Theme: Construction Terms Enrichment: Computer Week ... · Date Class Literacy Math Literacy (Oral...

Theme: Construction Terms Enrichment: Computer Week: January 15-19,2018

Day Garderie 2 Garderie 3 Crème Prep Tk Kindergarten Après School

Monday

Reading center Goodnight good-night construction

sight Obj– students will enhance literacy with the online



Frogstreet

Obj– students will enhance computer

navigation skills

Writing “if I could build anything”

Obj– interactive soft-ware to teach stu-dents advanced computer skills &

NO SCHOOL Word doc journals Construction terms Obj– students will type about their

day and goals in a word doc.

Tuesday

Intro to computer room rules

Obj– Students will go over a tutorial

on computer room rules.

Frogstreet Intro to frog street Obj– students will enhance computer navigation skills.

Frogstreet


navigation skills


Obj– interactive soft-ware to teach stu-dents advanced computer skills &

Word doc journals Word doc “if I

could build any-thing”

Obj– students will type about their

Wednesday

Intro to using a computer

Obj– students will

go over how to use a computer.

-Frogstreet Literacy

math Obj– students will enhance computer navigation skills.

-Frogstreet Literacy

Math


navigation skills

Open book and Journals


Obj– interactive soft-ware to teach stu-dents advanced



Obj– interactive soft-ware to teach stu-dents advanced

-Reading center -Starfall -Puzzles

Obj– students will choose favorite

activity.

Thursday

-Reading center

-Starfall -Puzzles


activity.

Frogstreet Literacy

math Obj– students will enhance computer navigation skills.







Friday

Friday Fun Day -Reading center

-Starfall -Puzzles



-Starfall -Puzzles



-Computers -Puzzles



-Computers -Puzzles




Obj– interactive soft-ware to teach stu-


-Computers -Puzzles


Date Class

Literacy Math

Literacy (Oral Language, Phonics, Handwriting, Read Aloud)

Unite: Invite children to sing "Three Tricky Turtles" ; Will the tortoise win the race? Demo: Implement "Bunny Breathing" Connect: Invite children to sing along and move to "Caring Friends" ; Repeat Rituals from Day1 Commit: Safe Keeper Ritual & the Daily Commitment Ritual

Unite: Invite children to sing "Johnny Appleseed" ; Which story is your favorite tall tale? Demo: Invite children to do "Apple Picker Stretches" Connect: Review "On Your Face" ; Repeat Rituals from Day1 Commit: Safe Keeper Ritual & the Daily Commitment Ritual

PATHS, Character Education, Social Studies, Manners & Etiquette

PATHS: Twiggle's Special Day Character Education: Commitment & Loyalty Social Studies: Martin Luther King Jr. Manners & Etiquette: Lesson 4: 4th Rule of Introduction & Meeting and Greeting





“Paul Bunyan” listening story• Introduce tall tale as a genre• Identify exaggerations in story

“Pecos Bill” listening story• Enrich vocabulary• Compare Pecos Bill to modern superheroes

.

Spanish Vocabulary

Ordinal Numbers

LESSON COMPONENTS

• Identify the beginning, middle, and end of a story• Use a cause-effect organizer to show story events

Centers• Math-Sequence story events• Language and Literacy-Sort rhyming word cards• Library and Listening-Listen to story

Day 4

Unite: Invite children to sing "There Was an Old Lady Who Swallowed a Fly" ; There was an old lady who swallowed a fly. Demo: Invite children to do "Belly Breathing" Connect: Pinky hugs to eight friends; Repeat Rituals from Day1 Commit: Safe Keeper Ritual & the Daily Commitment Ritual

English Vocabulary

Greeting Circle

Unite: Invite children to sing "Frog Went a Courtin" ; Frog asked Miss Mousie to be his bride. Demo: Invite children to do calming strategy, "Balloon" Connect: Review Row, Row, Row Your Boat; Absent Child Ritual & Welcome Back Ritual Commit: Safe Keeper Ritual & the Daily Commitment Ritual

Letter Knowledge

Eng-Ss, Tt, Uu, Vv, Ww, Xx, Yy, ZzSpn-Ss, Tt, Uu, Vv, Ww, Xx, Yy, ZzProblem Solving, Oral Language

after, ballad, before, brisk, cause, effect, exaggerate, fable, folktale, lasso, lumberjack, moral, Mr., organizer, second, tall tale, third, weather vane

