Date: December 1st 2016 Learning Opportunity: Jumping for Joy

*Frames of Learning (Highlight frames for which you are preparing)

*Conceptual Understandings: Conceptual understandings are statements of essential ideas that accompany each of the overall
expectations. Conceptual understandings include concepts, skills, attitudes, and habits of mind.

Writers use different tools and resources to help them write.

*Overall Expectations (OE): Knowledge and skills described, in general terms, in each frame. Educators focus on the overall
expectations when co-constructing learning with the children.

10. demonstrate literacy behaviours that enable beginning writers to communicate with others
BC − Belonging and DLMB − Demonstrating PSI − Problem Solving
SRWB – Self Regulation and and Innovating
Contributing Literacy and Mathematics
Well Being Behaviours

*Noticing and Naming Learning : Making Learning Visible

Learning Goals: Enable children to think about and to begin to direct Success Criteria: Enable children to know when and what they are
their own learning. Support the knowledge and skills described in the learning. Accomplishments along the way.
overall expectations and conceptual understandings.
I can sound out the letter J
I will learn how to sound out the letter J
I can find objects that begin with the letter J
I will learn words that begin with the letter J
Ways in Which Children Might The Educators’ Intentional Interactions
Specific Expectations: describe in
greater detail the knowledge and skills
Demonstrate Their Learning: How educators engage with children’s learning-
Children are not required to demonstrate students; strategies; materials; environment – based
related to overall expectations. on observations
their learning in all three ways.
10.1 demonstrate an interest in SAY DO REPRESENT RESPOND CHALLENGE EXTEND
writing (e.g., choose a variety of
Students will practice the letter J and The teacher will respond to the child engaging them
writing materials, such as adhesive complete the picture of a bat and a baseball. based on our minds on. The teacher will sit with each
notes, labels, envelopes, coloured The students will do this by representing child and ask them questions based on the Jello.
Does it look Jelly?? Do you like Jello? Does it make
paper, markers, crayons, pencils) and their knowledge on the worksheet.
you jjjjjump for jjjjoy?
choose to write in a variety of
contexts (e.g., draw or record ideas
in learning areas)
Teacher Questions/Prompts:
What does jjjjjjjjello start with?
What other words start with the letter jjjjjjjjJ
What do we do when we skip rope? Do we jjjjjjjjjump?
Assessment Documentation:
FOR learning – observation/finished product
Students are demonstrating their prior knowledge by writing out the letter J
Materials required:
Smart board
Letter J work Sheet (see appendix A)
Pencils/pencil crayons/crayons
Possible learning next steps for learning:
Will be able to write other words that contain the letter L such as a building
MINDS ON
Script how you plan to engage the students with this opportunity.
“Boys and Girls can you tell me what letter Jam starts with? JJJJJAM” “JJJJAM does start with the letter J!” “Ok boys and girls, we are

Developed by Lakehead University, Orillia Faculty of Education Team- November 2016

Date: December 1st 2016 Learning Opportunity: Jumping for Joy
going to sit in theatre style so that we can learn about the letter J! Are we ready? I want to see you giving 5 on the carpet, ready to
watch the video.” Students will join at the carpet where we will watch a video on Jolly Phonics (letter J) followed by a story bot video
singing out words that begin with the letter J. “We are going to watch story bots one more time, what are we going to do the second
time we watch it? We are going to lock in out J word!” We will watch this video twice so that the students will be able to lock in their J
words. “Ok boys and girls lets all face the whiteboard and let me see your drawing fingers” “Lets draw our big B.. BBBBB and now our
little b bbbbb” We will then as a class turn toward the white board and find the J words we locked in our heads that begin with the letter
J and draw/write them on our classroom journal . “What J words did you lock in your brain?” We will draw/write the J words the
students lock in their heads. After we are done, the teacher will dismiss the class quietly to their seats where they will complete the
worksheet. “I am looking for those who are quiet to go back to their seats. If you are wearing pink you may go back to your table, if you
are wearing black you may go back to your table…etc until all the students are sitting at their desk.

Appendix A

Developed by Lakehead University, Orillia Faculty of Education Team- November 2016