Week in Review Link Up

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5 Minute Day 

~  I used the "Cover the Dots" activity from "The Old Lady Who Swallowed a Clover {Speech and Language Extension Activities}" (Simply Speech).  The kids used pom poms with magnets to cover the circles.  It was something a little different, and they enjoyed it!
Some of the groups found words in the book with their sound, and wrote it on a hat to take home for homework:
Prekfun.com graciously allowed me to use the hat from the website, and modify it so I could use it for homework.
I used this for homework with all of my students; the younger ones used words from their weekly vocabulary list.

Preschool Inclusion:
We read "There was an Old Lady Who Swallowed a Clover", then used "There was an Old Lady Who Swallowed a Clover Companion Pack with Icons"  (Jennifer Hanson) to sequence the story, and match the things that she ate (targeting same/different).  After that, we went through the attribute cards to answer yes/no questions ("Was a clover in the story?") with the kids feeding the old lady the things that she swallowed.  We also worked on basic concepts with "Where's the Clover?" that is included in the unit.
The kids also found a large, medium, or small clover and put it on the chart.  (From 3Dinosaurs St. Patrick's Pack #2:  Size Sorting...and it's FREE!)  If you have Pre-K kids and are looking for some good freebies, that is the place!  I may only use a couple of things from a pack, but they are high quality, and the kids really enjoy them!

Preschool Pull-Out
For my language group (which turned out to be only an individual since one of the kids was out), I continued with "There was an Old Lady Who Swallowed a Clover Companion Pack with Icons".  He fed the old lady the things that she swallowed as the story was read.  Then, he took each item, put it at the end of the sentence strip, and said, "She ate a _____."   He's working on saying complete sentences, and I snuck in saying "she" instead of "he", and "ate" instead of "eat".  
Then, we went through a mini-book that's included in the S&L Extension Packet, again, working on complete sentences.  He took the book home so that he can "read" it for his parents.  
THEN, we used the SmartBoard for 1 more sequencing activity:
I also read the book with my artic PreK student, and then he did the "Cover the Dot" activity as described above.

Game Day
One of my artic groups scanned their vocabulary words that I had made into QR Codes.  If the word had their sound, they wrote it on the dry erase board.  After they scanned the word, they fed it to the Old Lady.
The rest of my groups played the open-ended game that's included in the Pack with Icons. (I completely forgot to take a picture!)

My upper elementary language student is working on inferencing.  I used a page from:
I circled words that she didn't know, and we looked at the whole sentence so she could try to think of a synonym.  I had an "aha" moment:  I typed the circled words, made a copy of the page with the circled words and the typed words, and sent it home with her for homework.
We didn't even get to the questions that were on the worksheet.  She also completed a following directions sheet.  Since the directions were just 1 part of the page, I made a copy and cut out the directions so she could read them, then follow the directions.

Monday, I had 2 students who graduated!  They were in the same group, so we had a little graduation party.  That was the first time in my career that I've ever done that!  Things got a little crazy, but the boys had fun.  
I found the Angry Birds Game at Target last weekend for 1/2 off, and my husband was nice enough to buy it as a donation to my speech room!  

Want to link your week's activities?  Just click on "Your Next" below and follow the instructions!  It's THAT easy!


  1. I love the angry birds games. I have one at home but my son still plays with it. (It's bad that I can't wait for him to be done with a toy)

  2. I have that same book for inferences and I really like it. I find the reading level is just right for my 4th and 5th graders. They know the words so they can actually think about the inference goal instead of decoding and struggling through the text.


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