Lesson Plans for Stories and Rhymes - Ballads, Folktales and Fables (Week 3)Jan. 15-19,2018 Garderie 2

exaggerate, exagerarWonderful Word TechnologyABC and XYZ; Math-Compare ItCharacter

EducationCommitment, Compromiso Loyalty, Lealtad

“The Tortoise and the Hare” • “La tortuga y la liebre” listening story• Describe and discuss rabbits• Identify moral of story

“Tortoise Wins the Race” • “La Tortuga gana la carrera” listening story• Describe and discuss deer• Compare two fables

“The Cat and the Mice” • “El gato y los ratones” listening story• Introduce fables• Identify the moral of the story

“Puss in Boots” • “El gato con botas” listening story• Describe main story character• Compare Puss and el señor don Gato

“Groundhog’s Dance” • “El baile de la marmota” listening story• Introduce folktale as a genre• Role-play story with chant

“The Chihuahua and the Leopard” • “El perrito Chichuahua y el leopardo” story folder• Develop vocabulary• Discuss the moral of the story

“Frog Went a Courtin‘ ” • “Sapito se fue a casar un buen día” listening story• Sequence the story events• Identify story events as fiction and could happen

The Rooster Who Went to His Uncle’s Wedding • El gallo que fue a la boda de su tío• Develop vocabulary• Chart cause-and-effect relationships

• Produce rhyming words in story context

Centers• Writer's Corner-Write letters to story character• Language and Literacy-Sort rhyming cards• Creativty Station-Draw el señor don Gato

• Compare and contrast a hen and a rooster• Participate in the telling of a Latin folktale

Centers• Writer's Corner-Copy letters and words• Library and Listening-Retell a story with props• Creativity Station-Create a weather vane

después, balada, antes, paso ligero, causa, efecto, exagerar, fábula, cuento folclórico, lazo, leñador, moral, señor, organizado, segundo, cuento increíble, tercero, veleta

Day 1 Day 2 Day 3 Day 5

• As a class, write a tall tale

Centers• Creativity Station-Illustrate part of story• Gross Motor Area-Pretend to grease a giant skillet• Fine Motor-Locate flannel shirts in catalog

Unite: Invite children to sing "The Ballad of Sir Cat" ; Which words rhyme with cat? Demo: Teach children "Cat's Meow" calming strategy" Connect: Play "All Together"; Repeat Rituals from Day 1 Commit: Safe Keeper Ritual & the Daily Commitment Ritual

• Identify rhyming story words• Add to story with new rhymes

Centers• Writer's Corner-Design a wedding invitation• Language and Literacy-Sequence story cards• Library and Listening-Listen to story

LESSON COMPONENTS

Day 4Day 1 Day 2 Day 3 Day 5

Door Tracing, pg. 107 Numbers & the Sing, Sound & Count With Me CD, pg. 177

Handwriting Without Tears

Wet-Dry-Try for 6 Choice Play for 6, D, P, B Lowercase Letters on the Edge, pg. 56

Three a Day-Capitals to Say, pg. 51 Capital & Lowercase Letters, pg. 59 (Workbook pg. 72-73)

Weekly Learning Centers

• Pretend and Learn-Supply racing clothing and gear for children to explore• ABC-Play Find the Letter • Busca la letra• Construction-Build a racetrack for the tortoise and the hare race

• Pretend and Learn-Pretend to make flapjacks (pancakes)• ABC-Make play dough pancakes for Paul Bunyan and imprint with magnetic letters• Construction-Build a bed for Paul Bunyan

Closing Circle• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection

• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection

• Invite children to participate in relay races

• Pretend the parachute is Paul Bunyan’s shirt and shake it out to dry it. Challenge children to take Paul Bunyan giant steps around the perimeter of the parachute (Paul’s shirt)




Outdoor Learning

• Play Leap Frog • Salta la rana (p. 193)

• Play Old Gray Cat • El viejo gato gris (p. 194)

• Blow bubbles. Pretend that the bubbles are flies and encourage children to catch all the bubbles so the old woman won’t swallow them

