Kindergarten Lesson Plans: Week Two!

Kindergarten Lesson Plans Week 2 - Freebie from HeidiSongs!

Do you struggle to come up with lesson plans for your kindergarten class?  Well, here are my lesson plans for the SECOND week of kindergarten!  My post called “Kindergarten Lesson Plans, Week One” continues to be at the very top of the list of my most popular posts, so I decided to post my lesson plans for the second week as well.  And depending on the how popular this post is, I will continue to post my lesson plans as I go along if there is a demand!  So if you would like to see this thread continue, please let me know and pass this post along to your friends as well.

These are my lesson plans for the morning (or first three hours or so) of my kindergarten class.

These are my lesson plans for the morning (or first three hours or so) of my kindergarten class.

I hope that these Kindergarten Lesson Plans will be useful to you!  I realize the the print on the lesson plan document is very tiny, and I apologize for that!  There are live links to the web pages throughout the pdf document that will take you to the web sites that will give you more information on nearly each item listed.  You can download the document, though, and read it on paper if that is easier for you.  Download the lesson plan here.

I have been wanting to post my lesson plans for quite some time, but have struggled with the best means to do that without having to write out a blog post that is several chapters long and requires a few hours of reading!  I do realize that the time frames that I have and your time frames will likely vary quite a bit, but I included mine so that you could see approximately how long I spend on each section.

These are Heidi’s Kindergarten Lesson Plans for the second half (the last two hours or so) of the day.

These are Heidi’s Kindergarten Lesson Plans for the second half (the last two hours or so) of the day.

 

If there is something that is unclear, please feel free to ask questions so that I can try to make it clearer!  Also, I am NOT including any of my district programs that I would not choose to include on my own, given the option.  (Remember, I am on a Leave of Absence this year.)  So when I made lesson plans for my class, they looked a little different, considering that I had to complete certain required scripted programs and things like that.  So what you are seeing is my “ideal program,” much as I used to teach it back when we had the freedom to teach as we saw fit.  (Ah, those were the days!)

These lesson plans also follow my Pacing Guide that you can download on my Free Downloads page.  So each concept that you see taught refers back to the Pacing Guide, and is aligned to the Common Core State Standards.

This is just the first two weeks of my Pacing Guide, but if you check it against my lesson plans, you can see that I am teaching the same concepts this week that are on it.

This is just the first two weeks of my Pacing Guide, but if you check it against my lesson plans, you can see that I am teaching the same concepts this week that are on it.

I am going to attempt to expand a little below on some of the things that might be a little unclear or need further explanation.  Just in case you didn’t already figure it out, the print that is in black is the part that doesn’t change.  The print in blue is the part that changes each week.  All I usually do is print out one of these blank lesson plan masters with only the black print on it (I made it myself using Quark Xpress) and then fill in whatever I want to do for the week.  I am giving you a generic version of this to use, just in case you want it.  It will not have any specific times of day on it, though.  You can download the blank lesson plan form here.

This is a copy of my blank lesson plan form.  I use this instead of a plan book!  You can download it here.

This is a copy of my blank lesson plan form. I use this instead of a plan book! You can download it here.

At my school, our day started at 8:15 AM.  The first four weeks were half day, and then after that we went for an extended day- until 1:20 PM.  I realize that most of us teach at least an extended day or a full day, so I am including plans for an extended day starting now.  One year, I did teach Kindergarten for a full day, all day, right from the start of the school year.  My lesson plans really weren’t very different, except that I let each activity take a bit longer!  There was no rushing and pushing the children to finish each lesson so that we could get to the next thing.  The children also were given a rest time in the afternoon that lasted about a half an hour.  You can see my full day and half day schedules at this blog post here, if you are interested. 

You may be wondering where the science is in my curriculum!  I sometimes rotate my units from social studies to science and back again, so that I am focusing on one thing or another.  This is more necessary when we are on a half day or extended day schedule than it is when we do FULL day, that’s for sure!  But given that this schedule is only for the second week of school, I am letting myself off the hook for science just yet.  We will catch up on it in good time.  I think that it is more important to get the children under control and into a routine that WORKS first.  I also need to teach them to write their names, hold a pencil, and squeeze out just a little glue without emptying the whole bottle.  After I have accomplished all of that, THEN we will start adding in all of the cool science stuff!

