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KinderCorner Instructional Support

This page is intended for NON-STANDARD related information and activities. For standard-related information please go to the specific standard.

Level 1 Standards Unpacked

Level 2 Standards Unpacked

How to Wiki


1. Welcome to School

Typed theme objectives and daily focuses Unit 1

Recipes for clay, playdough, and paint Art Recipes

1. Sparkle paint: 4 cups salt, 1 cup water, 1 cup starch, food color. 2. Fingerpaint or playdough with a color of the day. 3. Movement Mural: Use a large piece of butcher paper and paint. Everyone participating has a different painting tool: hands, fork, brush, toothbrush,sponge... Turn on some music and paint, moving in rotation around the table every minute or so. 4.

2. I Am Amazing! I Feel Fine! (Self-esteem and feelings)

Typed theme objectives and daily focuses Unit 2

3. Those Nearest & Dearest (friends and family)

'Friends' poem typed for weekend homework with extension. Friends

Recipe for making bread from flaxseed. This can be used with the story of Little Red Hen. (Compliments of Robin Hanks)

1. Gifts: Lip Gloss: 2 T shortening 1 T fruit-flavored powdered drink mix, 35mm film container. Melt in microwave 30 sec. Chill. 2. Friendship bracelets cut & decorated from toilet paper tubes.

4. Head to Toe (body awareness and senses)

SC 1.07, 1.08 Identifies the five senses & Makes observations using the five senses.

Week 1 school day homework: poem and signature page Your Body

Week 2 school day homework: poem and signature page 5 Senses

Weekend homework: poem and letter writing 5 Senses for the weekend

When teaching kids to remember the five senses, have them recite using the five fingers on their hand as they go. Leave each finger in place until all fingers are touching face: Hearing (put thumb in ear) Seeing (touch eyelid with pointer finger) Smelling (touch middle finger to nose) Tasting (touch mouth with ring finger) Touching ( tap any skin you can reach with pinky finger).

The Five Senses Song The Five Senses Song

The Five Senses Song (sung to the tune of BINGO)

We use five senses every day to help up learn and play!

See, hear, smell, touch, taste.

See, hear, smell, touch, taste.

See, hear, smell, toucn, taste.

See, hear, smell, touch, taste

We use senses every day.

1. Body tracings from butcher paper (for I Am Amazing, students can collage favorite things cut from magazines to their bodies) 2. Blow painting, bubble prints 3. Scratch and sniff watercolors using jello or flavored drink mix. 4. Sparkle paint 5. Smelly/kool-aid playdough 6. Shaving or chocolate cream fingerpainting 7. Handprints from salt dough 8. Balloon prints (tempera & hand-sized balloons)

2. For this idea, take away your student's sense of sight by blindfoling them, then have them try to make a simple drawing of a snowman with a crayon on a piece of paper. You will get some funny drawings to hang up. By Lynn Fleharty

5. Cornucopia (harvest and fall)

Weekened homework: SFA's Fall poem re-wrote to fit the bush.Fall

In order for students to understand the fall concepts that this unit includes, make a PowerPoint presentation that shows real-life pictures of cornfields, apple orchards, pumpkin patches, fall trees, etc. Afterwards, we discussed the differences between what fall in our village and what it looks like other places.

1. Paper Bag Pumpkins--stuff a brown lunch bag with newspaper. Use green masking tape to twist off a stem. Paint orange and add paper nose, eyes, mouth. 2. Autumn bouquets-go outside & collect autumn grasses and tie off to make bouquets. 2. Ghost necklaces-use glue on waxed paper to make ghost shapes. Allow to dry & add a face. String into a necklace. 4. Make a design on paper with glue and use crushed, dried leaves as the "glitter." Leaves are great for putting in the sensory table previous to this.

I got a real pumpkin to use at the end of this unit. The kids loved it because they had never seen a pumpkin other than on TV. We did many activities with the pumpkin including sensory-students pulled out all of the insides of the pumpkin and sorted out the seeds, used describing words while working with the pumpkin, carved the pumpkin and roasted the seeds. It was really engaging for the kids and we all had a lot of fun with it.

6. What's on the Menu? (nutrition and markets)

Great shape activity for partnersMA 0.14 Identifies basic shapes. Give the partners a loop of string tied with a knot and instruct them to make a square, rectangle, or triangle out of it. Except for a rectangle they need at least three hands to pull it off! This is a quick & fun problem-solving activity that encourages partner work.