Draw with Line it Up, pg. 45 Rock, Rap, Tap & Learn CD: "Alphabet Boogie" (Track 1) & "Tapping to the ABCs" (Track 25), pg. 58

Math and Science

• Use ordinal numbers to describe wedding guests

Centers• Math-Play a game with frog counters• Writer's Corner-Make a numbered guest book

• Use ordinal numbers to label stops along a pathway

Centers• Sensory Table-Form numerals with play dough• Pretend and Learn-Order story characters in creative drama

• Use tally marks to count• Use chain loops to represent story events

Centers• Creativity Station-Make a story chain• Science-Sort harmful and safe items

• Use ordinal numbers to describe things the Old Woman swallowed

Centers• Math-Track order cubes are removed from stack• Fine Motor-Stuff a sock with blocks

• Measure distances with string• Order strings by length

Centers• Math-Play a marble game• Gross Motor Area-Play hopscotch

• Pretend and Learn-Invite children to role-play the wedding of Frog and Miss Mousie• ABC-Find the magnetic letters S, s through Z, z in the frog pond (sensory table)• Construction-Build a home that will be appropriate for a mouse and for a frog

• Pretend and Learn-Role-play the wedding of El Señor don Gato and his bride or set up a hospital to treat El Señor don Gato• ABC-Go fishing for letters• Construction-Build a new home for El Señor don Gato and his bride

• Pretend and Learn-Make a Fly Trap Stew• ABC-Play "catch the fly" with magnetic letters• Construction-Build homes for the animals the old woman swallowed

LESSON COMPONENTS


Learning Goals

• Shows initiative in independent situations and persists in attempting to solve problems• Responds to different musical styles through movement and play• Produces a word that rhymes with a given word• Demonstrates understanding of terms used in the instructional language of the classroom• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Uses some appropriate writing conventions when writing or giving dictation• Produces a word that rhymes with a given word• Shows understanding by responding appropriately• Uses the verbal ordinal terms• Recognizes one-digit numerals 0 through 9• Demonstrates use of location words• Identifies and describes the characteristics of organisms• Recognizes, observes, and discusses the relationship of organisms to their environments

• Is aware of where own body is in space; respects personal boundaries• Begins to understand difference and connection between feelings and behaviors• Produces a word that rhymes with a given word• Asks and answers appropriate questions about the book• Seeks to understand print• Demonstrates receptive vocabulary (three to four thousand words)• Shows competence in initiating social interactions• Uses the verbal ordinal terms• Recognizes one-digit numerals 0 – 9• Demonstrates use of location words• Identifies and describes the characteristics of organisms • Uses information learned from books by describing, relating, categorizing, or comparing and contrasting

• Shows competence in initiating social interactions• Is aware of own feelings most of the time• Names at least 20 upper- and at least 20 lowercase letters• Asks and answers appropriate questions about the book • Uses a wide variety of words to label and describe people, places, things, and actions• Recognizes that information is accessible through the use of technology• Uses some appropriate writing conventions when writing or giving dictation• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Produces a word that rhymes with a given word• Uses the verbal ordinal terms• Recognizes one-digit numerals 0 through 9• Demonstrates use of location words• Responds to different musical styles through movement and play• Shows increasing control of tasks that require hand-eye coordination• Uses art as a form of creative self-expression and representation

• Demonstrates empathy and caring for others• Shows understanding by responding appropriately• Coordinates sequence of movements to perform tasks• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Demonstrates receptive vocabulary (three to four thousand words)• Names at least 20 upper and at least 20 lowercase letters• Uses a large speaking vocabulary, adding several new words daily• Asks and answers appropriate questions about the book• Combines sentences that give detail, stays on topic, and clearly communicates• Uses the verbal ordinal terms• Recognizes one-digit numerals 0 through 9• Demonstrates use of location words• Identifies flags of the U.S. and resident state• Recites the Pledge of Allegiance to the United States flag and the state flag and observes a moment of silence

• Is aware of where own body is in space; respects personal boundaries• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Shows understanding by following two-step oral directions, and usually follows three-step directions• Uses a wide variety of words to label and describe people, places, things, and actions• Asks and answers appropriate questions about the book• Shows interest in books• Uses some appropriate writing conventions when writing or giving dictation• Combines sentences that give detail, stays on topic, and clearly communicates• Uses the verbal ordinal terms• Recognizes one-digit numerals 0 through 9• Recognizes and compares heights or lengths of people or objects• Identifies and describes the characteristics of organisms• Describes, observes, and investigates properties and characteristics of common objects• Describes attributes

