Daily Work Pad K 2

do plants/trees give us?

TIME
ROUTINE
7:30ARRIVAL
8:50

[Link]

Mat Greetings /
Roll / Preview
morning/Oral
Language

[Link]

OUTDOOR GM
ACTIVITIES

10:301100

MAT- Literacy /
Story/
Rhyme: Here is a
green leaf (scarf
rhyme), Roses are
red
Song: I planted a
seed
Book: __
The word: like

Teacher Tricia Hopkirk

Day/Date Monday 8 Feb 2016 Is a tree living or non-living? What

1. Chn and parents arrive 2. Teachers greet and welcome 3. Morning work: a. Literacy tub- teach chn to find their
names and do the activity 4. learning plan (choose an activity per day; to complete by Friday)
Art: Continue
Word Work: Label the Outdoor collage
Can you investigate?
Malleable- sight
Kandinsky tree
room- create 'real
Encourage chn to
words
project
life' alphabet with
visit the Look
classroom pictures
Closer area and
record what they
see...
What do you think? Is
Prep
wood, glue and other it living or non-living?
nature objects
1. Teacher plays cleanup song. 2. Chn help pack away. 3. Chn sit on mat: turn & talk: the 4. Good morning greetings.
5. Mark roll. 6. Read story
8. Talk about what were learning for the week- Msytery Monday (use mystery box): is it living or non-living?
[Link] Dismiss: blending
onset and rimes
1. Recap bathroom and drink routine. 2. Line up at door. 3. Walk to lunchroom 4. Take shoes off. 5. Wash hands 6.
Begin eating. 7 Chn engage in positive verbal interactions.. 8 Chn remain sitting until teacher dismisses. 9. Scraps
in bin Dismiss: 10 stomps and counting 10. Outside play time. Water plants.11. Walk in lunchroom for drinks and
toilet. 12 Transition onto mat: Pairing up, actions and counting 13 Shoes off
OUTCOMES
LEARNING EXPERIENCES
RESOURCES
FOCUS
ASSESSMENT USED/
Chn will be
QUESTIONS
OBSERVATIONS
able /begin to:
Develop preRevise see, the in chart--- put
Observations of word
reading skills:
a circle around the word
Books
recognition
one to one
(morning message)
Sorting Objects
-observations of pre
word matching
Marker
reading skills
and word
Basket
Observations on
Teach: Read the story. Introduce word,
chn echo. Stick on word wall.
recognition
participation and
Repeat. Spell the word. Students
comprehension
repeat. Use the word in a sentence (clap
or snap on the word). Class repeats the
sentence.

kinaesthetic: Skywrite as they

are singing the song.
Practise: Hicklety Picklety
Apply: Worksheet, Enya and Leo
with support (L)

Thai Class
11001140
11:401150
1150130

[Link]
[Link]

PACK AWAY
LUNCH and Free
play/Swimming

MAT- Closing
SNACKS/CLUB/H
OME TIME

Daily Work Pad K 2

TIME
ROUTINE
7:30ARRIVAL
8:50
8:50Mat Greetings /
9:30
Roll / Preview
morning/Oral
Language
9:30OUTDOOR GM
10:15
ACTIVITIES
10:301100

MAT- Literacy /
Story/
Rhyme: Here is a

ROUTINE: Chn and adults help pack away toys, playdough, paints and table top act. Shoes on and line up for lunch.
Dismiss: counting
1. Recap bathroom and drink routine. 2. Line up at door. 3. Walk to lunchroom 4. Take shoes off. 5. Wash hands 6.
Begin eating. 7 Chn engage in positive verbal interactions.. 8 Chn remain sitting until teacher dismisses. 9. Scraps
in bin 10. Free play. Dismiss: 10 stomps and counting 11. Walk to shared learning space. 12 Trish to call chn to
look at exploration books 13 clean up 14 swimming 15 rest time
Music, Rhymes & Movement, Reflection + Cookie monster time : If you feed cookie monster 2 cookies and then you
give him 2 more coz hes hungry, how many cookies did he eat all together?
1. Chn line up by shared learning space. 2. Teacher say goodbye to each child. 3. Chn go home/ walk to lunchroom
and wash hands. 4. Remaining chn have snacks. 5. Club
Teacher Tricia Hopkirk

