Pre-K: March

Pre-K: March

Here’s your overview for March, welcome!

Poetry: Keep singing “Are You Helping?” from last month for cleaning-up. Sing “It is March” over the month adding more KMPs each week. Try the beginning and ending sounds for lion and lamb. (Tip! Remember the final KMP is /m/ in lamb.)

KMPs: Make sure the KMPs for the short vowels match the sound in the word.  Don’t make the sound of KMP too long. Focus on hearing short /a/ /i/ and /o/, plus the /ee/. Also, use lots of tension for the /sh/.

Language Calendar: Dr. Seuss, St. Patrick’s Day, Spring and bunnies are fun themes to sing and write about on the Language Calendar. Add more detail to the LC entries. Draw illustrations on the LC to match the text.

R & W Monster: Play with the handwriting for the letter o. Make a game of getting away from the Monster and chanting, “Oh, Oh, Oh, I got away!” Use a paper plate to trace going UP to the Monster and getting away. 

Remember, we’re here to support you. Reach out any time at support@phonicsinmotion.com.

Have a great month!

Dr. Terry Kindervater, Ph.D.
Educator & Founder of Phonics in Motion

KMPs

Monthly poem - start simple and add additional KMPs as the month progresses!

It is March

(To the tune of Frere Jacques)

It is March.
It is March.
Spring arrives.
Spring arrives.
In like lion,
Out like a lamb.
March winds blow.
Winter goes.

Poem by Phonics in Motion team

Weekly poem

One Fish, Two Fish

One fish, two fish,
Red fish, blue fish,
Black fish, blue fish.
Old fish, new fish.
This one has a little star.
This one has a little car.
Say! What a lot of fish there are!

Poem by Dr. Seuss

Introduce

/sh/

Review

short /i/

Expose

/ar/

Weekly poem

Little Leprechaun

I’m a little leprechaun,
Short and fat,
This is my shamrock,
This is my hat.

If people try to catch me,
I will duck.
The Irish say I bring good luck!

Author Unknown

Introduce

short /a/

Review

/sh/; /h/; /l/; short /i/

Expose

short /u/

Weekly poem

Spring is Here!

Spring is here.
Spring is here.
Goodbye snow.
Flowers grow.

Birds and bees,
Leaves on trees,
Hello spring.
Hello spring.

Poem by Allison Miller

Introduce

/ee/

Review

/g/ /b/ /h/

Expose

/ing/

Weekly poem

Hop, Little Rabbit…

Hop, little rabbit, hop, hop, hop,
Hop, little rabbit, don’t you stop.
Hop, little rabbit, one, two, three.
Hop, little rabbit, hop to me.

Poem by Nana’s Corner

Introduce

short /o/

Review

/l/; /ee/; /h/

Expose

/r/

Reading & Writing Monster: Handwriting Stories

Oo

o gets away,

o moves up to the Monster

and oh, oh, oh, oh,

I got away.

Aa

a is an acrobat.

a goes to the Monster.

Gets away, goes down.

Ta da!

(Tip! Demonstrate writing the a’s on a circus high wire. Stroke downward with the line in the end and chant, “Ta da!” )

Ii

i is itty bitty,

itty, bitty.

(Also compare i to l.
l is a long, long line.)

Ee

e escapes!

e moves away from the monster,

the monster pulls him back

and he escapes.

The Language Calendar

Continue to “Talk Aloud” as you write, giving the children an opportunity to observe you as the writer, their model.  It’s great to say, “When I write…” Remember to keep the time short. We typically recommend 8-10 minutes with preschoolers.

The LC is a great routine for developing necessary vocabulary and language concepts.  Ask Who, What, When, and Where questions daily. Illustrate details on the LC to help the children remember what was written. A simple sentence, (We jumped.) is a great way to ask Who? and What did we do? questions.

You may want to begin highlighting some of those early sight words of we, the, a, and.

