Scribd
Upload
49 views4 pages

Kindergarten Self-Description Program

The document outlines a weekly kindergarten program focused on teaching children to describe themselves using technical vocabulary, adjectives, and comparisons. Activities include games, joint constructions, and independent writing tasks centered around body parts, colors, and personal descriptions. The program is structured over two weeks, with specific language focuses and resources for each day.

Uploaded by

WorldTeacher
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
49 views4 pages

Kindergarten Self-Description Program

The document outlines a weekly kindergarten program focused on teaching children to describe themselves using technical vocabulary, adjectives, and comparisons. Activities include games, joint constructions, and independent writing tasks centered around body parts, colors, and personal descriptions. The program is structured over two weeks, with specific language focuses and resources for each day.

Uploaded by

WorldTeacher
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd

Kindergarten Talking/Listening/Writing Program

Weekly Program

Trimester: 1 Week: 1 Topic: Description - Self


Language Focus: Technical Vocabulary, Language of Description and Language of Generalisation
Priority Group 3 Priority Group 2 Priority Group 1
I like… I like… I like…
I can… I can… I can…
My favourite… My favourite… My favourite…
Number: one, two, five, ten; Size: big, small, little, Number: one, two, five, ten; Size: big, small, little, Number: one, two, five, ten; Size: big, small, little,
tiny, skinny, Shape: round, long, short, curly, tiny, skinny, Shape: round, long, short, curly, tiny, skinny, Shape: round, long, short, curly,
straight ; Colour: black, pink, brown; Body Parts: straight ; Colour: black, pink, brown; Body Parts: straight ; Colour: black, pink, brown; Body Parts:
hair, eyes, nose, mouth, ears, shoulders, arms, hair, eyes, nose, mouth, ears, shoulders, arms, hair, eyes, nose, mouth, ears, shoulders, arms,
elbows, hands fingers,, neck, chest, stomach, legs, elbows, hands fingers,, neck, chest, stomach, legs, elbows, hands fingers,, neck, chest, stomach, legs,
knees, feet, toes, back, skin. knees, feet, toes, back, skin. knees, feet, toes, back, skin.

Standards:

Purpose of the week: To identify and describe the parts of their body.
Listening – 5min Speaking – 5min Writing – 30min Resources
Monday VERBS BINGO VERBS BINGO THINGS WE CAN DO! - verb bingo cards
- coloured construction
Body parts bingo. Children listen to the Children place a counter onto their Chn create Data Bank of verbs and label paper for data bank.
- pictures of verbs eg.
names of different body parts and partner’s bingo card. Children make a pictures of those verbs.
Jump, read, play, sing
place a counter onto the appropriate sentence about the picture using the etc.
picture. sentence starter: ‘This is a….’ E.g. jump, sing, swim, run, dance, draw,
read write etc.

