The Gingerbread Man

Gingerbread Phonics
Grades: K – 2
This lesson uses familiar words from The Gingerbread Man to help early readers learn letter–sound correspondence. Students begin with a teacher-conducted shared reading of the story. As students listen, they read the words in the refrain along with the teacher. After the third hearing of the story, students choose their favorite words from the story and identify the sounds that the letters make in the words. Students conclude the lesson by using the newly learned words in an online story of their own creation.
http://www.readwritethink.org/classroom-resources/lesson-plans/gingerbread-phonics-114.html

Phonics games
http://www.softschools.com/language_arts/phonics

The Gingerbread Man “Erase-a-Rhyme” Lesson Plan
Grades:  PreK–K
Students listen to a rhyming poem and fill in the missing text with rhyming words, as they erase the corresponding illustrations.
http://www.scholastic.com/teachers/lesson-plan/gingerbread-man-erase-rhyme-lesson-plan

The Gingerbread Friend is Loose!
Grades: PreK-K
[Day 1, Step 2] Sit the children in a circle and retell the story of The Gingerbread Man. Each child in the circle should add to the story in the retelling until the end.
[Day 5, Step 2] Share with students that many times stories are told this way, from one family member to another or from one friend to another. Tell the children that it is also good to write a story so that others can read it over and over. Distribute a Student Writing page (PDF) to each student.
Go back around the circle and remind the children which part they relayed and invite them to draw a picture and/or write about it.
Materials: Student Writing Pages for Class Book (PDF)
[Day 5, Step 3] Gather the student pages together and bind them into a class book.
Have one child make a cover with the title, “The Gingerbread Friends.”
Read the story with the children and place the class book in the classroom library to be enjoyed again and again.
http://www.scholastic.com/teachers/lesson-plan/gingerbread-friend-loose

Shapes: Gingerbread Play Dough Mat
Grades: PreK-K
Kids can use play dough to decorate this Gingerbread place mat
http://www.scholastic.com/teachers/asset/shapes-gingerbread-play-dough-mat

more on Pre-K:
http://ny.chalkbeat.org/2014/08/06/two-half-day-pre-k-programs-do-not-a-full-day-make-policy-brief-says

http://www.npr.org/blogs/ed/2014/09/04/345520230/gentlemen-preschool-is-calling

PenAgain Twist’n Write

http://www.npr.org/2015/03/06/390936998/can-math-make-you-a-better-musician

http://www.ted.com/talks/dan_meyer_math_curriculum_makeover
The math serves the conversation. The conversation doesn’t serve the math.

http://www.cpalms.org/Public

Setting a Purpose for Reading
http://www.thinkport.org/career/strategies/reading/purpose.tp

http://www.neok12.com/free.htm
Free interactive tools, games and activities

http://www.education.com/about/partners

http://www.prekinders.com used by Wim on Sep2015

The Children’s Movement of Florida
http://childrensmovementflorida.org

Name cheer
https://www.youtube.com/watch?v=7xvngozVn9w

http://www.npr.org/sections/ed/2016/07/19/486172575/a-harsh-critique-of-federally-funded-pre-k

What Exactly Is ‘High-Quality’ Preschool?
April 22, 2014
http://www.npr.org/sections/ed/2014/04/22/304563233/what-exactly-is-high-quality-preschool
Who’s Getting Preschool Right? Researchers Point To Tulsa
April 22, 2014
http://www.npr.org/2014/04/22/305907705/whos-getting-preschool-right-researchers-point-to-tulsa
What Does ‘High-Quality’ Preschool Look Like?
NPR. April 22, 2014
https://www.youtube.com/watch?v=wbWRWeVe1XE

Morning Circle
by Noelle1229
https://www.youtube.com/watch?v=Zsgoz9_c21w

https://www.k12courses.com/embark
http://www.k12.com/curriculum/early-learning/embark.html

When Children Refuse School: A Cognitive-Behavioral Therapy Approach Therapist Guide
Christopher A. Kearney, Anne Marie Albano
Oxford University Press, 2000
https://books.google.com/books?id=_P1Ci6-X1xcC
This program is a unique prescriptive model for the treatment of school refusal behavior of children ages 5 to 17. Using a two-component program, this model divides the school refusal behavior into four basic groups based on the reasons why children refuse school: avoidance of school situations that provoke general negative affectivity; escape from aversive social/evaluative situations; attention; and positive tangible reinforcement.

ec123

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