LINK TO D75 ARTS - FORMS AND CURRICULUM - SEE MUSIC- http://schools.nyc.gov/Offices/District75/DistrictInfo/FormsandFiles/D75Forms/default.htm#arts

THE ARTS- d75 GOALS
 

1. To provide professional development opportunities for staff and administration incorporating quality, sequential arts instruction aligned with the New York State Instructional Requirements for the Arts.
2. To serve as a resource in procuring partnerships and collaborations between schools and the arts and cultural community. Partnerships bring professional artists into schools and also take students out into the cultural community to such places as museums and performance halls.
3. To promote arts festivals and contests to celebrate student artistic achievement.
4. To support increased differentiated instruction in the arts through the development of  curriculum and professional development for teachers of visual art, music, dance and theater. We support and follow the guidelines of the Blueprint for Teaching and Learning in the Arts, preK-12, which outlines what students should know and be able to do in the arts at benchmark grade levels.
5. To manage, oversee, and sustain the arts in our schools. To support universal access to arts education through ArtsCounts, an initiative that tracks and reports student participation in arts education and holds schools accountable for meeting New York State Instructional Requirements for the Arts.  http://schools.nyc.gov/Offices/District75/DistrictInfo/FormsandFiles/D75Forms/default.htm#arts

lINK TO fORMS

http://schools.nyc.gov/Offices/District75/DistrictInfo/FormsandFiles/D75Forms/default.htm#arts

More District 75

The following programs and services are provided by District 75: Applied Learning Applied Learning focuses on the skill set students will require to become productive members of society Arts The Arts Department offers students multifaceted arts experiences.... Assessment The link to the DOE's  Division of Assessment and Accountability and New York State's Office of Alternate Assessment.... Assistive Technology The Assistive Technology Office provides evaluations, trainings, materials, resources and professional development for Assistive Technology devices and related methods of integration of these devices. The Technology Solutions Evaluation Team assesses students (in collaboration with school staff and families) for appropriate and effective use with Communication Devices, Access Tools, and other technology to facilitate access to curriculum, information and instruction that will become IEP mandated for the student. The Assistive Technology Team procures the recommended equipment, re-evaluates for new equipment as needed, facilitates repairs and supports schools in the use of programmatic Assistive Technology Devices. Attendance Attendance Services and Home Schooling Forms. Autism To serve as a resource to D75 programs for students with Autism Spectrum Disorders.... Counseling District 75 provides counseling services to its students.... Early Childhood The Office of Early Childhood is committed to providing teachers with stellar professional training that addresses developmentally appropriate practices that match the way young children develop and learn. English Language Learners The purpose of the Office of English Language Learning is to ensure equitable standards-based bilingual and ESL educational services Health School Health Services are designed to address the specific health needs of the student.... Hearing Hearing education services are designed to provide intensive instruction in speech reading, auditory training and language development... Individualized Education Program An Individualized Educational Program describes the special education and related services specifically designed to meet the unique educational needs of a student with a disability. Inclusive Education Inclusion in District 75 is a method of providing special education services in the least restrictive environment.... Interpreting Services The Office of Sign Language Interpreting Services provides sign language interpreting services for all Board of Education non-classroom activities.... Literacy The mission of the district literacy team is to enhance literacy programs in all District 75 schools, so that students may become lifelong readers and writers. Mathematics Using the New York State Standards and following the Core Curriculum as a foundation for math instruction, teachers engage their students in a rigorous math program Multiple Disabilities Multiple disabilities (also known as "multiply-challenged") refers to a student with concomitant impairments, such as mental retardation and orthopedic impairment, and so on.... Occupational Therapy Occupational Therapy emphasizes independence in activities of daily living.... Office of Related and Contractual Services Contracted agencies are issued a transmittal requesting service when there are no Department of Education therapists available to serve students.... Physical Education/Adaptive P.E. To support schools and teachers in helping all students to develop the knowledge, attitudes, skills, and behaviors that lead to lifelong physical, mental, emotional and social wellness. Physical Therapy Physical Therapy emphasizes physical function and independence in various settings including the classroom.... Positive Behavior Intervention Support The Office of Positive Behavior Support utilizes trained staff to foster school-wide PBIS initiatives. Related Services  Related services are defined as developmental, corrective and other support services required to assist a student with a disability to benefit from instruction. School Safety Fostering safe and positive environments for students.... Science The vision for improving student achievement in science rests on the ability to provide opportunities for students to become immersed in a variety of hands-on/minds-on learning experiences.... Social Studies The Social Studies Department is focused on helping all students use a variety of learning skills to demonstrate their understanding of major ideas.... Speech Speech/Language therapy is provided by teachers of speech improvement. STOPP The STOPP initiative has been designed by District 75/citywide programs to provide “hands-on” assistance to community schools participating in the Phase I reform. Teacher Effectiveness Teacher Effectiveness offers additional instructional strategies and tools above and beyond the core curriculum and IEP mandates.... Technology Solutions The Technology Office provides instruction and professional development, equipment disbursement (both programmatic and IEP-driven), and technology support to teachers, administrators, and parents. Transition Is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post-school activities.... Travel Training The Travel Training Program is a comprehensive program that teaches students with disabilities how to travel safely and independently on public transportation. Educational Vision Services Educational Vision Services provides instruction in utilizing Braille, Nemeth Code, large print, optical and non-optical low vision devices and other skills.... District 75  |  400 First Avenue, New York, NY 10010  |  (212) 802-1500  |  Contact

