Developmental Centers and Guided Reading

Half the class goes to play (development) centers,  5- 6 students do guided reading with me and 5-6 students go to craft with the assistant (working on guided drawing activities).


Interactive Component

Interactive Component

Guided Reading

-students add correct amount of buttons on the shirt and complete drawing their facial features on the emergent reader “My Groovy Buttons” reader.

-practice reading the book to themselves, then read to teacher

-After, partner reads the book to another student.


10:00 – 10:15  Bathroom Break, Snack and Get Ready for Recess

10:15 – 10:30      Recess

10:45 – 11:15   Literacy Centers

I use activities posted on the link below:


Literacy Center Ideas

11:15 – 12:00  Writer’s Workshop
-Students write what they think of “Pete the Cat”.  Complete the pattern: Pete the cat is ____________.
-Share what they wrote

12:00 – 12:55     Lunch

12:55 – 1:55  MathColor-Number-Buttons
Review Numeral Identification

-Distribute small math manipulatives.  Display numbers found on page  7 and the children display that many.  After, can complete sheet found on page 8.

Introducing Subtraction
-Put the following subtraction sentences on the board.  After, each sentence have the students use their manipulatives to act out the sentence (start with first number and take away the other number).  Explain how this is related to the story you read this morning “Pete the Cat and His Four Groovy Buttons” by Eric Litwin

5- 3 =___,   4 – 2 = ___,   3 – 1= ___,  5 – 0=____, 5 – 2 =______,  4 – 3 =_____
Button-SubtractionAssigned Related Seat Work–  Complete the subtraction sheet.  The students cross out the buttons that need to be subtracted in order to find the answer.  May need to do this sheet together using the Smart Board.

1:55  -2:10  Recess

2:10 – 2:50  Switch Developmental Centers, Guided Reading and Craft Groups

Students who did not have an opportunity to visit play (developmental) centers this morning now have an opportunity to do so.


3:00 End of Day





Developmentally Appropriate Plans for Kindergarten

Interview Joan Almon

Interview Joan Almon

Since the launching of the “Common Core Standards” in the U.S. there has been considerable debates among early childhood experts as to if they are developmentally appropriate.  According to Joan Almon, Co-Founder of Alliance for Childhood, teachers need to be aware of developmentally appropriate practices in accordance with the Common Core Standards.   Regardless, teachers are still required to meet these outcomes but they should be made aware of the shortfalls.  If you haven’t seen the interview with Joan Almon, I would encourage you to do so.  Click on the video or link below to listen to the interview, it is well worth listening to.

Interview With Joan Almon


The Biggest Shortfall With the Common Core Standards in Kindergarten

According to the interview, the biggest shortfall with the standards is that many districts and teachers have abandoned play-based learning, which has often been replaced with structure and worksheets in order to meet these standards.  She strongly encourages teachers to incorporate play within following the Common Core Curriculum.  She feels there is ample room within this framework to include meaningful play in your daily plans.  I totally agree with her.


How Can Play Be Incorproated Within A Common Core Classroom?Kindergarten Play

I live in Canada and our curriculum still includes a play-based model.  I couldn’t imagine my day without including a play component.  I have become very familiar with the Common Core and I do believe it is possible to continue a play-based model while still meeting the outcomes.  I know many teachers run their guided reading groups during Literacy Center time but I would find this very hectic, as many of my students still need my support during this time.  I run my guided reading group while half my class is at the play centers.  This allows few interruptions during this time.  On occasion, a social issue arises but my students know that I am busy and that they need to solve this on their own (which is what we want).  A group of six students are with me during guided reading, six students are completing a craft with my assistant and the rest of the class are at the play centers.  This structure works extremely well for me.


How Is My Day Structured?

This is a typical schedule of my day and how I incorporate play within a structured classroom.  I hope you find this information helpful.

8:25 – 9:15  Group Instructional Time

During this time I read to the students, work on related reading and writing strategies. I introduce the emergent reader that they will be working on during guided reading.

9:15 – 9:50 Literacy Centers

I run four Literacy Centers that are usually related to what the students learned during group instructional time.  They rotate to each center about every ten minutes.

9:50 – 10:00  Music and Movement

10:00 – 10:15  Bathroom Break and Snack

10:15 – 10:30  Recess

10:30 – 11:00  Gym or Writer’s Workshop

11:00 – 12:00  Guided Reading or Writing (with me), Crafts (with Assistant) and Play Centers

12:00 – 12:50  Lunch Recess

12:50 – 1:55  Math Group Instructional Time and Math Centers

The Math Centers allow the students to practice what was taught during group instructional time.

