• K.5(A) identify, extend, and create patterns of sounds, physical movement, and concrete objects.
• K.6(A) use patterns to predict what comes next, including cause-and-effect relationships;
• K.7(A) describe one object in relation to another using informal language such as over, under, above, and below;
• K.7(B) place an object in a specified position.
• K.8(C) sort objects according to their attributes and describe how those groups are formed.

• K.6(C) record observations about parts of animals including wings, feet, heads, and tails;

• K.1(C) participate in rhymes, songs, conversations, and discussions (K-3);
• K.1(F) identify the musical elements of literary language such as its rhymes or repeated sounds (K-1).
• K.3(D) present dramatic interpretations of experiences, stories, poems, or plays (K-3);
• K.4(A) learn the vocabulary of school such as numbers, shapes, colors, directions, and categories (K-1);
• K.6(C) produce rhyming words and distinguish rhyming words from non-rhyming words (K-1);
• K.10(B) participate actively (react, speculate, join in, read along) when predictable and patterned selections are read aloud (K-1);
• K.10(C) respond through talk, movement, music, art, drama, and writing to a variety of stories and poems in ways that reflect understanding and interpretation (K-1);

• K.2(B) identify ordinary people who have shaped the community.

• K.6(N) Print to a networked printer using the printer icon.
• K.6(B) Use the left click button on the mouse to select or drag objects on the screen.
• K.1(W) Create a new document or open an existing one on the student-shared directory.
• K.2(M) Use a teacher-created template to complete an activity (Ex: Building Blocks Predictable Charts).

• Identifying Similarities and Differences
• Summarizing and Note Taking
• Questions, Cues and Organizers
• Interactive Teaching and Learning
• Vocabulary Development

I made a plan to cover some of the well-known nursery rhymes (see Nursery Rhyme plan") This is just a guideline and the skills and rhymes are independent of each other so they can be moved around or changed completely.

I decided to do a nursery rhyme one week and then a book the following week. On the weeks I did the nursery rhyme, I had it written on chart paper and we talked about popcorn words, rhyming words and words they might not know - ex: "crown" in Jack and Jill. Then I had some kind of activity to do with the rhyme (see "Nursery Rhyme plan"). The week I read a book, we might go over the nursery rhyme from the previous week and then read and discuss the book - no activity.

We finished off the year with a Nursery Rhyme Olympics (see files) - which were a lot of planning, but a lot of fun. The teachers and kids loved it.