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Kindergarten

Kindergarten. Houghton Mifflin Theme 8 Launch: On the Farm. Houghton/Mifflin Themes Kindergarten. Theme 1: Look at Us! Theme 2: Colors all Around Theme 3: We’re a Family Immediate family members Extended family members Theme 4: Friends Together Theme 5: Let’s Count

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Kindergarten

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  1. Kindergarten Houghton Mifflin Theme 8 Launch: On the Farm

  2. Houghton/Mifflin ThemesKindergarten • Theme 1: Look at Us! • Theme 2: Colors all Around • Theme 3: We’re a Family • Immediate family members • Extended family members • Theme 4: Friends Together • Theme 5: Let’s Count • Theme 6: Sunshine and Raindrops • Theme 7: Wheels Go Around • Theme 8: Down on the Farm** • Theme 9: Spring is Here • Theme 10: A World of Animals

  3. Connections! – Grade K; Theme 8 Down on the Farm Research it! • Information Literacy Standard • 1 – The student who is information literate accesses information efficiently and effectively. • 3 - The student who is information literate uses information accurately and creatively. • LS1.1 Understand and follow one- and two-step oral directions. • S2.a Observe and describe similarities and differences in the appearance and behavior of plants and animals (e.g., seed-bearing plants, birds, fish, insects). • S4.d Compare and sort common objects by one physical attribute (e.g., color, shape, texture, size, weight). • R1.3 Understand that printed materials provide information. • R1.4 Recognize that sentences in print are made up of separate words. • R1.18 Describe common objects and events in both general and specific language. • R2.3 Connect to life experiences the information and events in texts. • R2.5 Ask and answer questions about essential elements of a text. • W1.1 Use letters and phonetically spelled words to write about experiences, stories, people, objects, or events. • W1.2 Write consonant-vowel-consonant words • W1.3 Write by moving from left to right.

  4. Step One: Plan (K) • Plan (Beginning) is the important first step of the Super3, and it is a step that students do not always take naturally. More often, they jump right into the middle and begin doing their assignments. The key is getting them to understand its importance. When kindergartners are given a picture to color, spend a moment with them discussing the step that they take in choosing colors. What are they doing when they choose a blue crayon for the sky? They are planning how they will tackle the assignment to achieve the desired effect. This is really no different from a twelfth grader planning which resources she will consult first when writing her term paper about Hamlet. Helping your students begin to think in terms of process creates the foundation for educational success throughout their school career.

  5. Starting the Research (K) • Introducing the Super3 – the young students’ version of Eisenberg and Berkowitz’ Big 6. Step 1 = Plan (beginning) Step 2 = Do (middle) Step 3 = Review (end)

  6. Pathfinder to “Farm Animal” research (K)(a guide to finding information) • Filamentality page with links to sources: http://www.kn.att.com/wired/fil/pages/listfarmki.html • County Office of Education has an excellent little “Barnyard Banter” (950496) pack which comes with a book, teacher guide, and four farm animal puppets. • Contact MCOE to get access to video clips from California Streaming. • Search MCOE Online catalog for videos by using the search terms you’d use to search your library catalog. • Search your library catalog for books and materials. Search terms such as: • Farm • Farm animals • Farm life • Farming • Farm buildings • Farm machines • Farm sounds • Farmers • Farms • Use the PowerPoint that follows the Step 2 slide. There are pictures to use for students’ posters, as well as a picture of each animal with a sound clip so the students can hear each animal. Also see the chart you’d use to help students sort the animals by size as well as a couple of worksheets for the lesson.

  7. Plan (K) • Put up PowerPoint with pictures and sounds from the farm. Discuss it with your students, paying attention to the similarities and differences of the animals. • Have students help you sort the animals by size and place them into the template which follows the PowerPoint. You’ll have to cut and paste the animals from the original slide to the sorting slide. • Give them each a copy of the pictures and have them cut out the pictures/labels, and paste them onto their own “farm” (a poster with the barn in the middle). • Have the students use their posters to answer the following four questions, which use the high frequency words for this theme.

  8. Step 2 – Do (K) • This is where the students will use the sources gathered to actually find the information. At this grade level, most of this will be teacher directed. The “sources” are: Cows in the Kitchen and the included PowerPoint • View PowerPoint. Talk about each animal and click on the sounds so students know what each animal sounds like. • With teacher, sort animals by size (on the PowerPoint, cut and paste) into grid provided • Have students cut out animals and paste them to their poster which already has the picture of the farm in the middle. • Use their poster to answer the questions

  9. The Farm

  10. Weather Vane tractor farmer hay

  11. pig sheep goat cat rooster cow duck hen horse

  12. Animals on the farm ... from largest to smallest largest

  13. Answer Key biggest smallest

  14. goat sheep pig horse cow cat rooster tractor hen duck weather vane hay farmer

  15. I see a ____________ and a ____________. • I like the _____________. • The ____________ is for cows to eat. • My favorite animal is a ____________.

  16. Step 2 continued (K) • Read aloud story from theme: Cows in the Kitchen • Have students use the information in the book to cover the following standards • R2.5 Ask and answer questions about essential elements of a text. • R1.3 Understand that printed materials provide information. • Info. Literacy Standard 1 The student who is information literate accesses information efficiently and effectively. • After reading Cows in the Kitchen, ask the following 5 questions and have the students fill in the blanks on their papers.

  17. moo quack oink cluck baa • What did the cow say? • The ___________ said _____________. • What did the duck say? • The ____________ said ________________. • What did the pig say? • The __________ said ______________. • What did the hens say? • The ____________ said ______________. • What did the sheep say? • The _____________ said ___________.

  18. Review (K) • What animals can live on a farm? • How did we find the answers?

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