Day/Date Tuesday 9 Feb 2016

1. Chn and parents arrive 2. Teachers greet and welcome 3. Morning work: a. Literacy tub- teach chn to find their
names and do the activity 4. learning plan (choose an activity per day; to complete by Friday)
1. Teacher plays cleanup song. 2. Chn help pack away. 3. Chn sit on mat infront of easel. 4. Good morning greetings.
5. Mark roll. 6. Read story
8. Talking Tuesday: Is a tree living a living thing? Yes or no and then Checklist! Dismiss: blending onset and rime
(sorting objects)
1. Recap bathroom and drink routine. 2. Line up at door. 3. Walk to lunchroom 4. Take shoes off. 5. Wash hands 6.
Begin eating. 7 Chn engage in positive verbal interactions.. 8 Chn remain sitting until teacher dismisses. 9. Scraps
in bin Dismiss: 10 stomps and counting 10. Outside play time. Water plants.11. Walk in lunchroom for drinks and
toilet. 12 Transition onto mat: Pairing up, actions and counting 13 Shoes off 14 Turn & talk partner reading:see
OUTCOMES
LEARNING EXPERIENCES
RESOURCES
FOCUS
ASSESSMENT USED/
Chn will be
QUESTIONS
OBSERVATIONS
able /begin to:

green leaf (scarf

rhyme), Roses are
red
Song: I planted a
seed
Book: __
The word: like

Develop prereading skills:

one to one
word matching
and word
recognition

Revise sight Word with Clap Rap

Teach: Students use the word in a
sentence; teacher writes and sticks on
the sight word wall.
Apply: Worksheet, Enya and Leo

Observations of word
recognition
-observations of pre
reading skills
Observations on
participation and
comprehension

Books
Post its
Mimeo

with support (L)

Thai Class
11001140
11:401150
1150130
1:30210

PACK AWAY
LUNCH and Free
play
Indoor FM
Activities
(integrating Num,
The Arts, IPC)

ROUTINE: Chn and adults help pack away toys, playdough, paints and table top act. Shoes on and line up for lunch.
Dismiss:
1. Recap bathroom and drink routine. 2. Line up at door. 3. Walk to lunchroom 4. Take shoes off. 5. Wash hands 6.
Begin eating. 7 Chn engage in positive verbal interactions.. 8 Chn remain sitting until teacher dismisses. 9. Scraps
in bin 10. Free play. Dismiss: 10 stomps and counting 11. Walk to shared learning space. 12 clean up 13 Rest
time 14 Choose table top activity
OUTCOMES
LEARNING EXPERIENCES
RESOURCES
FOCUS
ASSESSMENT
Chn will be
QUESTIONS
USED/OBSERVATION
able /begin to:
Count one-toone to ten

1
2

Flower roll and stamp

How many seeds

Ordering
numbers

[Link]

MAT- Closing

Seeds
Wooden
spoons
Numbered
pots
Dough
mats

How many do
you see?
How many do
you see
altogether?

-Observations of fine
motor and language
associated with
construction
-Checklist of one-one
correspondence,
sequence of counting

Arrange sticks from

shortest to longest

4 Trish to call
chn to look at
exploration books
Music, Rhymes & Movement, Reflection + Cookie monster time: If you feed cookie monster 2 cookies and then you
give him 2 more coz hes hungry, how many cookies did he eat all together?

[Link]

SNACKS/CLUB/H
OME TIME

Daily Work Pad K 2

TIME
ROUTINE
[Link]
[Link]

ARRIVAL

[Link]

Mat Greetings /
Roll / Preview
morning/Oral Lang
OUTDOOR GM
ACTIVITIES

10:301100

MMAT- Literacy /
Story
Rhyme: Here is a
green leaf (scarf
rhyme), Roses are
red
Song: I planted a
seed
Book: __
The word: like

1. Chn line up by shared learning space. 2. Teacher say goodbye to each child. 3. Chn go home/ walk to lunchroom
and wash hands. 4. Remaining chn have snacks. 5. Club
Teacher Tricia Hopkirk

