Year Plan
At the Beginning of the Year I would conduct a thorough assessment of their Phonemic awareness. From here I would know where I need to start my lessons. I would introduce all the weekly activities and start building a routine. Adjustment may need to be made on the monthly grammar focus i.e. September consonants and vowels. Once these are established I could start building on their skills. I would conduct regular individual assessment during playtime to see if they have had growth in their phonemic skills. I would conduct these assessment using basic rubrics. I would use a class list with a grid and above each column I would list the items I was assessing. For example, if I was testing letter sounds I would write all the letter sounds they knew so I knew what they needed to work on. I would leave space for notes on particular things I noticed for example "student thought LMNOP was one letter because of the song". In the first term I want to really focus on gaining a strong base on early phonic awareness because later in term two I want to work towards inventive spelling. I want to encourage them to be reading everyday with mom and dad. Lots of exposure to literacy.
Term 1: Focus on establishing routine, getting a sense of students phonological awareness, introduce expectations around speaking and listening skills at school, introduce the concept of reading and writing. Establish understanding of students learning styles by exposing students to many types and performing clear assessment of all. Who are the students who need to be pushed, challenged, who are the students who need extra help. Establish a routine where all students needs can be met, centers and one on one time during play time.
September:
-Introduction of Picture Journals where teacher scribes
- Introduce show and tell, including take home bear journal
-Daily story time: Introduce expectations
-Introduce calendar
-Introduce Literacy centers: ABC recognition, ABC ordering
-Begin with introducing consonants and vowels
October:
-Picture journals: Pictures should represent students thought
-Show and Tell: Students learning to pose questions
-Story Time: Students learning to sit and listen to the story
-Calendar: Students able to sing days of the week and months of the year
-Literacy centers: Independently going to literacy centers, continuing to work on phonic awareness.
Report on Term 1: Where are students in terms of Phonemic awareness Could they name all their letters out of order? Did they know the sounds? Are they working independently at centers?
Term 2: Focus on best work. I want to introduce the concept of best work and following expectations. Explain to the students that not everyone is the best at everything, but we all have our own kind of best. Ask yourself did you rush through it? Did you really think about what your work? Be aware of those who take this to heart too much. I will assess they by having expectations in journals and artwork. Allow students to set their own guide, not a pressure on them. I also want to introduce inquiry learning. Can they guess what holidays are this month, how do we celibate Do you know of any other holidays that your culture or other cultures celibate. I want to use this topic to encourage students to speak about ideas that they know to the class. We will also bring up topics that they can share their ideas and opinions about. What do you like? Make a chart and compare it. Keep working on literacy centers to strength the skills that we worked on in term 1. See what challenges or areas they need from term one and adapt in centers. I.E. are they ready to learn er sounds?
November:
-Picture journals: Students should be able to use three colours and the whole page
-Show and Tell: Students should be able to describe their show and tell with prompts
-Story Time: Students should be able to tell me something about the story
-Calendar: able to recognize and talk about current holidays and what they mean
-Literacy centers: working on letter sounds
December:
-Picture journals: Students should be able to have pictures that represent their thoughts with many parts.
-Show and Tell: Students should be able to ask questions and answer them in complete sentences. Working on eye contact.
-Story Time: Have open discussion about the story, say whether you like the story and why.
-Calendar: Able to discuss family traditions; ER sounds
-Literacy centers: introduction of blend sounds
January:
-Picture journals: Introduce half picture and half writing journals. Introduce invented spelling for a one word description, with teachers assistance.
-Show and Tell: Students should be able to tell three things about their show and tell without prompts.
-Story Time: Introduce parts of story, beg, middle, end.
-Calendar: Talk about new beginnings for example New Years and Chinese New Years
Discussions about Winter
-Literacy centers: Work on upper case letter formation A -L
February:
-Picture journals: Continue with half and half, students should be able to write a one word description using invented spelling independently.
-Show and Tell: Focus on more in depth description, possible a story that goes with show and tell.
-Story Time: Discuss characters in stories, villains, heroes etc.
-Calendar: Groundhog Day; Leap Year
-Literacy centers: Continue with upper case letter formation letters M -Z
March:
-Picture journals: Continue with half and half, describe picture with three invented spelling words with some help.
-Show and Tell: Introduce bringing show and tell to a specific topic or theme.
-Story Time: Author Study Lois Ekhart
-Calendar: St. Patrick’s Day, Spring; Daylight Savings (focus of changing number of hours of daylight)
-Literacy centers: Beginning sounds
Term 3: In the final term I want the students feeling really comfortable with experimenting with print. I want them to look at lots of books even if they do not read them. I will be continuing to work with them on Links to Literacy and have them comfortable working at their various literacy levels. Continue working on parts of words and decoding strategies. Start using a word wall where we put works that we read often. When we read in our Links to Literacy groups see how many of those words you can read. Think about stories and how they are broken up into parts. Focus assessment on improvement of reading since we started reading program. Are students able to attempt to decode. Do they know the letter sound of the beginning of the word, middle and end. Students who are struggling in this work closely with them so that they are ready for grade one by the end of June. Encourage practice at home and have parents make it a game.
April:
-Picture journals: Continue with journals
-Show and Tell: Practice staying on topic and being more concise.
-Story Time: Learn about popular fairy tales.
-Calendar: Easter (if applicable);
-Literacy centers: End sounds
May:
-Picture journals: Introduce complete sentences.