CONTACTS Gary Hecht, Superintendent 400 First Avenue New York, NY 10010 212-802-1500 ghecht@schools.nyc.gov Barbara Joseph, Deputy Superintendent 212-802-1567 bjoseph2@schools.nyc.gov Donna Dimino, Executive Director, Programs, Implementation & Review (212) 802-1602 ddimino@schools.nyc.gov Kathleen Lefevre, Director, Curriculum and Instruction (212) 802-1534 KLefevr@schools.nyc.gov Karen Anderson, Director AIS/Teacher Development  Tel: 212-802-1554Fax: 212-802-1598 Kanders5@schools.nyc.gov Cara Coffina, Coordinator Applied Learning  Tel:(212) 802-1591 Fax: (212) 802-1536 ccoffin@schools.nyc.gov Nanette Slansky, Director Alternate Assessment  Tel: (212) 802-1634 Fax: (212) 802-1655 nslansk@schools.nyc.gov Katherine London,Instructional Support Specialist Arts  Tel: 212-802-1585 Fax: 212-802-1536 kmikulewicz@schools.nyc.gov Thomasina Howe, Coordinator Autism  Tel: (917) 256-4268 Fax: (212) 802-1687 thowe@schools.nyc.gov Raizy Blau, Director Early Childhood Literacy  Tel: (212) 802-1618 Fax: (212) 802-1687 rblau@schools.nyc.gov Larisa Kabbaj, Director English Language Learning (ELL)  Tel: (212) 802-1624Fax: (212) 802-1687 lkabbaj@schools.nyc.gov Ruchika Chopra, Director Inclusive Education  Tel: (212) 802-1519 Fax: (212) 802-1666 rchopra@schools.nyc.gov Rosemary Nieves, Instructional Support Specialist Mathematics  (212) 802-1555 rnieves2@schools.nyc.gov Satish Moorthy, PBIS Project Director, Regional Special Education Technical Assistance Support Center Positive Behavior Intervention Supports  (212) 802-1548 smoorthy@schools.nyc.gov Hiroyuki (Yuki) Yamada,Director Physical Education/Adaptive Physical Education  Tel: 212-802-1640 Fax: 212-802-1536 hyamada@schools.nyc.gov Mary Mason Simpson,Director, Office of School Safety & Positive Behavior Supports School Safety & Positive Behavior Supports  Tel: (212) 802-1654 Fax: (212) 802-1666 mmasonsimpson@schools.nyc.gov Leslie Schecht, Director Technology Solutions  Tel: (212) 802-1597 Fax: (212) 802-1681 lschech@schools.nyc.gov Natalie McQueen, Coordinator Transition Services  Tel: (212) 802-1568 nmcqueen@schools.nyc.gov Peggy Groce, Director Travel Training  (212) 802-1625 mgroce@schools.nyc.gov

More Music Curriculum Links Common Core Learning Standards FAQ:CI&IT:NYSED Feb 8, 2012 ... Curriculum and Instruction ... Language Arts and Mathematics that will be available to school districts in 2012-2013. ... The 6-12 Literacy Standards, which are included on pages 75-82 of the P-12 CCLS document pdf document ... subject; a technical aspect of a wider field of study, such as art or music.” ... http://www.p12.nysed.gov/ciai/common_core_standards/faq.html Student Activities - Merrimack School District ... in the fall is approximately 95 and in the spring, approximately 75 students. This program is sponsored by our P.A.T.T. with an annual budget for music and ... The music curriculum not only teaches the students about music vocabulary, theory, ... classes come to the computer lab for Curriculum Integrated Activities ( CIA). http://www.merrimack.k12.nh.us/MastricolaElementary.cfm?subpage=314147