One other thing that you may notice is that at the bottom of the morning lesson plan page, it says, “iPad App or Suggested Activity.”  Here’s why:  Last year, I had a set of 6 iPads to use, and so I got into the habit of having that last center be iPads only.  However, since I realize that most of you are probably not as lucky as that, I also included a different activity that a group of children could do on their own.  That way, you can pick whichever one suits your situation the best.  If you have just one iPad to use, you might be able to put two children on the one iPad, and have the other children do the other activity.  You would have to rotate them back and forth somehow, of course, either changing it by the day or by setting a timer and switching them half way through the center time.

We did these things every day:

We sang and danced to part of these DVD’s every single day, and drilled our numbers and shapes with the Jumpin’ Numbers and Shakin’ Shapes flash cards as well.

We watched part of these DVD’s nearly every single day of the first month of school, and used the Jumpin’ Numbers and Shapes flash cards every day to help the kids learn their numbers and shapes.

We watched part of these DVD’s nearly every single day of the first month of school, and used the Jumpin’ Numbers and Shapes flash cards every day to help the kids learn their numbers and shapes.

We drilled on the Zoo Phonics flash cards every single day as well, although I forgot to put this into my lesson plan above!  I just squeezed it in somewhere every day.  These are home made cards, using the Zoo Phonics font.  They now have newer, cuter, updated cards with cuter artwork.  But somehow, I just prefer the “classic” ones!  My cards have plain old letters glued onto the back (and they are laminated) so that I can flip them over and drill on the plain letters easily when they are ready.

We drilled the letter sounds with these Zoo Phonics flash cards every single day, although I think I forgot to put it in my lesson plan above. So sorry! It’s as natural to me as breathing.

We drilled the letter sounds with these Zoo Phonics flash cards every single day, although I think I forgot to put it in my lesson plan above. So sorry! It’s as natural to me as breathing.

I read one of these Wiggles books nearly every single day!  I use the puppet to help tell the story to make it more fun.  I found this particular puppet on Amazon.

We read one of these Wiggles books nearly every day as a way of teaching and reviewing the procedures and rules.

We read one of these Wiggles books nearly every day as a way of teaching and reviewing the procedures and rules.

We also did a daily section from this book on Phonemic Awareness by Michael Heggertry every day, assuming nothing happened to prevent it.  (You know what I mean!)  This book is $69 and worth it!  It does get boring after a while, but you will see big pay-offs in achievement.

Michael Heggerty's Phonemic Awareness Book

And we used these Classroom Management Posters twice and will use them a bunch more times for the next few weeks.  (The set contains more printable posters than what is shown here, though.)  Read about them here at the bottom of the post.

Wiggles says: No Fighting Any Time! Is it a Question or a Story? When the Bell Rings, FREEZE! Sit Criss Cross Applesauce!

Wiggles says:
No Fighting Any Time! Is it a Question or a Story? When the Bell Rings, FREEZE! Sit Criss Cross Applesauce!

Here is what we did for Language Arts:

Here is the Rhyming Bingo Game that we played.  We also used the cards for drill and practice on Friday.  This set is extremely valuable to me; I use it over and over again until the children master rhyming words!

HeidiSongs Rhyming Cards with Bingo Game

I put the cards into a zip lock bag with a dark piece of construction paper in the very front of it.  Then I pull out the top of the card and show just the top, and have them brainstorm what picture might be hidden underneath.  We discuss all of the possible correct answers, and then I reveal the correct answer.  We play the bingo game the same way- they just find the correct answer and cover it up!

We played Ring the Bell on Tuesday to practice letters and numbers.  You can read about it here on last week’s blog.

Ring the Bell Game from HeidiSongs!

We played Zoo Phonics Bingo on Wednesday, using cards I made myself with the Zoo Phonics font.  I say the sound, and the children make the motion and say the sound back at me.  Then they try to find that letter on their board.  I ask them if they know the letter name, etc.

Zoo Phonics Bingo

On Thursday, we took our entry level writing assessment for our Kindergarten portfolios.  You can find out all about our portfolio assessment and download the papers that go with it here.

Collecting Portfolio Samples

And on Friday, we practiced rhyming words again, using the rhyming cards set that I mentioned above.  We just didn’t play bingo this time.  🙂

Rhyme Cards in a Bag

Here is what we did for Math:

We worked on patterning with Unifix cubes on Monday.  Yes, I know it’s not in the Common Core anymore, but I still think that it is a good skill to know!  And last year, at least, my district was still testing on it.  The masters for this activity are free on this blog here.

Unifix Cubes Patterns.  Free downloadable masters from HeidiSongs!

 

On Tuesday, I gave the children paper plates with numbers on them and had them try to count out the correct number of objects onto each plate.  We do this a lot, changing the manipulatives with whatever unit we are working on.  So they will count plastic farm animals if we are studying the farm, pumpkin counters if we our theme is Halloween, etc.  I gave the children pom poms and tweezers to use to pick up the items so that they could work on improving their fine motor skills, too!