Art Lab- As a follow up to Gregory the Terrible Eater, have students create their own Gregory the goat puppet using construction paper, paper bag, and other art materials that seem suitable. Have students look through magazines and cut out healthy and non-healthy food. On the outside of the bag, have students glue healthy food,so that it looks like Gregory is eating healthy and on the inside of the bag have students glue non-healthy food.

Rhyme Time beginning sound activity RE 2.1 Phonemic awareness, beginning sounds.

Collect play food items that begin with several sounds (corn, carrot, cauliflower, peas, pineapple, peach, bread, banana, broccoli). Put them in a brown grocery bag and pull two foods out. Say the names and ask kids to show thumbs up or down to determine if they have the same beginning sound.

7. Sing a Song--Paint a Picture (art, artists, music & musicians)

1. Use tinfoil to create sculpture. 2. Use a flour and water mixture on cardboard to make relief sculptures. Provide a variety of tools. 3. Make beads and necklaces from dough or use paper mache (roll papers to dry onto a stick or knitting needle; paint).

Water Xylophone--Get 6 jars and line them up. Put water in each jar raising the level in each until the 6th jar is almost full. Add food coloring to each jar. You can even mix colors as in the story Mouse Paint. Then using a spoon, pencil or other object strike the jars to hear the sound.

favorite percussive and/or pitched instruments and a blindfold. GAME: 1. Choose a student to sit in the chair and blindfold him/her. 2. Choose an instrument and go to certain place in the classroom. 3. Begin to play the instrument with a continuous rhythmic pattern. 4. Ask the blindfolded student to stand up and walk toward the sound. (make sure that their hands are outstretched as to assist them finding the sound) 5. Once they've found you, have them name the instrument being played. If they name correctly, then they get to choose an instrument to play and they choose a student to be the "blindfolded one". I guarantee that the students will love it!!

A musical filler activity using knowledge of fast/slow By - Jamie Faust Materials: Something to pass, perhaps a stuffed animal.

This game is very similar to the children's game "Hot Potato." Children sit in a circle, one child gets the object that is to be passed. The teacher then plays a steady beat (I like to use a variety of instruments) as the students pass the object. If the beat is fast, students pass fast. If it is slow, they pass slowly. When you say "STOP," whoever has the object is out. Continue playing until there is one child left. If a child throws the object, they are automatically out. Children who are out could also play the beat, or watch for students who are throwing the object.

Science lab activity for art: Prepare three bowls of colored salt water--red, yellow and blue. You will also need an eyedropper, a shallow container and an ice cube. Place the ice cube in the container. Then use an eyedropper to add drops of the colored water (from two of the bowls such as yellow and blue) to the top of the ice cube. Watch the colors penetrate the ice and mix to make a new color deep in the ice. Pretty! By Lynn Fleharty

Shape Activities: Shapes

8. Winter Weatherland (winter and weather)

For Sci LAB or just s great way to introduce the scientific method: Why does clothing keep us warm? Materials: outdoor/room thermometer, mitten/glove. What do you observe? (Use the five senses.) What do you wonder? I wonder why...What do you think? (Hypothesis) What did you do?(Procedure) What happened? (Results) What did you learn? (Conclusion)

SC 1.4 Conducts simple, teacher directed experiments) Students will conduct an experiement to find out how polar bears keep warm. The teacher will have prepared two plates with ice cubes on each plate and a plastic bag with crisco in it. Place the crisco filled bag over one plate of ice cubes. The students will compare and contrast which is colder and which is warmer by placing thier hands one the plate of ice and then on the plate of ice with the crisco bag over it. The students should find that the plate with the crisco covering the ice is warmer than the other plate. Which will then lead into the conversation, crisco kept your hands warm just like the blubber on the polar bear is keeping him warm. You can then discuss what other animals have blubber on them to keep warm. And since we don't have blubber how do we keep warm in the winter.

9. Day & Night, Dark & Light (opposites, day & night)

10. Words & Roads Take us Places (communication & transportation)

11. Safe & Sound (community helpers & safety)

We had a lot of fun during this unit watching the Sesame Street videos, "The People in Your Neighborhood". We watched these 2 min. clips right after the morning message. They fit in perfectly, reinforced the roles people play in the community and the tune is catchy. I had the most luck searching on for the clips.