• Common Core Learning Standards FAQ:CI&IT:NYSED

  Feb 8, 2012 ... Curriculum and Instruction ... Language Arts and Mathematics that will be
  available to school districts in 2012-2013. ... The 6-12 Literacy Standards, which
  are included on pages 75-82 of the P-12 CCLS document pdf document ...
  subject; a technical aspect of a wider field of study, such as art or music.” ...

  http://www.p12.nysed.gov/ciai/common_core_standards/faq.html

• Student Activities - Merrimack School District

  ... in the fall is approximately 95 and in the spring, approximately 75 students.
  This program is sponsored by our P.A.T.T. with an annual budget for music and ...
  The music curriculum not only teaches the students about music vocabulary,
  theory, ... classes come to the computer lab for Curriculum Integrated Activities (
  CIA).

  http://www.merrimack.k12.nh.us/MastricolaElementary.cfm?subpage=314147

Departments - Special Education District 75 - New York City ... The following programs and services are provided by District 75: Applied ... other technology to facilitate access to curriculum, information and instruction that will ... http://schools.nyc.gov/Offices/District75/Departments/ Music

• Departments - Special Education District 75 - New York City ...

  The following programs and services are provided by District 75: Applied ... other
  technology to facilitate access to curriculum, information and instruction that will ...

  http://schools.nyc.gov/Offices/District75/Departments/

NYSED Links

• Arts:CI&IT:NYSED

  Jun 1, 2010 ... This Arts Education page provides materials and resources for developing quality
  PreK-12 dance, music, theatre, and visual arts education ...

  http://www.p12.nysed.gov/ciai/arts/

• Learning Standards for The Arts

  standards for students in the Arts (dance, music, theatre and visual arts). The
  State .... v perform a simple piece of music with others in a band, chorus or ...

  http://emsc32.nysed.gov/ciai/arts/pub/artlearn.pdf

NYSED Core Standards

Learning Standards of New York State

The Arts
Career Development and Occupational Studies 
English Language Arts
Health , Physical Education and Family and Consumer Science
Languages Other Than English 
Mathematics, Science and Technology
Social Studies

The Arts

Standard 1: Creating, Performing, and Participating in the Arts Students will actively engage in the processes that constitute creation and performance in the arts (dance, music, theatre, and visual arts) and participate in various roles in the arts.
Standard 2: Knowing and Using Arts Materials and Resources
Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles.
Standard 3: Responding to and Analyzing Works of Art
Students will respond critically to a variety of works in the arts, connecting the individual work to other works and to other aspects of human endeavor and thought.
Standard 4: Understanding the Cultural Contributions of the Arts
Students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society.

Career Development and Occupational Studies

Standard 1: Career Development
Students will be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes, and abilities to future career decisions.
Standard 2: Integrated Learning
Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings.
Standard 3a: Universal Foundation Skills
Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace.
Standard 3b: Career Majors
Students who choose a career major will acquire the careerspecific technical knowledge/skills necessary to progress toward gainful employment, career advancement, and success in postsecondary programs.

English Language Arts

Standard 1: Language for Information and Understanding Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.
Standard 2: Language for Literary Response and Expression
Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse
social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.
Standard 3: Language for Critical Analysis and Evaluation
Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a
variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.
Standard 4: Language for Social Interaction
Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.
Note: All school districts are expected to have their local curriculum aligned to the P-12 Common Core Learning Standards for English Language Arts & Literacy by school year 2012-13. During the 2012-13 school year, student achievement expectations for English Language Arts will be based on the P-12 Common Core Learning Standards for English Language Arts & Literacy. The timeline for district implementation is available at http://engageny.org/resource/common-core-implementation-timeline/

Health, Physical Education, and Family and Consumer Science

Standard 1: Personal Health and Fitness
Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.
Standard 2: A Safe and Healthy Environment
Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment.
Standard 3: Resource Management
Students will understand and be able to manage their personal and community resources.

Languages Other Than English

Standard 1: Communication Skills
Students will be able to use a language other than English for communication.
Standard 2: Cultural Understanding
Students will develop cross-cultural skills and understandings.

