Thursday: Wing

Apr 10, 2014   //   by Miss Kim   //   Daily Lessons  //  No Comments

Calendar:  Discussed the date in English and Spanish and wrote it in number form. Gretchen  put the number on the calendar, discussed the weather, and found the day of the week in Spanish.  We reviewed our colors, shapes, sight words, Spanish, and Sign Language words.  Gretchen told us the pattern on the calendar.

Fun Facts/Brainstorming:  We reviewed what they learned about the body. Today we discussed the wings and what the children could do if they had wings. What couldn’t they do?  Fun Facts:Passive soaring wings have long feathers that spread out, creating “slots” that allow the bird to catch vertical column of hot air called “thermals”  and rise higher in the air.  Examples of birds with this wing type included eagles, most hawks and storks.  Active soaring wings are long and narrow, allowing birds to soar for a long time.  However, these birds are much more dependent on wind currents than passive soaring birds.  Examples of birds with this wing type are Albatrosses, Gulls, and Gannets.  Elliptical wings are good for short bursts of high speed.  While they allow high speed, the speed cannot be maintained.  Examples of birds that have this wing type are Crows, Ravens, Blackbirds, Sparrows, and Thrushes such as the American Robin.  High-Speed wings are long and thin, but not nearly as long as birds with active soaring wings.  As the name suggests, birds with this type of wing are incredibly fast, but unlike those with elliptical wings, these birds can maintain their speed for a while.  Examples of birds that have this wing type are Swifts, Ducks, Falcons, Ferns, and Sandpipers. 

Language and Literacy: Discussed: Where do you think is a good place for a nest?  I showed them  the hands on letter N and asked them to say the /n/ sound.  We discussed what syllables are.  The children learned that a syllable is the number of vowel sounds they hear in a word.  We said each child’s name and clapped out how many vowel sounds (syllables) were in their names. We clapped out the syllables of N words (nest,noodle,nose, napkin).  We looked in the dictionary and went through the N words and clapped out tons of words till they got the hang of how many syllables were in words.  Gretchen was the first child to catch on and was getting every word right.  I then had each child do it on their own without help and they were doing pretty good.  Some of them need practice but I was amazed at how well they were able to tell me how many syllables were in words.  Maggie, Thomas and Abby caught on very quickly also.  Gretchen continued saying words at lunch and told us how many syllables were in the word.

Language and Literacy: Discussed: What would make you scared enough to fly away?  I showed the children the sight word circles and they repeated the words. I wrote the new sight words, one word at a time on the wipe-off board.   The children had to tell me the sound of each letter and sound the words out.  We then used these words in sentences.  The new words are: play, see, away.  I read the I Can Read story out loud but when I came to a sight word the children had to read that.   

Mathematics and Reasoning:  Discussed: Where would you fly if you were a bird?  Birds tend to fly back and forth from places by following the same paths.  Some birds migrate thousands of miles and always go the same way.  I showed the children the counting card and had them take turns putting the foam shapes on the counting card until the card was full of 18 foam shapes.  We counted to 18 in English and Spanish. The children used the hands-on number 1 and 8 to put in the correct order to make a number 18.  We counted to one and eight in English and Spanish.  The children came up one at a time to practice writing the number 18 on the wipe-off board.  We looked at the Journal page they will be doing in afternoon center.

Social and Emotional Development:  Discussed: Why is it sometimes hard you to wait for something?   Many birds have to wait for flying feathers before they can fly.  I showed them the Gosling and we said the word patient very slowly. The word patient means to wait for something.  I placed two Ritz crackers in front of each child and asked them to be patient and wait to touch it. We then discussed the number 18 and I gave one child at a time permission to eat their snack while the others had to wait.  It was so funny watching them wait and be patient.  The babies were not patient and wanted to take the lesson kids treats so we had to give them a cracker so that they wouldn’t take the other kids’ crackers.

Show and Tell:  Each child was to bring in an item that begins with the letter N.  They came up one at a time to show the item they brought and discuss why they brought it.

Afternoon Centers:  Center 1: Outside Play   Center 2:  I Can Read book- each child got a book that they colored with crayons and circled the sight words.  Center 2: My Little Journal- The children went to the page with the 18 on it.  They dipped the cotton swab in paint and made 18 bird feet prints on the page.  They then practiced writing the number 18 on the page.  

 

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