Paper Plate Numbers 4We practiced sorting objects on Wednesday.  I have found that giving each child a placemat to work on gives each child a nice little workspace and keeps their things apart from the next child’s objects.  This is particularly important when you wind up with seven children in each group like I did last year!  (There were 28 in my class.)

Sorting Placemats on Table

On Thursday, we practiced writing the numbers one and two, and practiced drawing squares and circles.

Write Numbers on White Board

On Friday, we didn’t do small group math, but they still got the whole group drill with the numbers and shape cards, the calendar activities, and practiced the numbers and shapes and counting to 100 with the Jumpin’ Numbers and Shapes DVD.

This is what we did for Art:

On Monday, we did the Helper Bear’s shirt.  You can download the project and read more details about it on this blog post here.  Each day, I pick a new (laminated) shirt with a child’s name on it and clip it to the bear.  The child that gets picked is my helper for the day!

This is my Helper Bear.  It usually has a child's name on the shirt.  That child is the helper for the day!

This is my Helper Bear. It usually has a child’s name on the shirt. That child is the helper for the day!

On Tuesday, we made birthday crowns.  We save these crowns all year and give them back to the children to wear on their birthday!  I ordered blank, white crowns from DiscountSchoolSupply.com, and let the children paint them with their Colorations Glitter Paint.  Then they glued on rhinestones (also from DiscountSchoolSupply.com) when it was dry, and then added a Happy Birthday sticker that I printed out myself.

On Wednesday and Thursday, we started our Round Is a Pancake book.  We made this book as part of our study of shapes.  I have never offered it for sale because the text is an exact copy of the copyrighted text from the book Round Is a Pancake by Joan Sullivan Baranski (or at least the first section of the book.)  (I think I forgot to mention in the lesson plan master that we read this book as well… oops.)  Okay, I confess:  I usually take the books for the day that I want to read and pile them up front by my teacher chair and just make sure that I read them.  So they don’t always get written down on my plan.

This is a picture of the “real” book, which is much longer than our student book. My teacher sample of the book is next to it.

This is a picture of the “real” book, which is much longer than our student book. My teacher sample of the book is next to it.

 

So what I did is change the text a little bit so that I could post it for you here free!  So now, instead of saying “Round is a Pancake,” is says, “A pancake is a circle…” and so on.  It’s probably better that way anyhow!

These are what the pages of the Round Is a Pancake book look like.

These are what the pages of the Round Is a Pancake book look like.

We do not do a rotation on Fridays, due to the fact that we get interrupted by a trip to the library.  So since we are not working in small groups, I usually try not to have them work on little booklets on days like that.  It’s just harder to pass all the books out and get them each to the right person, etc.  So we did our calendar for September on Friday instead.  You will find the project and directions at this blog post here.  We always decorate a calendar for each month of the year, and this is our first one!

September CalendarThis is what we did for our Learning Centers:

The fourth table in our rotation is usually done independently, although sometimes there are volunteers there!  (I have a three hour aide that helps me all morning, thank GOD in heaven!  And there is usually a parent volunteer as well, that I usually put at the art table.  If there is another person, then I cancel the independent centers and have that person give an actual LESSON, LOL!  Wow, imagine that!

Anyhow, last year I had a small group set of six iPads.  There were seven or eight kids per group, but a couple of kids can share an iPad together if they have a headphone splitter.  So I usually gave the kids the iPads, because it was SO easy and they loved it!  The iPad app that I gave them each day is listed above on that lesson plan.

I also am giving you another idea of what I used to do with my kids BEFORE I was blessed enough to get so many wonderful iPads.  So here we go!

Monday:

Play with our Fine Motor Skills Kit.  Read about it here.

What To Put In A Fine Motor Skills KitTuesday:  Gelboards and Alphabet Magnets

Gelboards and Alphabet Magnets

Lillian GelBoards

Then on Wednesday, we put the correct number of straws into Icee cups, plus we did some other fun matching sets activities.  You can see them at this blog post here.  It shows the modification of using them for the numbers from 11-30, but we only went from 0-10.

HeidiSongs Icee Cups and Straws Matching Sets Activity

On Thursday, I had a volunteer helper take them outside for Motor Development (P.E.) in small groups.  I had her inflate rocket balloons and let the kids chase them down.  They LOVED this, of course!  It’s a favorite activity!  (This picture is from later in the year when it was cooler.)