Mathematics, Science, and Technology Education

Standard 1: Analysis, Inquiry, and Design
Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.
Standard 2: Information Systems
Students will access, generate, process, and transfer information using appropriate technologies.
Standard 3: Mathematics (Revised 2005)
Students will understand the concepts of and become proficient with the skills of mathematics; communicate and reason mathematically; become problem solvers by using appropriate tools and strategies; through the integrated study of number sense and operations, algebra, geometry, measurement, and statistics and probability.
Standard 4: Science
Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
Standard 5: Technology
Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.
Standard 6: Interconnectedness: Common Themes
Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.
Standard 7: Interdisciplinary Problem Solving
Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.

Note: All school districts are expected to have their local curriculum aligned to the P-12 Common Core Learning Standards for Mathematics by school year 2012-13. During the 2012-13 school year, student achievement expectations for Mathematics will be based on the P-12 Common Core Learning Standards for Mathematics. The timeline for district implementation is available at  http://engageny.org/resource/common-core-implementation-timeline/
Social Studies
Standard 1: History of the United States and New York
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.
Standard 2: World History
Students will use a variety of intellectual skills to demonstrate
their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
Standard 3: Geography
Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over the Earth’s surface.
Standard 4: Economics
Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms.
Standard 5: Civics, Citizenship, and Government
Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional
democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.
Back to Top

new york state - link to k-12 curriculum http://www.p12.nysed.gov/ciai/standards.html

http://www.p12.nysed.gov/ciai/standards.html

NYSED

Learning Standards of The State
The Arts

The Arts

Standard 1: Creating, Performing, and Participating in the Arts Students will actively engage in the processes that constitute creation and performance in the arts (dance, music, theatre, and visual arts) and participate in various roles in the arts.
Standard 2: Knowing and Using Arts Materials and Resources
Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles.
Standard 3: Responding to and Analyzing Works of Art
Students will respond critically to a variety of works in the arts, connecting the individual work to other works and to other aspects of human endeavor and thought.
Standard 4: Understanding the Cultural Contributions of the Arts
Students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society.

Ultimate Guitar Link http://www.ultimate-guitar.com/home/favorites/?tabs&act=addtab&fid=332545

http://www.ultimate-guitar.com/home/favorites/?tabs&act=addtab&fid=332545

Teaching - Engage NY website Subject- Math 1st Grade Link- 37 pages- http://engageny.org/resource/math-module-first-grade/ Great Site

Teaching - Engage NY website Subject- Math 1st Grade Link- 37 pages- http://engageny.org/resource/math-module-first-grade/ Great Site