1:55 – 2:10  Afternoon Recess

2:10 – 3:00  Switch Groups for Guided Reading, Crafts and Play Centers

3:00 Dismissal


Possible Play Centers

In a previous blog post I outlined possible “Play Centers” that I feel would be acceptable even by administrators that may not readily value the importance of play.  I also outlined how my guided reading groups work.


Possible Play Centers and How Guided Reading is Organized


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First Weeks of Pre-K Lesson Plans

Library-LionThis is a new mini-literacy unit that I just created and plan to use for the first week of school.  It is a great unit to use to introduce school, library and class rules.  The unit is based on the literature selection “Library Lion”.  The video below would be a follow-up to the reading the book and the activities outlined within this theme.


Library Lion Video


Follow-up Emergent ReaderScreen Shot 2014-05-25 at 9.46.24 PM

My mini-literacy themes include a follow-up emergent reader that is meant to be used for shared, guided and home reading purposes.  Each reader has been specifically designed to introduce specific reading skills within the story context.  The reader “Lion Likes to Read” was specifically designed for this purpose.  It follows a patterned story line that enables your young learners to read it on their own once it has been introduced and practiced during shared and guided reading time. The cover page is shown on the right.  The purpose of this reader is to:

1.  Initiate a discussion on what the students enjoy reading about.

2.  Introduce what a word is and promote tracking from left to right.

3.  Modeling the reading process.

4.  Introduce the initial sounds and letter names of “Ll and Bb”.

5.  Possible introduction of sight words:  “the” and “to”

The reader is available in color, black and white, interactive version where the students cut and paste the picture that represents the print.


Follow-up Literacy Centers

Follow-up Literacy Center activities and templates are also included.  I always have four or five Literacy Centers that my students rotate to.  This system works for me.


Literacy Center One

Matching Letter Board Game

Matching Letter Board Game

Using the game board displayed in the photograph, the students can use the letters provided to:

1.  Draw and match them to the ones displayed on the board.

2.  Match upper-case letter partners to the lower-case letters displayed on the board.

3.  Place the alphabet cards in correct alphabet order on the blank board.Screen Shot 2014-05-25 at 9.48.51 PM

This activity was intentionally designed to vary in difficulty so that it can be used throughout the year.


Literacy Center Two

Draw and Print

Players would draw picture cards and determine if the picture begins with the “Ll or Bb” sound and print these letters on the template provided.


Literacy Center ThreeSpin-Top-Game

Spin and Print

The  top would be spun and the players would print the letters “Ll or Bb” accordingly.


Litearcy Center Four

Sight-Word-SpinnerSpin and Say Sight Word Game

Sight words would be printed on the template provided and the players would spin the top and read the words where the top lands.


Writing and CraftCraft-Wrting

Templates for this follow-up writing and craft activity are found within the mini-theme.  You will also need a head shot of your students.  Steps for completing the craft are outlined below:

1.  The students color book template.

2.  Draw a picture of what they like to read about on the template provided.  This would be cut out and glued to the front of the book template.

3.  Hands template would be photocopied on manila cardstock, cut and glued to the book template.

4.  Glue the head shot behind the book template.

5.  Complete the writing on what they enjoy reading about.  Younger students can have the words scribed for them.


Where Can You Access the Mini-Literacy Theme?

This Mini-Literacy theme has been added to the “About Me” theme found in the link below:


About Me Theme 


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The Tiny Seed Literacy Unit

Focus on Informational and Fictional Content Literacy Unit

Tiny Seed Literacy Unit

Tiny Seed Literacy Unit

In my last blog post I discussed how authors are combining fictional and informational content together, the literature selection “The Tiny Seed” by Eric Carle is a good example of this.  It takes the students on a journey of how a seed must overcome different obstacles before transforming into a plant.  This allows students to infer information from a fictional viewpoint.


A Gift for My Newsletter Subscribers – Access to “The Tiny Seed” Mini Literacy Unit

Tiny Seed Reader

Tiny Seed Reader

In this blog post I have also included a link to the mini unit I will be implementing in May related to the literature selection “The Tiny Seed” by Eric Carle.  This is my way of thanking my newsletter subscribers, Facebook and Google Plus followers for taking the time to read and post responses.   A modified version of this unit can be found in my TPT store (FREE).  A complete version is available to paid members in the “Plants Theme Unit”.