Day/Date Wednesday 10 Feb 2016

1. Chn and parents arrive 2. Teachers greet and welcome 3. Morning work: a. Literacy tub- teach chn to find their
names and do the activity 4. learning plan (choose an activity per day; to complete by Friday)
1. Teacher plays cleanup song. 2. Chn help pack away. 3. Chn sit on mat infront of easel. 4. Good morning greetings.
5. Mark roll. 6. Read story 7. Working Wednesday! Dismiss: blending onset and rime names
1. Recap bathroom and drink routine. 2. Line up at door. 3. Walk to lunchroom 4. Take shoes off. 5. Wash hands 6.
Begin eating. 7 Chn engage in positive verbal interactions.. 8 Chn remain sitting until teacher dismisses. 9. Scraps
in bin Dismiss: 10 stomps and counting 10. Outside play time. Water plants.11. Walk in lunchroom for drinks and
toilet. 12 Transition onto mat: Pairing up, actions and counting 13 Shoes off 14 Turn & talk partner reading: choice
OUTCOMES
LEARNING EXPERIENCS
RESOURCES
FOCUS
ASSESSMENT USED/
Chn will be
QUESTIONS
OBSERVATIONS
able /begin to:
Revise the in a poem--- put a wiki stick
Observations of word
around the word the: In the garden
Books
What are tricky
recognition
pull the weeds dig a hole
Sorting Objects words?
-observations of pre
plant the seeds cover them
Marker
reading skills
up water them please watch
Observations on
them grow into giant trees!
participation and
comprehension

PLANNED CONSTANT POSITIVES AND SMALL GROUP EXPERIENCES

11001140

INDOOR
ACTIVITIES

Begin
recognising
sight
words:like

Chanita:Link
letters to
sounds:
develop an
understanding
of words that
begin with the
same sound
Develop prereading skills:
one to one

Apply: (L) L,E,J- call children in

groups of three-the, Leo with
support(T) small group Erin,
Natalia & Nikki- Day 2 of
Emergent reading plan (C) Diff
letter work with Chanita
Table top: Word Work- trace SW in sand.
Read it, build it, trace it mat with
playdough.

Markers
Crayons
Scissors
Learning mats
Markers
playdough

observations of pre
reading skills

word matching
and word
recognition

11401150
11501250

PACK
AWAY;Transition
LUNCH and Free
play

1250140
[Link]
2:15MAT- Closing
2:30
2:30SNACKS/CLUB/H
2:45
OME TIME
Daily Work Pad K 2
TIME
ROUTINE
[Link]
[Link]
[Link]
10:301100

ARRIVAL
Mat Greetings /
Roll / Preview
morning
OUTDOOR GM
ACTIVITIES
MAT- Literacy /
Story/ Oral
Language

ROUTINE: Chn and adults help pack away toys, playdough, paints and table top act. Shoes on and line up for lunch.
Dismiss:
1. Recap bathroom and drink routine. 2. Line up at door. 3. Walk to lunchroom 4. Take shoes off. 5. Wash hands 6.
Begin eating. 7 Chn engage in positive verbal interactions.. 8 Chn remain sitting until teacher dismisses. 9. Scraps
in bin 10. Free play. Dismiss: 10 stomps and counting 11. Walk to shared learning space. 12 Lanie to call chn to
look at exploration books 13 clean up
Music Class
The Queen of Ten visits! Activities: ten cube wands, ten frames puzzles
Music, Rhymes & Movement, Reflection + Cookie monster time : If you feed cookie monster 2 cookies and then you
give him 2 more coz hes hungry, how many cookies did he eat all together?
1. Chn line up by shared learning space. 2. Teacher say goodbye to each child. 3. Chn go home/ walk to lunchroom
and wash hands. 4. Remaining chn have snacks. 5. Club
Teacher Tricia Hopkirk
Day/Date Thursday 11 Feb 2016
1. Chn and parents arrive 2. Teachers greet and welcome 3. Morning work: a. Literacy tub- teach chn to find their
names and do the activity 4. learning plan (choose an activity per day; to complete by Friday)
1. Chn and parents arrive. 2. Teachers greet and welcome 3. Morning activities:
1. Teacher plays cleanup song. 2. Chn help pack away. 3. Chn sit on mat infront of easel. 4. Good morning greetings.
5. Mark roll. 6. Read story and follow up activity: Dismiss: If your name rhymes with
1. Recap bathroom and drink routine. 2. Line up at door. 3. Walk to lunchroom 4. Take shoes off. 5. Wash hands 6.
Begin eating. 7 Chn engage in positive verbal interactions.. 8 Chn remain sitting until teacher dismisses. 9. Scraps
in bin Dismiss: 10 stomps and counting 10. Outside play time. Water plants.11. Walk in lunchroom for drinks and
toilet. 12 Transition onto mat: Pairing up, actions and counting 13 Shoes off 14 Turn & talk partner reading:the
OUTCOMES
LEARNING EXPERIENCS
RESOURCES
FOCUS
ASSESSMENT USED/
Chn will be
QUESTIONS
OBSERVATIONS
able /begin to:

