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Kindergarten Community Helpers Thematic CONCEPT MAP

What different types of jobs to people do?


In My Community Reasons people have jobs? (i.e. earn money) In my home and clasroom. What jobs do I do?

Why do people work?

Purpose: The purpose of this literacy bag is to enrich and deepen students understanding of the jobs that people in our community do. While giving students opportunity to practice language arts skills, and become strategic readers.

Essential Question

What types of jobs to different people do?

Books Everybody Works by Shelley Rotner and Ken Kreisler My teacher can teach anyone by L. Nikola-Lisa Helpers in My Community by Bobbie Kalman Slippery Sam

Materials included in bag: Everybody Works (book), Helpers in My Community (book), My Teacher can Teach Anyone (book)Class journal, colored pencils, five activity sheets, parent explanation letter, parent introduction letter, student/parent feedback form, "when I grow up" writing worksheet, graphic organizer comprehension constructor, Slippery Sam poem for fluency activity, Activities Writing Students will be able to write a sentence about what they want to do when they grow up. 1. Students and parent together read My Teacher Can Teach Anyone! and discuss the different jobs that people in their community do. 2. The child will then complete a writing activity finishing the sentence when I grow up _____. Child should be encourage to use sound spelling, punctuation, and proper capitalization.

3. Student can then illustrate their sentence. Assessment- Evaluate whether the student identified a job career they are interested in. Evaluate whether student used proper spacing, punctuation, and capitalization.

Additional Resources http://pbskids.org/rogers/buildANeighborhood.html#hold


Comprehension Student will be able to identify beginning, middle, and end of story by filling in a graphic organizer with parental support. 1. Before reading to your student, explain that every book has a beginning, middle, and an end. 2. Explain to your student that together you will fill out a graphic organizer. Explain that a graphic organizer helps us to organize the information that we read from the story. 3. Tell your student that one of the first things you will find out about the story is where the book takes place, this called our setting. Together, fill in the setting. Remind your student that pictures reveal many clues about the story. 4. As you read, stop when new characters are introduced and fill in the box for characters. You will also fill out what happens in the beginning, middle, and the ending of the story. 5. Remind your student that good readers flip through books to answer unknown questions even after they have finished reading. 6. Read the book Everybody Works to your student. Ask your student to listen while you read them the story. Stop on each page to fill in the graphic organizer. Assessment- Evaluate the graphic organizer to see if student correctly identified beginning, middle, and end of the book. Fluency Students will be able to recite a short poem reading with fluency and expression. 1. Ask your student to pretend they are on the moon before reading the poem Slippery Sam. 2. Read your student Slippery Sam and model fluent reading. Fluent reading is reading with accuracy, expression, and reading at a steady rate. 3. Read the poem with expression and fluency. 4. Recite the poem several times and encourage your student to join in. 5. While you are reading, point to each word. Ask your student to point to each word with you after you have modeled it for them. Slippery Sam Slippery Sam

Bought a broom Ate an apple And went to the moon Swept it clean Polished it red Came back to Earth And went to bed Assessment- Evaluate if the students begins to join in and read poem with accuracy, and expression. Phonemic Awareness Student will be able to blend individual phonemes to build simple words. 1. Remind your student that a word is made up of different sounds. 2. Have your student listen while you say these sounds:/s/ /i/ /t/ 3. Then have your student listen while you blend the sounds together to make the word sit. 4. Use the following rhyme to have children blend sounds and say words. 5. Say this rhyme with your student, Say these sounds in a cheer Then tell me what you hear! /v/ /a/ /n/ van /p/ /a/ /n/ pan /h/ /I/ /m/ him /m/ /a/ /d/ mad /h/ /o/ /p/ hop / l/ /e/ /g/ leg /b/ /a/ /g/ bag /b/ /o/ /x/ box /t/ /a/ /k/ tack /b/ /e/ /d/ bed /b/ /u/ /g/ bug /b/ /u/ /s/ bus /m/ /u/ /d/ mud /l/ /u/ /k/ luck /j/ /o/ /b/ job /f/ /a/ /n/ fan /g/ /o/ t/ got /p/ /i/ /t/ pit /l/ /u/ /k/ luck /kw/ /i/ /z/ quiz Assessment- Listen to evaluate if the students is able to blend through the sounds to build a simple word.

Additional Resource http://teacher.scholastic.com/clifford1/flash/vowels/index.htm


Vocabulary Students will be able to understand and use new vocabulary in text context and verbally provide meaningful examples. 1. Before reading the book provide student with student friendly explanation for protecting, and volunteer. Ask student to listen for words while reading the book. Protecting-keeping something or someone safe Volunteer- offer to do work without being paid. Responsible- making good decisions and caring for someone or something. 2. Read the book Everybody Works by Shelley Rotner and Ken Kreisler 3. After reading the book interact with the meaning. Ask student questions such a do you think a police officer might protect someone from a traffic accident or a sunburn? Then ask them to give you an example of protect after modeling (ear muffs protect my ears from the cold). 4. Repeat interaction procedure with volunteer. Ask would you be more likely to volunteer helping an elderly neighbor or working in a grocery store? Model example (You could volunteer in a homeless shelter serving food) 5. Repeat procedure again with responsible. Ask would it be responsible to care for a goldfish or to eat ice cream? Model example (you were responsible for doing your homework last night) Assessment- Listen to students responses to questions and their provided example to evaluate if they understand and can properly use vocabulary in a meaningful way.

Additional resources
To learn more about kids who are making a difference in their community check http://www.whatkidscando.org/