The Tiny Seed Literacy Unit (Modified Version)

Plants Theme – More Ideas

More related plant theme ideas can be found in the link below:


More Plant Theme Ideas



Emergent Reader – Simple Retelling of the Literature Selection

The emergent readers have proven to be invaluable to my teaching, I use them as a base to teach all early reading skills.  I will use the emergent reader “The Tiny Seed Retelling” as a follow-up to reading the literature selection “The Tiny Seed”.  I  project the color version on my Smart Board to use for shared reading.  I like to focus on specific reading strategies during this time (outlined within the unit).  The black and white version I use for my guided reading groups and as a home reading book to keep.


Tiny Seed Craft and Writing

Tiny Seed Craft and Writing

Follow-Up Writing and Craft Activity 

I will use the literature selection “The Tiny Seed” along with other books and videos to gather information about seeds and plants.   In the link below is an online version of the book.


Online Version of the Book


Literacy Centers or Stations

Literacy Center One – Rhyming Matching Game – 32 Rhyming Picture Cards

Rhyming Matching Game

Rhyming Matching Game

Using the rhyming picture cards (32 pairs) and large poster board, I created the matching rhyming activity displayed on the right.  There were three different boards, so if a student completed one board, they would exchange with another individual within their group.  There was also an answer key that outlined the correct pairs, this allowed the students to check their own completed task independently.


Litearcy Center Two – Identify and Print Review Game – Group of 6
Draw_-Print-Letter-Sound 2Place a plastic page protector over the printing sheet so it can be reused. This can be a partner or individual game.  Each player is given a printing sheet.  The players are also given a set of alphabet picture cards.  Players draw a picture card and determine which letter represents the beginning sound.  They must print the letter that represents the initial letter sound with an erasible marker.  If they draw a picture of a letter that has already been printed on their printing board, this is placed in the discarded pile to be used after all the cards have been drawn. The game is over once all the letters have been printed.


Litearcy Center Three – CVC Practice – 45 CVC Picture Cards – Group of 6Making-Words-Photo

In small baggies I enclose a CVC picture card, along with the word printed on bingo chips.  The students (partners or individuals) select a bag, stretch the sounds heard in the CVC word represented in the picture and place the letters in the correct order that make that word.  After, they print the word they have made.  The object of the game is to make 8 CVC words and print them.  After, I ask them come and read the words to an adult helper or me.  If they can read the words, they receive a sticker.  


Literacy Center Four – Alphabet Name and Ordering – Group of 6

Literacy Tiny Seed AlphabetThe students would take a tweezer to pick up a seed (great fine motor activity) and plant the seed on an alphabet letter name they can identify on the game board.  The object of the game is to plant all the seeds to cover the game board.


Literacy Center Five  – Planting The Seeds – Sight Word Game – Group of 6

Same as above, only the students would be planting the seeds according to sight words they could say.



The Tiny Seed Literacy Unit (Modified Version)



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Focus on Informational Content

In the recent years there has been more concentration on the importance of students being able to read and understand informational content.   This has certainly become evident in recent curriculum changes.  Previously I found it difficult to find resources at a level that my students could understand, however, I am noticing the focus on combining informational content with fictional.  More authors are are combining the two and this approach is appealing for our young learners.


Dinosaurs Informational Content Theme

We are just completing our informational unit on “Dinosaurs” and I thought I would share some of the activities that have proven to be valuable to my learners.  I found the books below to be simplistic enough for my learners, yet packed with good information.  These books did not focus on specific dinosaurs but just provided general information.

1.  Every Shape and Size by Colin Walker

This book is a great to read prior to reading the emergent reader “Different Dinosaurs”.

2.  The Dinosaur by Anna Milbourne

3.  More About Dinosaurs – Troll Associates

4.  How Big Were the Dinosaurs?  Bernard Most


Dinosaur-Writing-Template-3 2

Dinosaur-Writing-Shape-BookFollow-Up Writing Activity

Each day I read a book to my students and/or we watched a video (YouTube search).   The students would then write a sentence about what they learned in their dinosaur shape book. They were often required to use specific sight word(s) or pattern within their sentences. If you are a member you do have access to this shape book.


Follow-Up Reading ActivityDifferent Dinosaurs Reader

In the theme unit you will find two informational content readers that are simplistic enough for your students to read on their own.  I use these for shared and guided reading.  This would be used to help meet your R.I.K. outcomes.


Literacy Centers or Stations

Spin-A-Rhyme-Game 2Literacy Center One – Spin, Rhyme and Find  – Group of 6

Students spin a top and match the rhyming picture they landed on, to that found on the game board chart using bingo chips.   The game is over when all the rhyming matches have been marked off.  There are three different game boards so the students can exchange theirs for a different one.