12. Buggy About Spring (spring & insects)

13. City Gardens & Country Farms (growing things & farms)

14. Fur & Feathers (pets and zoo)

15. Water Wonders (water and fish)

| Wax Resist Fish Patterns- I saw this lesson plan and thought it would be a cute idea for working on creating patterns

16. Earth Day is Every Day (environment and ecology)

KinderCorner Instructional Components


Greet the children in their own language

Post a homework graph to keep track if the students are Adv. Prof. Dev. or Em. In returning their homework. You may want a separate chart for tracking attendance.

Focus on target sounds and have students write each day

Have the students take turns circling the letter of the week or past letters that they need to review.

Laminate names and place on the writing table. Have the students practice writing their name daily with a marker then you can erase for the next day.

Put out paper once a month to get writing sample for their portfolios.

-Here is an idea that I have used for children that struggle with writing their names:

   Name in a Box

Let's Get Together

WR 0.06 Practices speaking in sentences, RE 1.03 Shows the ability to be part of an audience.

Speaking Stone

Spotlight On

Class Meeting: Have Joey and Kinder Roo help you act out possible behavior scenarios that are up for discussion in your class meeting.

Rhyme Time

RE 2.01 Phonemic awareness, 2.02 Letter sounds, 2.03 Letter names.

See RE 2.2 Instructional Strategies for more ideas.

Put down one letter card at a time for a “cake walk” type musical letter identification game.

“Belly” Spelling

Teacher reads and students memorize1 line of daily poem

Use Nursery Rhymes like Read & Responds - where parents read a rhyme with kids at home after kids "practice" it in school. The back page of the R&R can have extensions families can do at home. Sample Nursery Rhyme R&R

Sample Jack Be Nimble extensions

For reviewing letter sounds play a version of musical chairs: Have students form a circle. The teacher sits on the outside of the circle and places a letter card on the floor in front of him/her. Students circulate past the card as music plays. When the music stops, the student who is standing beside the letter card tells teacher what sound that letter makes. Replace card with another letter card and play music again as students circulate.

Rhyming Chain-Make cards that have 2 pictures that match. Using a paper punch put a hole on each side of the cards. Scatter the cards face up on a flat surface. Children find the two pictures that rhyme. They then link the 2 cards with a plastic link.

Say It, Take It: Use simple picture cards for this small group Say-it-Fast activity. Preview the picture names and then lay all the cards face up in front of the students. Teacher breaks a word down and the student who can say-it-fast first gets to take the card. More advanced students can break-it-down for each other.

Story Tree

Developing Vocabulary RE 2.6

Act out a story by reading with action/motion

Story Tree and Reading Pond –leaves for books the teacher has read—fish for books they have read on their own

Acting out stories to re-tell and to sequence events

Use walrus and the sea instead of a tree

Backdrop is a country scene with trees, a pond, and hills. The backdrop changes with the seasons.[Picture of Story Tree]

Find pictures of the story you are reading and add felt to the back of the pictures. Then you have an easy felt story.

15 min. math

Where’s the Beetle (number recognition) --Hide a paper beetle under paper rocks that are numbered (1-10 or higher) --Kids call a number to look at and see if it is there-tell them or ask them is the number bigger or smaller?

Questioning: using cheers for the months

Helpers & Jobs: Students help direct teacher helper during 15 minute math

Choose a Focus: Pick a different focus shape each week or unit. Discuss and name shape each day and have a few students find that shape in the classroom environment.

Rock Shapes: have students bring in rocks that are the basic shapes. Use these rocks as your speaking stone.

Cloze Activity: Place sticky notes on random days and have the kids try to figure out what number is missing and have the kids write the number.

Cultural: Count to 10 in the local language(s).

Days of the Week Circle Game:

Have 7 students sit in a circle. Give one child a ball and they say Sunday, they hand the ball to the next student who says Tuesday, then continue through the week three or four times.

Circle Songs:

Today is....... (sung to the tune of "Where is Thumbkin"- Have students sing this song on a daily basis and change days accordingly. Today is Wednesday, today is Wednesday October 24, October 24 Yesterday was Tuesday, tomorrow will be Thursday Hip hip hooray, what a great day!

Learn the names of the seasons/months in the local language(s).

Days of the Week Chant: MA 0.06 Names days of the week. "Sunday, Monday, clap, clap, clap. Tuesday, Wednesday, snap, snap, snap. Thursday, hop! Friday, stop! Saturday spin around like a top! Seven days are in a week. Now sit down and take a seat."

Learning Labs


PEPPER IN THE WATER Sprinkle pepper onto the surface of the water in your water table. Let students notice how the pepper disperses across the surface of the water. Next, dip a bar of soap into the middle of the pepper and watch all the pepper rush back again.