Date Class

Literacy Math


Unite: Invite children to sing "Three Tricky Turtles" ; Will the tortoise win the race? Demo: Implement "Bunny Breathing" Connect: Invite children to sing along and move to "Caring Friends" ; Repeat Rituals from Day1 Commit: Safe Keeper Ritual & the Daily Commitment Ritual

Unite: Invite children to sing "Johnny Appleseed" ; Which story is your favorite tall tale? Demo: Invite children to do "Apple Picker Stretches" Connect: Review "On Your Face" ; Repeat Rituals from Day1 Commit: Safe Keeper Ritual & the Daily Commitment Ritual







“Paul Bunyan” listening story• Introduce tall tale as a genre• Identify exaggerations in story

“Pecos Bill” listening story• Enrich vocabulary• Compare Pecos Bill to modern superheroes

.

Spanish Vocabulary

Ordinal Numbers

LESSON COMPONENTS

• Identify the beginning, middle, and end of a story• Use a cause-effect organizer to show story events

Centers• Math-Sequence story events• Language and Literacy-Sort rhyming word cards• Library and Listening-Listen to story

Day 4

Unite: Invite children to sing "There Was an Old Lady Who Swallowed a Fly" ; There was an old lady who swallowed a fly. Demo: Invite children to do "Belly Breathing" Connect: Pinky hugs to eight friends; Repeat Rituals from Day1 Commit: Safe Keeper Ritual & the Daily Commitment Ritual

English Vocabulary

Greeting Circle

Unite: Invite children to sing "Frog Went a Courtin" ; Frog asked Miss Mousie to be his bride. Demo: Invite children to do calming strategy, "Balloon" Connect: Review Row, Row, Row Your Boat; Absent Child Ritual & Welcome Back Ritual Commit: Safe Keeper Ritual & the Daily Commitment Ritual

Letter Knowledge

Eng-Ss, Tt, Uu, Vv, Ww, Xx, Yy, ZzSpn-Ss, Tt, Uu, Vv, Ww, Xx, Yy, ZzProblem Solving, Oral Language

after, ballad, before, brisk, cause, effect, exaggerate, fable, folktale, lasso, lumberjack, moral, Mr., organizer, second, tall tale, third, weather vane

Lesson Plans for Stories and Rhymes - Ballads, Folktales and Fables (Week 3)Jan. 15-19,2018 Garderie 3

exaggerate, exagerarWonderful Word TechnologyABC and XYZ; Math-Compare ItCharacter

EducationCommitment, Compromiso Loyalty, Lealtad

“The Tortoise and the Hare” • “La tortuga y la liebre” listening story• Describe and discuss rabbits• Identify moral of story

“Tortoise Wins the Race” • “La Tortuga gana la carrera” listening story• Describe and discuss deer• Compare two fables

“The Cat and the Mice” • “El gato y los ratones” listening story• Introduce fables• Identify the moral of the story

“Puss in Boots” • “El gato con botas” listening story• Describe main story character• Compare Puss and el señor don Gato

“Groundhog’s Dance” • “El baile de la marmota” listening story• Introduce folktale as a genre• Role-play story with chant

“The Chihuahua and the Leopard” • “El perrito Chichuahua y el leopardo” story folder• Develop vocabulary• Discuss the moral of the story

“Frog Went a Courtin‘ ” • “Sapito se fue a casar un buen día” listening story• Sequence the story events• Identify story events as fiction and could happen

The Rooster Who Went to His Uncle’s Wedding • El gallo que fue a la boda de su tío• Develop vocabulary• Chart cause-and-effect relationships

• Produce rhyming words in story context

Centers• Writer's Corner-Write letters to story character• Language and Literacy-Sort rhyming cards• Creativty Station-Draw el señor don Gato

• Compare and contrast a hen and a rooster• Participate in the telling of a Latin folktale

Centers• Writer's Corner-Copy letters and words• Library and Listening-Retell a story with props• Creativity Station-Create a weather vane

después, balada, antes, paso ligero, causa, efecto, exagerar, fábula, cuento folclórico, lazo, leñador, moral, señor, organizado, segundo, cuento increíble, tercero, veleta