Phonics

http://www.atozteacherstuff.com/Lesson_Plans/ 3-5 http://www.atozteacherstuff.com/Grades_3-5/ K http://www.atozteacherstuff.com/Grades_K-2/ KATHY schrock LESSON PLANS http://school.discoveryeducation.com/lessonplans/ Library spot http://www.libraryspot.com/shortcuts/lessonplans.htm Action Factor, Inc. "Sing Your Way Through Phonics ---------------------------------------------- Ready to Read! Music Sample Rhyme in Time (Teacher's Voice) Listen to Rhyme in Time Song: Rhyme in Time Tune: "Worried Man Blues" Concept: Rhyming words Objective: Students will learn to recognize rhyming words by their sound as they occur in sentences, poetry, and songs. *Practice this song plus nursery rhymes and other simple poems, omitting the rhyming words for students to supply. (Ex. Hickory Dickory ____; the mouse ran up the _____.) For more details check out the "Rhyme in Time" phonics lesson plan. When I hear words that rhyme I always tap in time. And if you agree, just tap along with me. So listen for the rhyming And be quick about your timing, Singing trumpety-ah, tra-la la loo. -------------------------------------------------  "Tongue Tangle" (Teacher's Voice) Song: Tongue Tangle Tune: "Potatoes" Concept: Alliteration (words that start with the same sound) Objective: Students will recognize alliterative words by their sound as they occur in sentences, poetry, and songs. *Have a scavenger hunt to look for objects or pictures around the room that begin with a designated letter.      Example: h=house, head. Tongue Tangle §            Cathy Casey cracked a couple of cups of creamy coffee. §            Terry Topper tipped a ton of tangled twisted toffee. §            Words that start the same are fun to sing and say them quick, §            So, better get your tongue in shape §            Or it will surely stick! ------------------------------- Volume 1 Music Sample Spelling Families (Teacher's Voice) Listen to Spelling Families audio sample in either Real Audio or MP3 format.  Teaching Suggestions Booklet Sample Song: Spelling Families Tune: "Billy Boy" Concept: Short Vowel Spelling Patterns Objective: Students will learn to recognize short vowel spelling patterns and families of rhyming words. After the basic song has been learned, use the instrumental version of the song and the Mini-Chart templates to substitute other short vowel word families. Examples: cap/map/nap, hen/pen/ten, fit/pit/sit, dog/fog/log, gum/hum/sum. *Use the instrumental version of the song to practice spelling patterns for r-controlled vowels. Examples: bar/far/jar, car/tar/star. For more details check out the "Spelling Families" phonics lesson plan. Volume 1 Mini-Chart Sample  Lyrics Sample Spelling Families Verse 1 §         C-a-t That spells cat. §         B-a-t That spells bat. §         R-a-t That spells rat. §         They go together. §         For the spelling families §         Help me spell my words with ease. §         Change the first part §         But keep the ending letters. ----------------------------------------------- Volume 1 Music Sample What's That Sound? (Teacher's Voice) Song: What's That Sound? Tune: "Jingle Bells" Concept: Letter/Sound Correspondence (consonants) Objective: Students will practice vocalizing the sounds associated with the consonant letters. *After the basic song has been learned, use the instrumental version of the song and the Mini-Chart templates to change the order in which consonants are presented.  Examples: Verse 1—z, h, j. Verse 2—p, b, g. Verse 3—n, d, r. Verse 4—y, q, v. Verse 5—m, f, l. Verse 6—w, t, s. *Sing the song as a partner song with one group singing the questions and the other singing the answers. Mini-Chart Sample  Lyrics Sample What's That Sound? Verse 1 /b-b-b/ What's that sound? That's the letter b. /d-d-d/ What's that sound? That's the letter d. /f-f-f/ What's that sound? That's the letter f. Oh, what fun it is to sing Our letter sounds this way! ------------------------------------------------- Volume 2 Music Sample Contraction Action (Teacher's Voice)  Teaching Suggestions Booklet Sample Song: Contraction Action Tune: "When Johnny Comes Marching Home" Concept: Contraction Formation Objective: Students will learn and apply the rules for forming contractions. *After the basic song has been learned, use the instrumental version of the song and the Mini-Chart templates to substitute other contractions.  Examples: I am/I'm, you are/you're, he is/he's, we are/we're, they are/they're, it is/it's. *Play a Bingo game in which the caller states two words and the players cover up the squares with the contractions for those two words. *Sing the song as a partner song with one group singing the questions and the other singing the answers. "Contraction Action" Volume 2 Contraction Action Verse 1 & Refrain When did not becomes a single word, It's didn't, it's didn't. When do not becomes a single word, It's don't, it's don't. Just put'em together and leave out the o. That is where the apostrophe goes And contraction action Ever goes marching on ------------------------------- Volume 2 Music Sample The Right Diphthong (Teacher's Voice) Song: The Right Diphthong Tune: "If You're Happy and You Know It" Concept: Diphthong Spelling Patterns Objective: Students will learn the spelling patterns and sounds associated with the diphthongs ou, ow, oi, and oy. *After the basic song has been learned, use the instrumental version of the song and the Mini-Chart templates to substitute other examples of each diphthong.  