Online practice(using standards)

Using Standards in the Classroom – using the book: Llama Llama Red Pajama

Purpose: Practice creating an activity using standards.

Summary: You will create an independent activity using the English Language Arts & Reading (ELAR) Texas Essential Knowledge and Skills (TEKS) for kindergarten.

Instructions:

• Select one of the books below to use as a theme for your manipulatives/materials.
• Review the kindergarten ELAR TEKS (found in the chart below)
• Choose one standard/skill that will be practiced with your activity.
• Create an engaging activity that promotes literacy development.
• Identify the goal and objective.
• Determine what the child will do from start to finish.
• Describe the activity in detail.
• The activity should include material/manipulatives that the child can interact with.
• Include pictures of the material that will be used in the activity.
• You can use screenshots or produce a computer generated example of the manipulative(s).
• Canva is a free, user-friendly graphic design website.
• Provide an explanation of how the activity promotes literacy development.

Worksheets are not acceptable.

Supplemental Information

• The target age is 5 – 6
• The activity should be one that can be completed independently and without the assistance of the teacher.
• Use only the literacy standards found in the chart below or in the Kindergarten ELAR TEKS.

Kindergarten ELAR TEKS

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to demonstrate phonological awareness by identifying and producing rhyming words Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to demonstrate phonological awareness by identifying syllables in spoken wordsDeveloping and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to demonstrate phonological awareness by blending spoken onsets and rimes to form simple wordsDeveloping and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to demonstrate and apply phonetic knowledge by recognizing that new words are created when letters are changed, added, or deleted such as it – pit – tip – tapResponse skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to retell texts in ways that maintain meaningComposition: listening, speaking, reading, writing, and thinking using multiple texts–writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to edit drafts with adult assistance using standard English conventions, including singular and plural nounsComposition: listening, speaking, reading, writing, and thinking using multiple texts–writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to edit drafts with adult assistance using standard English conventions, including verbsComposition: listening, speaking, reading, writing, and thinking using multiple texts–writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to edit drafts with adult assistance using standard English conventions, including punctuation marks at the end of declarative sentencesUse the template to submit the following information.

• Title of the Book
• Include the author and the illustrator
• Standard
• Provide the TEK
• Include the strand, knowledge and skills statement and the student expectation (see screenshot below).
• Goal and Objective
• Description of the activity
• Describe in detail what the children will do.
• What will the child do from start to finish?
• How will they use the materials?
• List of materials
• Identify all of the materials that will be needed to construct this activity.
• Reflection
• How does this activity support literacy development?

Resources Needed

Children’s Literature Choices:

Llama Llama Red Pajama or Chica Chicka Chicka Boom Boom

for Llama Llama Red Pajama

for Chicka Chicka Boom Boom

Standards:

TEKS –