• As a class, write a tall tale

Centers• Creativity Station-Illustrate part of story• Gross Motor Area-Pretend to grease a giant skillet• Fine Motor-Locate flannel shirts in catalog

Unite: Invite children to sing "The Ballad of Sir Cat" ; Which words rhyme with cat? Demo: Teach children "Cat's Meow" calming strategy" Connect: Play "All Together"; Repeat Rituals from Day 1 Commit: Safe Keeper Ritual & the Daily Commitment Ritual

• Identify rhyming story words• Add to story with new rhymes

Centers• Writer's Corner-Design a wedding invitation• Language and Literacy-Sequence story cards• Library and Listening-Listen to story

LESSON COMPONENTS


Door Tracing, pg. 107 Numbers & the Sing, Sound & Count With Me CD, pg. 177


Wet-Dry-Try for 6 Choice Play for 6, D, P, B Lowercase Letters on the Edge, pg. 56

Three a Day-Capitals to Say, pg. 51 Capital & Lowercase Letters, pg. 59 (Workbook pg. 72-73)


• Pretend and Learn-Supply racing clothing and gear for children to explore• ABC-Play Find the Letter • Busca la letra• Construction-Build a racetrack for the tortoise and the hare race

• Pretend and Learn-Pretend to make flapjacks (pancakes)• ABC-Make play dough pancakes for Paul Bunyan and imprint with magnetic letters• Construction-Build a bed for Paul Bunyan

Closing Circle• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection


• Invite children to participate in relay races

• Pretend the parachute is Paul Bunyan’s shirt and shake it out to dry it. Challenge children to take Paul Bunyan giant steps around the perimeter of the parachute (Paul’s shirt)




Outdoor Learning

• Play Leap Frog • Salta la rana (p. 193)

• Play Old Gray Cat • El viejo gato gris (p. 194)

• Blow bubbles. Pretend that the bubbles are flies and encourage children to catch all the bubbles so the old woman won’t swallow them

Draw with Line it Up, pg. 45 Rock, Rap, Tap & Learn CD: "Alphabet Boogie" (Track 1) & "Tapping to the ABCs" (Track 25), pg. 58

Math and Science

• Use ordinal numbers to describe wedding guests

Centers• Math-Play a game with frog counters• Writer's Corner-Make a numbered guest book

• Use ordinal numbers to label stops along a pathway

Centers• Sensory Table-Form numerals with play dough• Pretend and Learn-Order story characters in creative drama

• Use tally marks to count• Use chain loops to represent story events

Centers• Creativity Station-Make a story chain• Science-Sort harmful and safe items

• Use ordinal numbers to describe things the Old Woman swallowed

Centers• Math-Track order cubes are removed from stack• Fine Motor-Stuff a sock with blocks

• Measure distances with string• Order strings by length

Centers• Math-Play a marble game• Gross Motor Area-Play hopscotch

• Pretend and Learn-Invite children to role-play the wedding of Frog and Miss Mousie• ABC-Find the magnetic letters S, s through Z, z in the frog pond (sensory table)• Construction-Build a home that will be appropriate for a mouse and for a frog

• Pretend and Learn-Role-play the wedding of El Señor don Gato and his bride or set up a hospital to treat El Señor don Gato• ABC-Go fishing for letters• Construction-Build a new home for El Señor don Gato and his bride

• Pretend and Learn-Make a Fly Trap Stew• ABC-Play "catch the fly" with magnetic letters• Construction-Build homes for the animals the old woman swallowed

LESSON COMPONENTS


Learning Goals

• Shows initiative in independent situations and persists in attempting to solve problems• Responds to different musical styles through movement and play• Produces a word that rhymes with a given word• Demonstrates understanding of terms used in the instructional language of the classroom• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Uses some appropriate writing conventions when writing or giving dictation• Produces a word that rhymes with a given word• Shows understanding by responding appropriately• Uses the verbal ordinal terms• Recognizes one-digit numerals 0 through 9• Demonstrates use of location words• Identifies and describes the characteristics of organisms• Recognizes, observes, and discusses the relationship of organisms to their environments

