ASU America Reads
Activity Plan
Date: / Activity #:Tutor: Sarah Morrison / Student(s): / Grade: K
List Materials: blank paper, markers, pencils, writing journals, writing reference sheet, shoe box (pig pen), 10 pig cut outs, plastic cup
Reading Material: Ten Apples Up On Top by Dr. Seuss
Reading / Standard(s): Recognize and produce rhyming words.
Plan: I will begin the lesson by explaining to the students what rhyming words are. I will tell them that rhyming words are words that have the same ending sound. I will then give them examples of words that rhyme (hat and bat) and a few examples of words that don’t rhyme (hat and bag) to check for comprehension. Then the students will take turns reading the book. At the end of each page, I will ask them to tell me the words that rhymed on that page.
Writing / Standard(s): With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
Plan: This activity is going to spread over the course of two days. Today, we are going to focus on doing the actual writing for the prompt: What is your favorite thing to do at recess? I am going to start by having them think about what they want to write, saying their sentences, and then writing them down. I will have a reference sheet that shows these steps to writing. We will focus on editing and strengthening their writing next session.
Activity / Standard(s): Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), and acting out situations, verbal explanations, expressions, or equations (Drawings need not show details, but should show the mathematics in the problems. This applies wherever drawings are mentioned in the Standards.)
Plan: First, I am going to explain to the students what addition and subtraction are. I will start by writing an addition sign and a subtraction sign on a piece of paper and asking the students if they know what each of the signs mean. I will explain that addition means putting numbers together and that subtraction means taking away from. Our activity will focus on the concept of adding and subtracting items from a group. I will create a “pig pen” from a shoebox by decorating it to look like a fence. I will also have ten pig cut outs from paper that we will add or subtract from the pen. I will start by placing a certain number of pigs in the “pen” and will ask the students to tell me how many there are. Then, I will give the cup of pigs to one student and let them either take some pigs from the pen or put more pigs in the pen. Then I will say how many pigs were added or taken from the pen and state whether there are fewer or more pigs.
Alternate Plan/Differentiation:
· If the activity is too difficult, I will not focus on the number of pigs added to or taken away from the pen, but simply the concept of whether pigs were added or taken away. For example, I will just say: Ivette has added pigs to the pen, so that means that there are now more pigs in the pen.
· If the activity is too easy, I will try to start getting the students to focus more on the number of pigs in the pen. If a student takes 2 pigs from the pen, I will say: Daniel has taken two pigs from the pen. We started with five pigs. How many are left? So, if we start with five and subtract two, what number will we get?