On labels, use/highlight appropriate


colour for characteristic, ie. number
(red), size (orange), shape (purple) and
colour (green)
Tuesday COLOUR THE VERB VERB CHARADES JOINT CONSTRUCTION - Colour the verb game
Teacher and children will jointly construct - verb charade pictures
Children are given a series of verb Each child receives a card and they must a description demonstrating the process - booklet for
description of self
pictures. Chn listen to instructions and act out the verb on the card. When of using environmental print to get the
complete the task by colouring the another student thinks he or she knows information needed.
correct colours. the verb, they raise their hand and say
their guess. They must use the verb in a INDEPENDENT CONSTRUCTION
Colour the child reading blue. sentence. If they are correct, the Chn independently construct the
Colour the child singing red. become the next actor. description using only the labelled
Colour the child skipping green. This can also be done in two teams. environmental print and sentence
Colour the child cooking purple starters,
Colour the child dancing. I can…
Wednesday HAIRY, SCARY, ORDINARY CONCENTRATION JOINT CONSTRUCTION - Hairy Scary Ordinary
Read the story Hairy Scary Ordinary – Chn listen as teacher demonstrates how Jointly construct a description By: Brain Cleary
What’s an Adjective to play Adjectives Concentration. Chn demonstrating the process of using - Adjective
concentration
by Brian Cleary play in mixed ability groups 3-4. environmental print to get the
0 booklet for
Rhyming text and illustrations of o All the cards are turned face down. information needed. Use sentence description of self
comical cats present numerous o One at a time chn turn over two cards. starters:
examples of adjectives, from "hairy, o As chn turn over the cards they I like…
scary, cool, and ordinary" to "tan and create a sentence using that
tall," "funny, frisky, smooth, and small." descriptive word. INDEPENDENT CONSTRUCTION
If the features are the same they have Chn independently construct the
another turn; if they are not the same description using only the labelled
then the next child has a turn environmental print and sentence
starters,
I like…
Thursday BARRIER GAME VERB AND ADJECTIVES BOARD GAME JOINT CONSTRUCTION - paper for barrier
Jointly construct a description game
Children are given a white piece of In groups of 3, chn play the verbs and demonstrating the process of using - Verb and adjective
paper. Tell the chn you are going to adjectives game board game, Children environmental print to get the board game.
- booklet for
give them instructions on how to draw a make a sentence using each word they information needed. Use sentence
description of self
monster. Tell them that they need to land on. starters:
listen to the instructions and draw what My favourite …
they hear.
When finished get the chn to show each INDEPENDENT CONSTRUCTION
other their pictures. . Chn independently construct the
description using only the labelled
environmental print and sentence
starters,
My favourite…
Friday BRIEF PREPARATION FOR INDEPENDENT CONSTRUCTION (5min) INDEPENDENT CONSTRUCTION - assessment page
As a whole class revisit chn’s knowledge of number, size, shape. colour adjectives. Teacher removes previous completed joint - sentence starters for
• Question construction out of sight. Chn lows and med-lows
- visible word wall
• Brainstorm independently construct the description
• Use pictures & Data Bank to prompt chn to formulate descriptive sentences. using only the labelled environmental print
• Revisit joint construction and sentence starters:
I have..
Chn to independently construct as teacher scaffolds. I can…
I like…
Trimester: 1 Week: 2 Topic: Description - Self
Language Focus: Technical Vocabulary, Language of Description and Language of Generalisation, Language of comparison and contrast
Priority Group 3 Priority Group 2 Priority Group 1
I like… I like… I like…
I can… I can… I can…
My favourite… My favourite… My favourite…
Number: one, two, five, ten; Size: big, small, little, Number: one, two, five, ten; Size: big, small, little, Number: one, two, five, ten; Size: big, small, little,
tiny, skinny, Shape: round, long, short, curly, tiny, skinny, Shape: round, long, short, curly, tiny, skinny, Shape: round, long, short, curly,
straight ; Colour: black, pink, brown; Body Parts: straight ; Colour: black, pink, brown; Body Parts: straight ; Colour: black, pink, brown; Body Parts:
hair, eyes, nose, mouth, ears, shoulders, arms, hair, eyes, nose, mouth, ears, shoulders, arms, hair, eyes, nose, mouth, ears, shoulders, arms,
elbows, hands fingers,, neck, chest, stomach, legs, elbows, hands fingers,, neck, chest, stomach, legs, elbows, hands fingers,, neck, chest, stomach, legs,
knees, feet, toes, back, skin. knees, feet, toes, back, skin. knees, feet, toes, back, skin.

Standards:

Purpose of the week: To identify and describe the parts of their body.
Listening – 5min Speaking – 5min Writing – 30min Resources
Monday PHOTO FACES PHOTO FACES CONT’ COMPOUND SENTENCES - photo of each child
Photos taken of all children’s faces – Teacher and children will jointly construct - labels
place thesephotos on the floor, children Children talk about their photo using hair a compound sentence.
sit in a circle, find the photo of and eye description (using a compound The teacher will explain how to make our
themselves. Place their photo in sentence – ‘and’). sentences more interesting by adding
categories according to labels. Eg. Put Other labels on the floor, with pictures , more information.
hair labels out on floor to read – all such as ears, noses, mouths, cheeks, The teacher will demonstrate the process
labels have pictures as well as words freckles, glasses etc.’ of using environmental print to get the
(black, brown, blonde, red, curly, information needed.
straight, long, short). Then put eye e.g. I have two brown eyes and long brown
colour labels out (blue, green, brown, hair.
black). e.g. I have two eyes, one nose and one
mouth.
Tuesday WHO AM I NEWS INDEPENDENT CONSTRUCTION - page of description
The teacher reads a description about a Students stand up in front of the group Chn independently construct compound book.
child including the sentences they and oral introduce themselves and share. sentences about themselves using only the
wrote about what they can do and what Their name, a brief description, what they labelled environmental print and sentence
they like. can do, what they like and their favourite starters, Chn can choose what they wish
Children listen carefully to the food. to write their compound sentences about.
description and guess which student it e.g. I have long brown curly hair and black
is. eyes.
e.g. I can ride a bike and run very fast!
e.g. I like to read books and play
basketball
Wednesday WHO HAS...? COMPARE ME! COMPARISON/ CONTAST JOINT - pictures of different
Tell the chn you are going to have some Chn sit in a semi-circle on the floor. Place CONSTRUCTION people.
fun comparing sizes of legs and arms – a selection of pictures of people in the Teacher and children will jointly construct
who has long arms and who has short middle of the semi-circle. a sentence that compares two people.
arms – find someone who has a shorter Demonstrate comparing and contrasting
leg than you and someone who has a two pictures e.g. This man has brown hair E.g. Ms Tobias has straight brown hair
longer leg than you. and this man has blonde hair. but Ms Newkirk has wavy brown hair.
Then select chn one at a time to select Model the sentence structure:
two picture to compare and contrast. I have _______ but _____ has_____.