Rhyme: Here is a
green leaf (scarf
rhyme), Roses are
red
Song: I planted a
seed
Book: __
The word: like

Develop prereading skills:

one to one
word matching
and word
recognition

Revise like in one of our books--- put a

wiki stick around the word the
Practise: Cut apart 2 or 3 copies of the
large grid and place the words in a bag
and
shake!
Shake shake.
Each
child draws a word and reads the word.
Then they glue the word on a
graph! Sing the song.
Review the word. we review the song as I
show each page of a little leveled book
that features the word repeatedly. They
touch their nose to show me theyve
found it with their eyes. I then read that
page and they clap on the word as Im
reading aloud

Books
Sorting Objects
Marker

What words begin

with the /l/ sound?

-Observations of sound
and letter recognition
-language used when
describing picturedisplay.

Mandarin Class
11001140
11:401150
11501250
1250140
[Link]
[Link]
[Link]

PACK AWAY and

Transition
LUNCH and Free
play

ROUTINE: Chn and adults help pack away toys, playdough, paints and table top act. Shoes on and line up for lunch.
Dismiss:
1. Recap bathroom and drink routine. 2. Line up at door. 3. Walk to lunchroom 4. Take shoes off. 5. Wash
hands 6. Begin eating. 7 Chn engage in positive verbal interactions.. 8 Chn remain sitting until teacher
dismisses. 9. Scraps in bin 10. Free play. Dismiss: 10 stomps and counting 11. Walk to shared learning
space. 12 Trish to call chn to look at exploration books 13 clean up
PE Class
Rest time

MAT- Closing
SNACKS/CLUB/H
OME TIME

Daily Work Pad K 2

TIME
ROUTINE
7:30ARRIVAL
8:50
8:50Mat Greetings /
9:30
Roll / Preview
morning/Oral
Language

Music, Rhymes & Movement, Reflection + Cookie monster time : If you feed cookie monster 2 cookies and then you
give him 2 more coz hes hungry, how many cookies did he eat all together?
1. Chn line up by shared learning space. 2. Teacher say goodbye to each child. 3. Chn go home/ walk to lunchroom
and wash hands. 4. Remaining chn have snacks. 5. Club

Teacher Tricia Hopkirk

Day/Date Friday 12 Feb

1. Chn and parents arrive 2. Teachers greet and welcome 3. Morning work: a. Literacy tub- teach chn to find their
names and do the activity 4. learning plan (choose an activity per day; to complete by Friday)
1. Teacher plays cleanup song. 2. Chn help pack away. 3. Chn sit on mat: turn & talk: the 4. Good morning greetings.
5. Mark roll. 6. Read story & follow up activity

[Link]
10:301100

11001140

OUTDOOR GM
ACTIVITIES
MAT- Literacy /
Story
Rhyme: Here is a
green leaf (scarf
rhyme), Roses are
red
Song: I planted a
seed
Book: __
The
word: like
INDOOR

1. Recap bathroom and drink routine. 2. Line up at door. 3. Walk to lunchroom 4. Take shoes off. 5. Wash hands 6.
Begin eating. 7 Chn engage in positive verbal interactions.. 8 Chn remain sitting until teacher dismisses. 9. Scraps
in bin Dismiss: 10 stomps and counting 10. Outside play time. Water plants.11. Walk in lunchroom for drinks and
toilet. 12 Transition onto mat: Pairing up, actions and counting 13 Shoes off 14 Turn & talk partner reading:the
OUTCOMES
LEARNING EXPERIENCS
RESOURCES
FOCUS
ASSESSMENT USED/
Chn will be able /begin
QUESTIONS
OBSERVATIONS
to:

PLANNED CONSTANT POSITIVES AND SMALL GROUP EXPERIENCES

ACTIVITIES

Chanita: Link
letters to
sounds:
develop an
understanding
of the sound
and shape of
letters in her
name

11401150
1150130

PACK
AWAY/Transition
LUNCH and Free
play

1:30210

Indoor FM
Activities
(integrating Num, The Arts, IPC)

Apply: (L) Ni, Na,E- call children

in groups of three-the(T) small
group (L,E,J) Table top: Word Work.

trace SW in sand. Read it, build it, trace it

mat with playdough

Link letters to
sounds
Crayons
Scissors
Sorting mat
and objects
for letter o,
sound phone
and others in
box

observations of pre
reading skills
Password (door)

Develop prereading skills:

one to one
word matching
ROUTINE: Chn and adults help pack away toys, playdough, paints and table top act. Shoes on and line up
for lunch. Dismiss:
1. Recap bathroom and drink routine. 2. Line up at door. 3. Walk to lunchroom 4. Take shoes off. 5. Wash
hands 6. Begin eating. 7 Chn engage in positive verbal interactions.. 8 Chn remain sitting until teacher
dismisses. 9. Scraps in bin 10. Free play. Dismiss: 10 stomps and counting 11. Walk to shared learning
space. 12 clean up 13 Rest time 14 Choose table top activity
OUTCOMES
LEARNING EXPERIENCES
RESOURCES
FOCUS
ASSESSMENT/OBSERVA
Chn will be able /begin
(think spring festival starts at
QUESTIONS
TION
to:
1??)
Count one-toone to ten
Count two
groups and say
how many there

1. Counting jar

2.

Weekly review

Tiny seeds
Counting jar
with seeds
inside -5

-Observations of fine motor

and language associated
with construction
-Checklist of one-one
correspondence, sequence

are altogether

[Link]
[Link]

MAT- Closing
SNACKS/CLUB/H
OME TIME

Numicons

of counting

Music, Rhymes & Movement, Reflection + Cookie monster time : If you feed cookie monster 2 cookies and then you
give him 2 more coz hes hungry, how many cookies did he eat all together?
1. Chn line up by shared learning space. 2. Teacher say goodbye to each child. 3. Chn go home/ walk to lunchroom
and wash hands. 4. Remaining chn have snacks. 5. Club

Note to self: Week 1-3: e,c,v for morning work- letters and sounds routine on table 1. Wednesday and Friday- begin word work activity
until chn familiar and then it becomes morning work
*Its February 1! Lets count how many sleeps ). Queen of Ten- who??? Laura or Martyna?? Availability.
We are mathematicians: We can measure. We can count. We can add. We can identify 3d shapes? We can subtract?
Joni coming week after CFBT- trying to find venus flytrap/

Roses are red, violets are blue, sugar is sweer and so are you!
WEEKLY PLAN
February
.
My Goals

Teacher Tricia Hopkirk

To provide students with opportunities to extend their

understanding of letters and sight words; extend their phonological
awareness skills (blending onsets and rimes)

Week 19

Day/Date 1-5

Behaviour Management Goals

Turn & talk

Encourage turn
taking and raising
hands during mat
session (no calling
out)
Sing familiar songs
to get attention, esp.

Additional notes:

MAT SESSIONS

INDOOR LEARNING CENTRES (include shared

learning space!)
Playdough-

SMALL GROUP

MAT SESSIONS

SMALL GROUP

Construction (add I built a and I made a wall

Weekly Reflection (Did I achieve my goals this week? What

did I do well? What were my strengths and weakness in my
teaching this week? What can I improve on next week?)

St. Johns International School Kindergarten 2

Checklist
Name of Practitioner:
Group
Circle Area of Learning
Social and
Emotional
Development

Literacy

Date:

Numeracy

Kindy Profile

Creativity

Physical
Development

Knowledge and
understanding of the
world

CF Learning Area

Activity Description Whole group

Student

Table top

Skill of Interest

Learning Centre

Outdoor

Skill of interest

Skill of Interest

Evidence key: o-observation, w-work sample, cl-class check lists, c-conversation, p-photograph, av-video/
audio, DI- demonstrated independently; ND- demonstrated with help; SD- still developing skill M- mastered