Examples: ou—cloud, couch, pound, sound. ow—bow, brow, clown, drown. oi—broil, coil, soil, foil. oy—Lloyd, soy, boys, toys. *Sing the song as a partner song with one group singing the questions and the other speaking the answers. For more details check out the "The Right Diphthong" phonics lesson plan. Volume 2 Mini-Chart Sample  Lyrics Sample The Right Diphthong Verse 1 Can you help me spell out? What are the vowels? o-u Can you help me spell shout? What are the vowels? o-u Know the right diphthong And you won't spell it wrong. What letters will you choose For the vowels? o-u ------------------------------- Volume 3 Music Sample There Is No K In Christmas http://www.actionfactor.com/pages/lesson-plans/v3.03-irregular-spellings-ch-words.html Tune: "Comin' Round the Mountain" Concept: Letter/Sound Correspondence (c-h =/k/) Objective: Students will learn to recognize and spell words in which the letter combination c-h is pronounced /k/. *Discuss how the /k/ sound can be spelled in ways other than ch..  Examples: c in car and Atlantic, ck in quack, k in kitten and ark. *After teaching spelling patterns in the basic song, use the instrumental version of the song and the Mini-Chart templates to substitute other words where ch is pronounced like /k/. Select words where ch is located at the beginnings, middle, and ends of words.  Examples: Initial position—chaos, character, chlorine, chasm, Christy, cholesterol. Medial position—architect, mechanic, mocha, schedule, scholar, Michael. Final position—Bach, bellyache, earache, headache, heartache, Heimlich. For more details check out "There Is No K in Christmas" phonics lesson plan. Volume 3 There Is No K in Christmas Verse 1 Do you hear a k in Christmas? Yes, I do! Do you hear a k in School and chorus too? But there is no k in Christmas Or in school or in chorus, 'Cause we use c-h to spell them— Thought you knew. ------------------------------- Volume 3 Music Sample Belongings (Teacher's Voice) Song: Belongings Tune: "Down By the Riverside" Concept: Spelling Rules—Singular and plural possessives Objective: Students will learn the spelling rules for singular and plural possessive nouns. *Use the instrumental version of the song and the Mini-Chart templates to replace the belongings in the song. Examples: Replace jackets with backpacks. Replace hats with bags. Replace room with book. Replace dessert with a cake. Replace house with farm.  Replace fancy car with video game. *Use the instrumental version of the song and the Mini-Chart templates to replace the owners as well as the possessions. Examples: If the spots all belong to dogs...If the squeals all belong to pigs...If the food is shared by monkeys...If a class is shared by students...If the players all own the bat. For more details check out the "Belongings" phonics lesson plan. Volume 3 Mini-Chart Sample  Lyrics Sample Belongings Verse 1 If the jackets belong to boys, That's s-apostrophe. That's what we want to see, That s-apostrophe. If the jackets just belong to one, Apostrophe-s is how it's done. That's how it's always done. ------------------------------- Select the type of audio sample that works best for you! Real Audio Format Real Audio is a program that allows you to play streaming audio files directly over the Internet in near real time. If you have the RealOne player installed on your computer, just click on the Real Audio link and it will start playing in a few seconds. The basic RealOne player is available free from the real.com website. A simpler alternative player is Media Player Classic, which is available free from SourceForge.net. ------------------------------- Building readers and writers through music in over 170 School Districts nationwide and overseas!     Copyright © 2002 Action Factor, Inc. Home > Lesson Plan List > "ch-k" Words Lesson Plan Irregular Spelling Words Lesson Plan There Is No K In Christmas Objectives: Students will learn to recognize and spell sets of words in which the letters c-h are pronounced like the letter k. Students will become familiar with spelling patterns in which the letters c-h are pronounced like the letter k. About the Concept: The sound /k/ is usually spelled with the letter c (as in cat), k (as in kitten), or c-k (as in duck). But the sound /k/ can also be spelled with the letters c-h. Although students may be familiar with the sound that the letters c-h represent in words like chop, teacher, and peach, they may not be accustomed to using the letters c-h to represent the beginning, middle, and ending sounds in words like Christmas, echo, and stomach. The song, There Is No K In Christmas familiarizes students with many words and spelling patterns where the sound of /k/ is represented by the letters c-h. Since many words with this spelling pattern are scientific or technical in nature, the song also serves to expand reading and writing vocabulary. When teaching spelling patterns like the variant c-h, it is helpful and motivation to use students's names as examples (e.g., Zachary, Michael, Christy...) Materials: Sing Your Way Through Phonics Volume 3 CD, Tracks 5 and 6 (Listen to Real Audio or MP3 sample) Sing Your Way Through Phonics Volume 3 Mini-Charts (pp. 25-34) Optional: Index cards Note: If you do not have the CD or Mini-Charts, you can still teach this singular and plural possessive lesson plan using the folk tune listed on the There Is No K In Christmas song lyrics page. You can create your own mini-charts using the words in bold print letters in each verse of the Song Lyrics. Find out more about Sing Your Way Through Phonics products. Procedure: Say, "Today, we are going to practice reading and spelling words in which the sound of /k/ is spelled with the letters c-h." Listen to CD Track 5 (There Is No K In Christmas), pointing to the words on the Mini-Charts as they occur in the song. Ask, "Why do