Daily

  • Illustrate each entry for picture to match text.
  • Draw lines before writing the entry.
  • Clap a short word and a long word (two or more syllables).  Say, "That's a short word."  Say, "That's a long word."
  • Stretch out a word. Say it slowly.
  • Find the beginning sound of a word. Use KMP.
  • Draw a box around sight words (a, the, we, in, to, by, and, it, from).
  • Remember to focus on the language of letters, words and lines.

Throughout The Month

  • Write entries that correlate with Social Studies or Science standards (Spring begins today.  March came in like a lion.  We hope it goes out like a lamb.)
  • Make sure there are non-fiction entries. (Dr. Seuss wrote more than 60 books.  Spring starts in March and ends in June.)

Example of Entries

  • We read Lucky Tucker by Leslie McGuirk.

Activities

  • Read the book to the students.
  • After reading, talk about the lucky things that happened to Tucker after he rolled in the four-leaf clovers. Make a list on chart paper while the students give ideas; make sure they are listed in the correct sequence from the story.
  • Read the book to the students.
  • When listing on chart paper, use sequence words such as first, next, then, last.
  • Give the students a four-leaf clover to glue in journals. Students draw a picture of something that would make them feel lucky (getting a new toy, going out for ice cream, playing with a friend, etc). Ask them to label their picture.

Example for CAP Focus

  • Review KMPs for previous sounds /l/ /t/.
  • Draw lines for each word before writing it.
  • Underline the book title.
  • Retell events that happened to Tucker. Using language for sequencing: first, next, then, last.
  • Sight words: we, by

Example of Entries

  • Today is Dr. Seuss’ birthday.  We read One Fish Two Fish Red Fish Blue Fish.

Activities

  • Read a variety of Dr. Seuss books.  After reading 3 or 4, graph children’s favorites.  (Place a chart with a picture of the covers at top.  Give children a smiley face sticker.  They place their sticker under their favorite book.)
  • Design 2 worksheets.  On one, draw boxes followed by a picture of a fish. Inside the box, write a word, such as red.
  • On the separate sheet only, draw boxes with the same words from the other worksheet written inside the boxes.
  • Students cut the boxes out and match to the other worksheet.  Glue on.  Color to illustrate.
  • Make fishing rods from dowel rods.  Attach a string and a magnet to its end.  On the floor, spread paper fish with paper clips attached.  Children fish for the letters. When children pick up a fish, they perform the KMP for that letter.  Can they name a word that begins with that sound?

 

Example for CAP Focus

  • KMP: /sh/; short /i/
  • Underline the title
  • Box day in birthday and today
  • Clap: birthday, today, fish
  • Color words: red, blue
  • Number words: one, two
  • Segment:/f/ /i/ /sh/
  • Sight words: is, we

Example of Entries

  • We made wind socks.  They blow in the wind.

Activities

  • Use sentence strips, crepe paper, and yarn. First have students decorate their sentence strip with signs of spring (flowers, birds, umbrellas, kites, grass, etc).
  • Students then glue strips of crepe paper around the undecorated side.  (Crepe paper should be around 18 inches in length.)
  • Staple strip in a circle and attach 3 pieces of string or yarn to tie and use as a hanger.  (The 3 strings should be spaced apart from each other and gathered together as in a triangle.)
  • Journal: Draw and label picture of wind sock.
  • Draw a label signs of spring.

Example for CAP Focus

  • KMP: short /o/; long /o/
  • Say a word.  Ask students to change the beginning sound a different initial sound . For example, say fish and ask the students to change the /f/ sound to /d/.  What’s the new word? (fish~dish). Do this with other words using the same procedure (sun~run; run~bun; top~hop; hop~mop; mop~pop; pop~cop)
  • Segment and blend: blow; socks.
  • Sight words: in, the, we

Example of Entries

  • A leprechaun came to our classroom!