If you are a member, login to your account, go to reading on the main menu and scroll down to “literacy centers” to access this game.


Litearcy Center Two – Identify and Print Review Game – Group of 6
Draw_-Print-Letter-Sound 2Place a plastic page protector over the printing sheet so it can be reused. This can be a partner or individual game.  Each player is given a printing sheet.  The players are also given a set of alphabet picture cards.  Players draw a picture card and determine which letter represents the beginning sound.  They must print the letter that represents the initial letter sound with an erasible marker.  If they draw a picture of a letter that has already been printed on their printing board, this is placed in the discarded pile to be used after all the cards have been drawn. The game is over once all the letters have been printed.

If you are a member, login to your account, go to reading on the main menu and scroll down to “literacy centers” to access the picture cards in both color, black and white.  You will also find more picture cards under heading “Alphabet Program” (alphabet pictures).


CVCGame 2Litearcy Center Three – CVC Practice – 45 CVC Picture Cards – Group of 6

I work with this group of students, assisting them in hearing sounds within CVC words.  I draw a picture card and students are to print the CVC word represented on their individual dry erase boards.  Some of my students can print the entire word and others only the initial sound.

If you are a member, login to your account, go to reading on the main menu and scroll down to “Literacy Centers” to access the CVC picture cards.


Literacy Center Four – Alphabet Name and Ordering – Group of 6Dinosaur-Alphabet-Game

I still have a few students who do not know all the letter names.  In this activity I partner students who know their letter names with those who do not.  I found alphabet letters stickers, gems and tweezers at Dollarama.  I placed the alphabet stickers on the gems (enough for 3 sets).  The object of the game is to pick up the gem using the tweezer (great fine-motor activity), say the letter name and place all the gems in the correct alphabet order. They can do this with or without the alphabet dinosaur board provided in the link below.


Dinosaur Letter Board


Searching-for-Sight-Word-JewelsLiteracy Center Five  – Dig, Say and Print Focus Sight Words

Same as above, only the students dig for sight words, say and place them on their sight word sheet.  Game is over once all the sight words have been dug.  You can also have the student dig and print, using the printing sheet in the link below:


Sight Word Printing Sheet


Math Centers or Stations

Calendar, count days on calendar, count how many days they have been in school, add this many straws to the 10’s cup.  Count to 100 and by 10’s to 100.


Math Number Animated Videos

Introduce Math Tubs

Math Center One – Estimating, Measuring Length and Height

I have a set of erasible paddle boards that I use all the time.  The students will be estimating the length and height of our dinosaur figurines (how many snap cubes long or tall).  They will write their estimation on their paddle boards.  After, they will measure the figurine to see how close their estimation was.  If you do not have dinosaur figurines, you can use the paper templates below:


Measuring Templates


Math Center Two – Measuring VolumeVolume

1.  Students estimate how many small dinosaur figurines or rice it will take to fill different containers (can be any small manipulatives or even dinosaur fruit snacks).  After, they confirm their estimation by counting how many will fill the container.


2.  How many scoops of rice will it take to fill different containers?


Math Center Three – Measuring Weight

Constant – Heavier object (decorative rock)

The students will estimate how many small manipulatives it will take to balance the constant (heavier object) using a pan scale.


Math Center Four – Numeral  Identification and Printing Review

My students still need practice with identifying ten frames and numeral printing so I will include this Center throughout the duration of the year.  These templates are found in the Dinosaur theme and Math program.  Numeral printing sheets include ten frames for 1-10 and 1-20 (this will vary depending on your math outcomes).  According to the “Common Core Standards” the students are required to identify and print numerals 1-20.  The students draw a ten frame card.  I have placed the dotted numeral printing sheets in a plastic cover sheet so they can erase these after.  The student must print the numeral that represents the ten frame they selected.  They will continue drawing the cards until they have printed all the numerals.


Math Center Five – Decomposing Sets of NumbersCrack the Egg Math

I painted lima beans on one side and left the other side white.  Different amounts of beans were placed in plastic Easter eggs.  The students spill the eggs (beans) and can print the amount, make an addition sentence or subtraction sentence similar to what is displayed in the photograph.  The templates to play this game is found in the Math Program.


Planning Resources for Next Year

In preparing additional resources, I would like to base these on some of your favorite literature selections.  Could you please post them below.  I would really appreciate your assistance in this planning.



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