singers in the song say, 'Yes, I do!' when they are asked if they hear a k in Christmas?" (because Christmas sounds like it starts with k) "Is there a letter k in the word Christmas?" (no) Together, read the words on Mini-Charts pp.26-27. Ask, "What letters are used to make the sound of /k/ in each of these words?" Read the words on Mini-Charts pp.28-33 and use a dictionary or encyclopedia to look up the meanings of any unfamiliar words. Reinforce word meanings by asking, "Which words are names of people, places, or holidays and need to be capitalized?" (Christmas, Archimedes, Anchorage, Zachary) "Which words are related to the human body?" (stomach, ache, bronchitis, bronchial) Ask, "Which words have c-h at the beginning (Christmas, chorus, chemical, choir, chrome, chronicle), in the middle (Anchorage, scheme, orchid, bronchial, archeology, Archimedes, bronchitis), at the end (stomach, monarch)?" Play CD Track 5 again and ask the students to join in the singing. Allow some students to point to the Mini-Charts words as they are sung. Arrange letter tiles or plastic letters to form the words on each Mini-Charts page. Scramble the letters and re-form the words. See if students can do this without looking at the Mini-Charts. Check results and make corrections, if needed. Sing along with CD Track 5 again (There Is No K in Christmas) and allow students to point to the target sets of words on the Mini-Charts while singing. Follow-up: Practice singing There is No K in Christmas daily for a week. Then try singing the song without hearing the words, using the instrumental track (Track 6). Allow different students to point to the Mini-Charts words while singing. Help students create other sets of rhyming words for the song. Make 6 copies of Mini-Chart template p.117 and allow students write in the new sets of words. Examples: Initial position—chaos, character, chlorine, chasm, Christy, cholesterol. Medial position—architect, mechanic, mocha, schedule, scholar, Michael. Final position—Bach, bellyache, earache, headache, heartache, Heimlich. Place these pages back-to-back in page protectors in a 3-ring binder. Then sing the song with the instrumental version (Track 6). Extensions: Place Concentration with words from the song. Print Mini-Chart words on one set of index cards and their definitions on another set of cards. Make at least 6 sets of word/definition cards. Mix up the cards and lay them face down. Players turn sets of cards face up, reading the contents aloud. If a word/definition match is made, the player keeps the cards and takes another turn. If a match is not found, the cards are replaced face down and the next player takes a turn. At the end of the game, the player with the most cards wins. Search dictionary appendixes, books of baby names, and/or telephone books for first or last names in which the letters c-h sound like the letter k. Print results on a word wall. Hang circle cut-outs on a miniature Christmas tree. On each cut-out, print a word in which the letters c-h sound like the letter k. Evaluation: Students read all the words on Mini-Charts pp.26-33 without assistance, or Students pass a spelling test on selected words from Mini-Charts pp.26-33 -------------------------------------------------------------------------------- Order our cost-saving Sing Your Way Through Phonics Volume 3 Combo online ($33.95) containing the CD, Mini-Charts, Song Lyrics, and Teaching Suggestions – everything you need for this lesson! Or, print out an order form to mail/FAX to us. -------------------------------------------------------------------------------- Contact Us Our Guarantee Return Policy Privacy Policy Discussion Forum Meet Our Director Resource Links Site Map Building readers and writers through music in over 170 School Districts nationwide and overseas!     Copyright © 2002 Action Factor, Inc. Contractions Lesson Plan Contraction Action Objectives: Students will learn to read and spell common contractions formed from a verb paired with the word not. (Ex. do + not = don't) Students will learn to read and spell common contractions formed from a pronoun paired with a verb. (Ex. I + am = I'm) About the Concept: Contractions are formed by combining two words and replacing one or more of the medial letters with an apostrophe. Once students have mastered the basic words in the song, they can think of other examples of diphthong words and practice them with the instrumental version of the song. Many contractions are formed when the word not follows a verb of being like is, are, was, or were. The basic song provides practice in forming these types of contractions by combining the two words and replacing the letter o with an apostrophe. Using instrumental version of the song with Mini-Chart templates of self-made flashcards, students can practice forming other types of contractions such as she'll, we'd, or I'm. Step 7 of the lesson plan Follow-Up below provides alternate words for use with these other types of contractions. Materials: Sing Your Way Through Phonics Volume 2 CD, Tracks 17 and 18 (Listen to Real Audio or MP3 sample) Sing Your Way Through Phonics Volume 2 Mini-Charts (pp. 73-84) Index cards with the following words: did, do, is, are, could, would, will, not (10 copies), wo (word fragment), can Optional: Index cards he, she, we, they, you, I, have Create apostrophe sticky notes in varying widths sufficient to cover 1, 2, 3, and 4 letters. With black marker, draw an apostrophe in the center of each sticky note. Make 10 copies of each size. Note: If you do not have the CD or Mini-Charts, you can still teach this singular and plural possessive lesson plan using the folk tune listed on