CLAY BOATS give the students two wads of the same amount of molding clay. Have them roll one up into a ball, have them flatten, smooth and shape the other wad into a boat. Let them see which one floats and which one sinks. TINFOIL BOATS Create boats out of tin foil to float in you water table.

MARBLE TONES Fill several glasses with different levels of water. Let students drop a marble into each glass of water and listen to the different musical tones.

BREATH/WIND Have students play cotton ball soccer by blowing at a cotton ball with drinking straws.

SINK/FLOAT Have one or two tubs full of water available for the students to test objects(separate tub) that sink or float. Have the students pick an object and make a prediction of whether it will sink or float and why. Then have children sort the objects into two groups on two laminated mats labeled Sink and Float. Extension Activity: Have children roll a piece of clay in a ball and predict if will float or sink. Then have the children get the same amount of clay and form a boat. Ask if it will sink or float and why. Can also do this same activity using Heavy and Light and use a balance scale.

MAGNETS. Have children make paper clip "snakes": Attract a paperclip to a magnet. Using the magnet and papperclip attract another paperclip. Continue this until you have a chain of paperclips attached to the magnet.


MATH OR SCIENCE LAB: Coin cleaning MA.00.05 Mix small amounts of vinegar and salt in a bowl. Have skids use a toothbrush to clean the coin with the salt and vinegar solution. Dull coins become bright and shiny!

'Numbers & Names'--Reinforce name recognition and counting skills. Divide a sheet of butcher paper and make as many squares as the longest name of your class. If the child with the longest name is Rebecca you would make 7 squares. Write a number at the top of each square starting with 1. Print each student's name on a small card and put them in a basket near the squares. Have the student count the number of letters in a name and then place it on the appropriate square. Example, Joe on the 3, Sarah on the 5 etc..... Graph Names: Cut names into letters. Graph names to compare by the number of letters in each.

Bracelets: MA 0.01 Numbers to 20. Cut "arms" from tag board and write a number from 1-10 on each of them. Students place bracelets with the corresponding number of beads on them to the appropriate arm.

'T-Shirts & Clothespins': MA 0.01 Numbers to 20. Cut out t-shirt shapes and write a number from 1-10 on each. Students place the corresponding number of clothespins onto the t-shirt.

colors activities colors

M and M graph- Have students sort M and M's into color groups and count the number of M and M's. Students will color the number of squares that match the number of M and M's. M and M graph

Animal Patterning- Cut out animals out of construction paper or foam and have students create patterns either by animal or by color. .


MAKING HUMAN FACES Look through old magazines and have students cut out lots of eyes, ears, mouths, noses etc, all the face parts. Have students make funny faces by selecting different face parts to glue onto an out line of a human head.


Write the RoomWrite the Room: Do a minilesson with your students on "Writing the Room." Take a clipboard and show children how you deliberately look for interesting print around the room. When you find something interesting, model copying the print, names, letters or anything that you can find. Kids love it! Give them a clipboard and set them free. Have them share what they found when they are done.

PENMANSHIP PRACTICE: In the mornings after signing in have the students practice writing one line (on penmanship paper) of the letter of the day.10-15 minutes at the end of Stepping Stones can be used for students to practice one CVC word (which uses the letter of the day). For homework send home the "word books" (in Unit 6)pages with sad, mad, hot, dog, etc. in that back of the guide book.Copy the pages from the back of the book and add penmanship lines in the last box for the kids to practice writing each of the words at home.

A table to keep track of which K Writing Stages your students are in. There's a table and description of the first 4 stages of writing or if you would rather a table of your students' Development in Writing (From Jenna Counts/ NW Regional Ed. Lab)


MEDIA for letter-sound practice and for beginning reading. Great site!



We made alphabet turkeys for Thanksgiving and to review their letter names and sounds. The kids enjoyed it and they're taking it home to practice over the long weekend to do with their parents. Here is the website that I got the idea from. Alphabet turkey


Clothing from different cultures


Save empty medicine bottles for your labs. Save boxes when materials come in and use them as giant blocks to build with.

Gross Motor

Students run to shapes in gym

Stepping Stones

EOL Requirements for RE 2.1-2.5

End of Level Requirements for RE 2.1-2.5

Around the World Around the World: Use red words to play around the world. One student stands behind another student's chair. Whoever says the word first gets to stand behind the next student's chair.

Dog bone pile: Put red words onto "dog bones." If they say the red word correctly, the bone goes in their pile. Otherwise it goes into the teacher's pile.