Activities

  • Before St. Patrick’s Day, mix up some items in the classroom before students come in (spill a container of toys or supplies, turn things upside down, put things in the wrong place, etc). Leave a friendly note from the “leprechaun.”  
  • Have them turn and talk to a neighbor about what is different about the room. Ask some students to share with the class.
  • Journal: Draw a picture in journal of something the leprechaun did. Students can label their picture.
  • Model writing a note back to the leprechaun.
  • Provide stationary for children to write to the leprechaun.

Example for CAP Focus

  • KMP for /c/, /l/.
  • Draw lines for each word before writing it.
  • Exclamation point because we were surprised.
  • Clap the word “came.” Clap the word “classroom.” They begin the same way.
  • Sight words: to, our

Example of Entries

  • Today is the first day of Spring.  Warm weather is on its way.  Hooray!

Activities

  • Make a web.  Write Spring in the center.  Add words and events that happen in Spring. (Leave the web out so students can use it to write about Spring in their journals.)
  • Journal: Contrast 2 seasons by drawing. Label with the name of the season. Over the week, and details to the pictures and label.  (Include pictures of clothing, weather, environment, holidays.)

Example for CAP Focus

  • KMP:  /ing/; /w/; long /oo/
  • Rhyming words: way, day, hooray, today
    Clap: weather
  • Segment and then blend: way, day
    Box the word day in the entry.
  • Sight words: is, the, on

Example of Entries

  • We looked for gold coins.  We found them in our classroom.

Activities

  • Hunt for gold coins.   Give clues:  look in your cubby or under your chair.
  • Journal:  Draw a picture of the coin. Label.
  • Make a chart of where phrases for the places the children found coins. Write Where? as the title of the chart.

Example for CAP Focus

  • KMP: /ou/; short /a/
  • Clap short and long words
  • Sight words: in, our, we

Example of Entries

  • We made a leprechaun hat and a beard.

Activities

  • Make a leprechaun hat and beard.
  • Journal: draw a picture of themself with a hat and beard.
  • Discuss colors.

Example for CAP Focus

  • KMP: /h/ /b/ /l/
  • Clap:  leprechaun, bag, beard
  • KMP: Do KMPs for beginning sounds. Which one does not belong? (leprechaun, bag, beard)
  • Segment and blend: h-a-t
  • Sight words: we, a

Example of Entries

  • We made a bunny basket from a paper bag.  We put grass inside.

Activities

  • Give each student a brown or white paper bag to make a bunny basket, shown here.
  • Or, make a bunny  basket. from an icing container.  Add grass, jelly beans, etc.

Example for CAP Focus

  • KMP: /b/ /g/
  • Clap: bunny, basket, paper
  • Segment and blend: bag
  • Sight words: we, a

Example of Entries

  • We had an egg hunt.

Activities

Example for CAP Focus

Happy March!

Work with the poems that are being developed each week at school. Here’s one for you:

It is March.
It is March.
Spring arrives.
Spring arrives.
In like lion,
Out like a lamb.
March winds blow.
Winter goes.

Count the number of lines, words within a line, words with more than a certain number of letters (or less), words beginning or ending with a specific letter, etc. If a word is used often in the poem (e.g. my, or, is), tally the number of times it is found. Circle rhyming words in the poem. This is about having fun, make it a game.

Say a word, breaking it apart into sounds e.g. /b/ /i/ /g/. Ask your child what is the word? (big).

Other examples are /p/ /o/ /t/ (pot); /h/ /o/ /p/ (hop); /c/ /u/ t/ (cut).

Use a highlighter and have your child highlight sight words being developed (it, is, a, out, I, and, on).

Continue working with your child on “framing” letters and words. Using their fingers, ask your child to frame a word with 4 letters; 2 letters; ending in s; beginning with t; frame 2 words; a different 2 words, etc.

Lastly, write the word Spring on a paper. With you child, brainstorm words and actions you associate with it (mowing the grass, wind, kites, jackets, umbrellas, rain boots, thunderstorms, gardening).

Have a great month!

The Phonics in Motion team

Questions: support@phonicsinmotion.com