the Contraction Action song lyrics page. You can create your own mini-charts using the words in bold print letters in each verse of the Song Lyrics. Find out more about Sing Your Way Through Phonics products. Procedure: Say, "Does anyone know what the word contract means?" (to shorten or make smaller) Today, we will be looking at what happens when we combine two words and contract them into one smaller word. We call these shortened words contractions because the one combined word uses fewer letters than the two separate words." Point to the Mini-Charts on pages 74-75. As a group, read the two separate words at the top of the page and then read the contraction at the bottom of the page. Ask, "What did we leave out when the two words were pushed together?" (the letter o) Ask, "And what did we add in place of the letter o?" (an apostrophe) Place the cards with the words did and not on the chalk ledge. Place the narrowest apostrophe sticky note on the chalkboard nearby. Ask, "Who can combine these two words into the word didn't?" (A student pushes the two words together and covers the letter o with the apostrophe sticky note.) Repeat Steps 3 and 4 with the words do and not, forming the contraction don't. Listen to Contraction Action on CD Track 17, pointing to the target words on Mini-Charts pp. 74-84. Ask the students to join in on the part of the song that repeats the contraction spelling rules. ("Just put 'em together and leave out the o. That is where the apostrophe goes, and contraction action ever goes marching on.") Ask, "What two words did not follow the contraction rule?" (will and not) Say, "Before we can put these two words together, what did we have to change?" (will to wo) Place the cards with will and not on the chalk ledge. A small distance away, place the fragment wo on the chalk ledge. Place all four sizes of sticky notes on the chalkboard. Ask, "Who can show the way the song tells us to form the word won't?" (Push cards with will and not together, replace will with wo, and place the apostrophe sticky note over the o.) Go over the words to the exception in the song. (The one exception to this rule is won't. Unlike the others, change will to wo. It rhymes with don't.) Sing the song with CD Track 17 again and allow students to point to the target words on the Mini-Charts. One student can stand to the left of the charts and another can stand on the right. The person on the right also turns the pages when needed. Repeat Steps 3 and 4 with the words is + not, are + not, could + not, would + not, does + not, was + not, have + not, and had + not. Explain that there is another common contraction that we can from from the words can and not. Say, "What is the single word for can and not? Instead of saying I can not go, we can say I _____ go." (can't) Say, "Who can form the contraction from these two words?" (Push can and not together. Replace the letters n and o with apostrophe. Use the 2-letter wide sticky note.) Say, "What was different this time?" (We left out the letter n as well as the letter o and replaced them both with an apostrophe.) Follow-up: Practice singing Contraction Action daily for a few days. Allow some of the students to be the leaders, pointing to the Mini-Chart words. Introduce other contraction words. (See Optional Materials above.) Using the word cards and apostrophe sticky notes, form the contractions he's (he + is) and she's (she + is). Discuss the fact that this time, the letter i is left out and replaced with an apostrophe. Now form the words we're (we + are), you're (you + are), and they're (they + are). Discuss the fact that this time, the letter a is left out and replaced with an apostrophe). Using the word cards, form the words I'd (I + would), we'd (we + would), you'd (you + would), and they'd (they + would). Discuss the fact that this time, four letters are replaced with an apostrophe. Use the widest apostrophe sticky notes. Repeat with the words she'd and he'd. Using the word cards, form the words I've (I + have), we've (we + have), you've (you + have), and they've (they + have). Discuss the fact that this time, two letters are replaced with an apostrophe. Use the second widest apostrophe sticky note. Using the word cards, form the words I'll (I + will), you'll (you + will), we'll (we + will), he'll (he + will), she'll (she + will), they'll (they + will). Discuss the fact that this time, the letters w and i are replaced with an apostrophe. Extensions: Play a Bingo spelling game in which the caller states two words and the players remove the squares with the corresponding contraction. Print contractions on a 6 x 6 grid. Students cut apart the grid and place selected squares on a 5 x 5 grid. The first player with 5 empty squares in a row wins. Read books with contractions: Polly Cameron's I Can't Said the Ant and Jack Prelutsky's I'd Never Dine on Dinosaurs, I'm a Basic Boneless Chicken, I'd Never Eat a Beet, Ma, Don't Throw That Shirt Out! and My Mother Says I'm Sickening (from The New Kid on the Block). Duplicate the Mini-Chart templates on page 102 and write some of these other contraction examples. Using the instrumental version on CD Track 18, sing the song with the following words: When ____ ____ becomes a single word, it's ___, it's ___. When ____ ____ becomes a single word, it's ___, it's ___. Save only the final letters, you see. Replace the rest with apostrophe And contraction action ever goes marching on Evaluation: Students read all the words on Mini-Charts pp. 74-84. Students pass a spelling test on all Mini-Chart words and class-generated examples. Students spell contraction words correctly in their journals and other writing assignments.