-Show and Tell: Continue being on topic, staying concise and finding things that are subject specific.
-Story Time: Setting and where it took place
-Calendar: Introduce student led calendar session
-Literacy centers: Invented spelling
June:
-Picture journals: Continue working on complete sentences.
-Show and Tell: Continue being on topic, staying concise and finding things that are subject
-Story Time: Making connections
-Calendar: Endings; summer
-Literacy centers: Organizing word cards into functional beginning sentences
Term 1: Focus on establishing routine, getting a sense of students phonological awareness, introduce expectations around speaking and listening skills at school, introduce the concept of reading and writing. Establish understanding of students learning styles by exposing students to many types and performing clear assessment of all. Who are the students who need to be pushed, challenged, who are the students who need extra help. Establish a routine where all students needs can be met, centers and one on one time during play time.
September:
-Introduction of Picture Journals where teacher scribes
- Introduce show and tell, including take home bear journal
-Daily story time: Introduce expectations
-Introduce calendar
-Introduce Literacy centers: ABC recognition, ABC ordering
-Begin with introducing consonants and vowels
October:
-Picture journals: Pictures should represent students thought
-Show and Tell: Students learning to pose questions
-Story Time: Students learning to sit and listen to the story
-Calendar: Students able to sing days of the week and months of the year
-Literacy centers: Independently going to literacy centers, continuing to work on phonic awareness.
Report on Term 1: Where are students in terms of Phonemic awareness Could they name all their letters out of order? Did they know the sounds? Are they working independently at centers?
Term 2: Focus on best work. I want to introduce the concept of best work and following expectations. Explain to the students that not everyone is the best at everything, but we all have our own kind of best. Ask yourself did you rush through it? Did you really think about what your work? Be aware of those who take this to heart too much. I will assess they by having expectations in journals and artwork. Allow students to set their own guide, not a pressure on them. I also want to introduce inquiry learning. Can they guess what holidays are this month, how do we celibate Do you know of any other holidays that your culture or other cultures celibate. I want to use this topic to encourage students to speak about ideas that they know to the class. We will also bring up topics that they can share their ideas and opinions about. What do you like? Make a chart and compare it. Keep working on literacy centers to strength the skills that we worked on in term 1. See what challenges or areas they need from term one and adapt in centers. I.E. are they ready to learn er sounds?
November:
-Picture journals: Students should be able to use three colours and the whole page
-Show and Tell: Students should be able to describe their show and tell with prompts
-Story Time: Students should be able to tell me something about the story
-Calendar: able to recognize and talk about current holidays and what they mean
-Literacy centers: working on letter sounds
December:
-Picture journals: Students should be able to have pictures that represent their thoughts with many parts.
-Show and Tell: Students should be able to ask questions and answer them in complete sentences. Working on eye contact.
-Story Time: Have open discussion about the story, say whether you like the story and why.
-Calendar: Able to discuss family traditions; ER sounds
-Literacy centers: introduction of blend sounds
January:
-Picture journals: Introduce half picture and half writing journals. Introduce invented spelling for a one word description, with teachers assistance.
-Show and Tell: Students should be able to tell three things about their show and tell without prompts.
-Story Time: Introduce parts of story, beg, middle, end.
-Calendar: Talk about new beginnings for example New Years and Chinese New Years
Discussions about Winter
-Literacy centers: Work on upper case letter formation A -L
February:
-Picture journals: Continue with half and half, students should be able to write a one word description using invented spelling independently.
-Show and Tell: Focus on more in depth description, possible a story that goes with show and tell.
-Story Time: Discuss characters in stories, villains, heroes etc.
-Calendar: Groundhog Day; Leap Year
-Literacy centers: Continue with upper case letter formation letters M -Z
March:
-Picture journals: Continue with half and half, describe picture with three invented spelling words with some help.
-Show and Tell: Introduce bringing show and tell to a specific topic or theme.
-Story Time: Author Study Lois Ekhart
-Calendar: St. Patrick’s Day, Spring; Daylight Savings (focus of changing number of hours of daylight)
-Literacy centers: Beginning sounds
Term 3: In the final term I want the students feeling really comfortable with experimenting with print. I want them to look at lots of books even if they do not read them. I will be continuing to work with them on Links to Literacy and have them comfortable working at their various literacy levels. Continue working on parts of words and decoding strategies. Start using a word wall where we put works that we read often. When we read in our Links to Literacy groups see how many of those words you can read. Think about stories and how they are broken up into parts. Focus assessment on improvement of reading since we started reading program. Are students able to attempt to decode. Do they know the letter sound of the beginning of the word, middle and end. Students who are struggling in this work closely with them so that they are ready for grade one by the end of June. Encourage practice at home and have parents make it a game.
April:
-Picture journals: Continue with journals
-Show and Tell: Practice staying on topic and being more concise.
-Story Time: Learn about popular fairy tales.
-Calendar: Easter (if applicable);
-Literacy centers: End sounds
May:
-Picture journals: Introduce complete sentences.
-Show and Tell: Continue being on topic, staying concise and finding things that are subject specific.
-Story Time: Setting and where it took place
-Calendar: Introduce student led calendar session
-Literacy centers: Invented spelling
June:
-Picture journals: Continue working on complete sentences.
-Show and Tell: Continue being on topic, staying concise and finding things that are subject
-Story Time: Making connections
-Calendar: Endings; summer
-Literacy centers: Organizing word cards into functional beginning sentences