Letter Books--We made books to take home with the picture letters (rabbit r, apple a, etc.) They colored them and help read them. Each one has written under the letter picture: This is the letter_______. It sounds like________.

Students are recognizing community member’s names that start with the target sound.

Wear Sight Word Signs Have the students wear signs with sight words and letters. Then have questions like: Ask me this letter’s name and sound.

Color code your SOLOs by the unit’s cover color and hang on a hook in your classroom.

If the sound comes from the throat but the child puts the sound at the front of the mouth, make a sweeping movement from the chin to the throat as the child makes the sound. To know how to say v and f, you need to know your lips.

AnnMarie’s idea making the connection between letters and sounds say; ---My name is i and I say /i/ ---My name is s and I say /s/ ---My name is b and I say /b/ etc.

Math Mysteries

Number Writing Cues Number Cues

Concerns that this area needs more challenging materials. Any ideas? Everyday Math and Saxon are both good supplements.

There is often extra time leftover after the lesson. To utalize this set up Directed Math Labs: Divide students into groups, each group does something different (sorting, game playing (memory match, counting games, board games), patterning, writing numbers, etc),one group is with the teacher learning somthing that needs support, the other groups are independently working. After a set amount of time (5-15 min) groups rotate.

Have the students wear signs with numbers.

Write the numbers 1-20 on the board. Then call students up one at a time to erase the one number you tell them. This helps them to identify numbers perhaps even out of order. By Lynn Fleharty

Let's Daydream

Children read books independently instead of napping. This covers RE 1.4 and 2.9 (Chooses books to look at/read for a sustained period of time.

Allow two students at a time to quietly brush their teeth during this time.

To work on independence, I have my children brushed their teeth by themselves and when they are done someone else goes up to brush their teeth.

Write Away

Let's Think About It

Sound Jump- “read” letter sounds that are written on big construction paper (focusing on about 4 sounds) when they read a specific sound, they get to jump like frogs-then they read the other sounds until they get to another one where they get to jump.


Use Nursery Rhymes like Read & Responds - where parents read a rhyme with kids at home after kids "practice" it in school. The back page of the R&R can have extensions families can do at home. Sample Nursery Rhyme R&R

Sample Jack Be Nimble extensions

Put sight words on address label. Put the label on the child to take home to practice the word(s).

Use Unit poems as weekend homework. Have extensions like: circle all the 'm', 's' ect. Sample Friends (unit 3)


Hip Hop- A Gary Lapow Song

Word Doc of the SFA letter writing cues

Different Read and Respond for KinderKorner


KC Quarterly Progress

Mid-Term Progress Report This is a report card that can be sent home half-way through first quarter. It informs parents of their child's progress in letters, numbers, colors, shapes, etc.


First Grade wiki page


SFA KinderCorner

iCommunity KinderCorner page

A to Z Teacher Stuff

Preschool Education

Ed Helper

Enchanted Learning

Anchorage Zoo

Mailbox Magazines This is a magazine that needs to be subscribed to and it costs $24.095 a year. It is well worth the cost and it is full of great ideas for math, reading, and writing.

Web MD

kidzone A website with fun activities and worksheets for pre-k to kindergarten.

pbskids Educational games for children

Time for Kids

abcteach A website with printables, activities, and worksheets for primary grades

Lesson Plans A website that is broken down in grades (ex K-2) and has a lot of great ideas that have been created by other teachers. I use this website quite frequently and highly recommend it!

Holiday Crafts This website has a lot of different ideas, but what really caught my eye were some great holiday craft ideas that the kindercorner doesn't really address.

[ Thanksgiving Resources



Peek at our Week document

Supporting Web Links for KC Units

KinderRoots Readles


Timeline for Assessments


Reading assessments for KC are to be completed for each student at least four times a year.

Assessment 1-After Unit 3

Assessment 2-After Unit 5

Assessment 3-After Unit 7

Assessment 4-After Unit 11

A final assessment covering any uncompleted items should take place at the end of the year.


Math quarterly assessments are to be completed every quarter.


Vocab List

New KC SOLOs Fall 2010

K RE Quarterly Assessment Class Form

Writing Letters

Sight word assessment

KC RE Quarterly Assessment Individual Record Form

Concepts of Print L1 Class Checklist

Concepts of Print L2 Class Checklist

Math L0 Quarterly Class Chart

MA L0 Quarterly Assessment Individual Form

Drawing Shapes form

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