Thursday DESCRIPTIVE LANGUAGE PICTURE DESCRIBING OTHERS INDEPENDENT CONSTRUCTION - booklet for
BOOK Using the class photos, the children . Chn independently construct a sentences description of self
Teacher reads a picture book that choose another class member to talk comparing/ contasting themselves to
demonstrates descriptive language and about. This time, their description will another child using the labelled
the language of comparison. centre on “This is ……, He/she is ………, environmental print and sentence
e.g. My Dad (Anthony Browne) He/She has ………. structure,
My Mom (Anthony Browne) I have _______ but _____ has_____.

Friday BRIEF PREPARATION FOR INDEPENDENT CONSTRUCTION (5min) INDEPENDENT CONSTRUCTION - assessment page
As a whole class revisit chn’s knowledge of number, size, shape. colour adjectives. Teacher removes previous completed joint - sentence starters for
• Question construction out of sight. Chn lows and med-lows
- visible word wall
• Brainstorm independently construct the description
• Use pictures & Data Bank to prompt chn to formulate descriptive sentences. using only the labelled environmental
• Revisit joint construction print.

Chn to independently construct as teacher scaffolds.

Common questions

Powered by AI

Independent construction is facilitated by first introducing joint construction sessions, where teachers and children collaboratively create descriptive sentences, providing a model for students to emulate. This scaffolding approach is gradually removed as children are encouraged to form their sentences using labeled environmental print and sentence starters like 'I can…', 'I have…', and 'I like…'. This shift fosters autonomy in constructing language, personalizing learning experiences based on students' individual preferences and abilities .

The program uses environmental print to enhance learning by providing visual cues that support sentence construction and vocabulary acquisition. During activities like 'Joint Construction', children use labeled print resources, such as pictures with descriptive words, to guide sentence creation. This method allows learners to visually associate written words with their corresponding objects, facilitating language acquisition and reinforcing visual literacy skills .

"VERB CHARADES" plays a significant role in supporting expressive language skills by allowing children to physically act out verbs, thereby connecting language to action. This kinesthetic learning activity encourages children to interpret and express language beyond spoken words by embodying the meaning of the verbs. Furthermore, the game involves guessing and using verbs in sentences, promoting not only expressive skills but also receptive language processing and peer interaction, which are critical components of language development in early childhood .

The "VERBS BINGO" activity integrates learning by addressing language acquisition, cognitive recognition, and social interaction. Children learn the names of body parts by listening and linking auditory information with visual cues while using bingo cards. This activity enhances listening skills and vocabulary through guided sentence construction using the starter, 'This is a….' Furthermore, it promotes social skills as children work with partners, boosting their engagement and collaborative learning .

The "Adjectives Concentration" game employs an interactive pedagogical strategy to teach adjective recognition by combining memory skills with language development. In this mixed-ability group activity, children turn over two cards to find matching adjectives, crafting sentences with the descriptive terms. This encourages active recall and enhances cognitive engagement through gameplay. By requiring children to form sentences with the adjectives, the game not only aids retention of vocabulary but also applies these descriptors in context, reinforcing proper usage .

The educational purpose of the 'Hairy Scary Ordinary' story is to introduce and reinforce the concept of adjectives within a literacy context. By using rhyming text and comical illustrations, the story engages children in understanding various adjectives, such as 'hairy, scary, cool, and ordinary.' This story assists in developing children's descriptive vocabulary, enhancing their ability to describe objects and people using appropriate adjectives .

The "DESCRIBING OTHERS" activity promotes empathetic communication by requiring children to observe and articulate positive attributes of their peers, which fosters mutual respect and understanding. By using sentence structures to describe classmates, children enhance their vocabulary and learn to appreciate individuals' unique traits. This activity encourages them to practice empathy, as they must consider another's features and characteristics from an appreciative lens, building social harmony and inclusivity .

The "Barrier Game" supports listening and comprehension skills by requiring children to focus on verbal instructions to accurately create a drawing. The game involves listening to specific details about drawing a monster, which demands careful attention and interpretation of language to translate oral instructions into a visual outcome. This process enhances cognitive processing and the ability to comprehend spoken language, ultimately improving listening skills and attention to detail .

The "Compare Me" activity uses a practical approach where children physically explore and verbally express differences by comparing and contrasting physical features, like the length of arms and legs. This hands-on engagement allows children to actively apply descriptive language in a comparative context, reinforcing their understanding of adjectives like "long" and "short," and encouraging awareness of diversity in physical characteristics among peers .

The "WHO AM I" activity fosters self-awareness and self-expression by enabling children to reflect on their characteristics and abilities. By listening to descriptions read by the teacher and identifying themselves or peers, it prompts introspection and an understanding of self-identity. Sharing personal likes, can-dos, and favorites in front of the group also enhances public speaking skills and self-confidence, while encouraging appreciation for individual differences among peers .

You might also like