Rocket Balloons Group

As for the rest of our activities, you will just have to read about them on the lesson plan master above!  Just download it and it is FILLED with links to each and every activity, song, and book!

My lesson plans are my best intention for the week…. but things happen and things get in the way!  So here and there, an activity doesn’t happen because someone might have wet their pants… someone was crying because of an incident on the playground that had to be discussed and handled… a bird flew into the room and I had to try to get it out of a window… a bug went crawling across the room and the group of children all started screaming and that was the end of my lesson… etc., etc., etc.!  Oh, the little joys of teaching are without number, and are a whole lot like trying to “mother” 28 (or more) children all at once!

Okay, caught you yawning!  I hope it is not too late in the year for you to take advantage of these lesson plans!

If you enjoyed this blog post, be sure to follow HeidiSongs by email feed by checking at the top of the side bar, or follow using Bloglovin’ or some other type of email reader. Don’t forget to follow Heidi on Pinterest, Facebook, Twitter, Google+, and subscribe to our channel on YouTube, too!

And don’t forget to enter our contest to win a CLASS SET of DVD’s to give to your students!!! Woo hoo!  Leave a comment on my blog to enter!

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Heidi Butkus

About Heidi Butkus

Heidi Butkus has been teaching in California public schools since 1985. She has somehow managed to stay in Kindergarten all of those years, with the exception of five years in first grade, and also taught a parent participation preschool for a short while! Combining a strong knowledge of brain research with practical experience, Heidi has created a wealth of fun and engaging teaching techniques that work well with diverse populations. She has presented at conferences nationwide, and is the owner and founder of HeidiSongs.com. Heidi has also created fourteen original CD's and DVD's for teaching beginning reading and math skills, three musical plays designed especially for young performers, and has written some picture books and many other teaching resources. Heidi's multimedia workshops are filled with fun and motivational educational activities that have been classroom tested and revised for effectiveness with all types of learners.
  1. My kiddos and I really enjoy your videos! We use some of them everyday. I even find myself singing them in the shower!!! 😉

  2. I would be so excited to win a class set of your DVD’s! I was just looking in your store trying to decide which ones to purchase first. Thanks for all of your helpful ideas!

  3. After having 27 in my all-day kindergarten class last year, I was about ready to take the year off, too. But — thank you, God — I only have 17 this year. I am thankful that you have more time to create this year — you have been such a help to me!

  4. We LOVE your products. I was so lucky that a few years ago our K team was able to attend the K Conference in Santa Clara and we went to your session. It would be exciting to win this prize for my class. I appreciate all you do!

  5. Heidi – just love to use your songs with my class. I’m wondering if you have any tips on how to quickly shift gears from one DVD to the next. I have a shortened day as well, and feel I spend to much time waiting for the DVD to load!

    Thanks! Melissa

    • Hi, Melissa!
      That’s a great question. I load up my first DVD before school starts in the morning and get it set to play the first song of the day (but leave it paused) before school starts. That way, all I have to do is press the space bar on my computer to make it start. Then, when we are done with that set of songs, I try to always take that DVD out and put in the next one as the children transition to the next activity! That way, it can spin up to the the next song while they are settling down. This is especially helpful when we sing in between rotations, because during the time when the DVD is spinning up, the kids are all walking to their next spots anyway. So nobody needs me at that point.
      But the best part is that when we are ready to sing again, the DVD is all set to go!
      Sometimes, you can even train a smart kindergartner to do it for you. Most kids know how to work a DVD player by the age of five. :0
      Heidi

  6. Heidi, you are hands down my go to resource for planning my school year. Your products are ALWAYS a hit with my little guys and just as importantly they get the job done. Thanks for all you do!!
    Lifetime Heidi fan, LaRay

  7. Love your ideas! Keep ’em coming! So helpful! By any chance do you speak Spanish? Is so, Spanish activities would be awesome too!!

  8. I would love any of your DVD’s for my kindergarten students but if I had to pick, it would be your “Sound Blending Songs for Word Families”. I was thrilled to be able to see you in May at the Minnesota Kindergarten Association Conference and heard how much this DVD helped your children and know it would be so beneficial to mine.

  9. I started using your alphabet DVD and my students love it! It is amazing how much kids remember and learn when concepts are presented with songs! I would love a chance to win a set of your DVD’s!

    Jessica B
    j_bialon(at)hotmail.com

  10. Heidi,
    After 2 weeks of school with 27 kindergartners (5 of them being special needs and 3 English Lang. Learners), my head is spinning. All in all, it is a pretty good bunch! However, I have one child who screams and cries and carries on throughout the day! He rarely participates in the activities that the rest of the class is engaging in. He has very good language skills and seems like a bright child. I believe that he is given his way at home and given whatever he wants in order to avoid episodes like I am having in the classroom. He is beginning to set off some of the other students in the class, and is making it very difficult to keep things in the room relatively calm. I have spoken to the family, and I am just trying to survive minute by minute with it. By the way, I do not have an assistant and am the only adult in the classroom for a majority of the day. I have a teacher assistant who is in my room for about 2 hours out of the full day schedule, but she is only there to support one of the special needs students (although she is a great help with ALL the students). Any suggestions on how to handle this type of behavior?

    • Hi, Chris!
      Oh, man- that is SO frustrating! Been there, done that! I presume that you have spoken to your administrators and asked for some help? The child I had that did that turned out to be autistic, but at that time, he was not yet diagnosed. It was totally clear that there was something vitally WRONG, though. Luckily, the administrators at that time really listened to me and pushed the little guy up to the “top of the list” for assessment. I still had him in my room until almost Christmas, though.
      One thing that happened that helped me though, was that the parent of one of my other students was a district office administrator in a neighboring district. She didn’t want the disruptive child in the class with her son, either! I asked her for advice, and she asked me if there were any safety issues regarding the child. There were indeed safety issues, because he had left the school to try to walk home about three times at that point. Our play yard was not fully fenced, and with so many other children, it was nearly impossible for me to keep track of him and teach all of the rest. He was determined to escape!
      She told me that I should put my concerns in writing and hand it to the principal and assistant principal directly and in person, and tell them my concerns at the same time. I should tell them what was in my signed, dated letter. She said that once all of this was done and in writing, the district would HAVE to do something about to avoid a lawsuit if the child did leave again or hurt anyone, etc. because I had already let them know in writing that I had a serious safety issue. If they chose to do nothing about it, it would not be a lawsuit directed at me, but at the district.
      I did as she said, and guess what? I had a one-on-one aide in place, the very next day!

      For other kids, if there is no safety issue, I asked the principal to back me up on a plan to require the parents to attend school with their child until he or she calmed down and was quiet, since I couldn’t teach this way. He was agreeable, and both parents took a week off each successively to sit in school with the child.
      You know what? That worked! The child settled down and stopped sobbing continuously.
      If you need to chat more about this, email me. Also, Heather at TeachingThroughTurbulence.blogspot.com is a fountain of information! I would leave a comment on her blog and see what she has to say!
      Heidi
      [email protected]

    • Thanks, Heidi!
      There is definitely a safety concern as he has walked out of the classroom several times without asking. Thank goodness he was only in the hallway and didn’t walk out the door. Administrators are aware but I will certainly take your advice and put it in writing. I think he knows exactly what he is doing and wants and is possibly having severe separation issues, but I don’t think he is on the spectrum or anything of that sort. I also posted a comment for Heather @ teachingthroughturbulence. Thank you again!

  11. I was awarded a grant last school year to purchase some of your products for our K team. I was so excited last week to submit our order but it was difficult deciding on which products because they are all so great. I would definitely want more classroom management! Or math, or … So many choices!! Thanks

  12. Please keep posting the lesson plans. I have a combo this year & being able to get ideas from your lesson plans cuts down on my stress, thank you!

  13. New kindergarten teacher here, although I have 20 years of experience. Would love any help/advice/ideas you have to share!

  14. Thanks, everyone! I love hearing feedback on my topics. I am always happy to work on other topics, too, so keep those questions coming! If the question seems like a good blog topic, I’ll post it as well.
    Heidi

  15. We have been in school 4 days and my students absolutely love your DVDs. Yesterday, one of my little girls asked me if you were real! I happily said “of course Heidi is real.” She then asked if she could write you a letter. And again I said “of course.” Then she asked how to spell your name. I spelled your name out loud to her – the kids were eating snack at the end of the day. Who knows, you might be receiving some fan mail soon! Just a precious moment and another example of how powerful your learning DVDs are.

  16. This was an awesome post (as are all of your posts). Thank you so much for all the time you take to give us this great info. I’d love to see more of your lesson plans.

  17. I love your DVDs! I would love your CVC & Sound Blending DVD for my class! This is such a hard concept for some and I know your DVD would help!

  18. Wow! I feel so lucky to have stumbled on this blog! I’m a first year K teacher and when master teachers share their wisdom it really helps. So, I thank you.

    SOund Blending help on dvd? Sounds awesome!

  19. I am graduating this coming June in Early childhood education. I would love to win these DVDs to start my music/dvd collection! I am so excited to be a life changer!

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