• Is aware of where own body is in space; respects personal boundaries• Begins to understand difference and connection between feelings and behaviors• Produces a word that rhymes with a given word• Asks and answers appropriate questions about the book• Seeks to understand print• Demonstrates receptive vocabulary (three to four thousand words)• Shows competence in initiating social interactions• Uses the verbal ordinal terms• Recognizes one-digit numerals 0 – 9• Demonstrates use of location words• Identifies and describes the characteristics of organisms • Uses information learned from books by describing, relating, categorizing, or comparing and contrasting

• Shows competence in initiating social interactions• Is aware of own feelings most of the time• Names at least 20 upper- and at least 20 lowercase letters• Asks and answers appropriate questions about the book • Uses a wide variety of words to label and describe people, places, things, and actions• Recognizes that information is accessible through the use of technology• Uses some appropriate writing conventions when writing or giving dictation• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Produces a word that rhymes with a given word• Uses the verbal ordinal terms• Recognizes one-digit numerals 0 through 9• Demonstrates use of location words• Responds to different musical styles through movement and play• Shows increasing control of tasks that require hand-eye coordination• Uses art as a form of creative self-expression and representation

• Demonstrates empathy and caring for others• Shows understanding by responding appropriately• Coordinates sequence of movements to perform tasks• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Demonstrates receptive vocabulary (three to four thousand words)• Names at least 20 upper and at least 20 lowercase letters• Uses a large speaking vocabulary, adding several new words daily• Asks and answers appropriate questions about the book• Combines sentences that give detail, stays on topic, and clearly communicates• Uses the verbal ordinal terms• Recognizes one-digit numerals 0 through 9• Demonstrates use of location words• Identifies flags of the U.S. and resident state• Recites the Pledge of Allegiance to the United States flag and the state flag and observes a moment of silence

• Is aware of where own body is in space; respects personal boundaries• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Shows understanding by following two-step oral directions, and usually follows three-step directions• Uses a wide variety of words to label and describe people, places, things, and actions• Asks and answers appropriate questions about the book• Shows interest in books• Uses some appropriate writing conventions when writing or giving dictation• Combines sentences that give detail, stays on topic, and clearly communicates• Uses the verbal ordinal terms• Recognizes one-digit numerals 0 through 9• Recognizes and compares heights or lengths of people or objects• Identifies and describes the characteristics of organisms• Describes, observes, and investigates properties and characteristics of common objects• Describes attributes

Date Class

Literacy Math

Unite: Invite children to sing "Open, Shut Them" ; I can put together two rectangles and make a new shape. Demo: Review "Kite Breathing" Connect: Perform "Here's the Bunny!" ; Repeat Rituals from Day1 Commit: Safe Keeper Ritual & the Daily Commitment Ritual

Day 5LESSON COMPONENTS

Geometry and Spatial Sense

English Vocabularyangle, circle, comparison, cooperation, geometric, hexagon, octagon, oval, position, rectangle, rhombus, shapes, slanted, spatial, square, trapezoid, triangle

Spanish Vocabularyángulo, círculo, comparación, colaboración, geométrico, hexágono, octágono, óvalo, posición, rectángulo, rombo, figuras, inclinado, espacial, cuadrado, trapecio, triángulo

Greeting Circle

Unite: Invite children to sing "If You're Clever and You Know It" ; Cindy Circle and Suzy Square like to sing. Demo: Invite children to do calming strategy, "Balloon" Connect: Play "My School Family"; Absent Child Ritual & Welcome Back Ritual Commit: What is a commitment?; Safe Keeper Ritual & the Daily Commitment Ritual

Letter Knowledge

Lesson Plans for I Build! I Create! • Construction Terms (Week 1) Jan 15-19 2018 Garderie 4

geometric, geométricoWonderful Word

Unite: Invite children to sing "Three Straight Sides" ; Trixie Triangle and Rudy Rectangle are friends. Demo: Teach children "Triangle" Connect: Review "Three Nice Mice" ; Repeat Rituals from Day 1 Commit: Safe Keeper Ritual & the Daily Commitment Ritual

Unite: Invite children to sing "Twinkle, Twinkle, Little Star" ; Renee Rhombus has four equal sides. Demo: Implement "Kite Breathing" Connect: Shape formation and handshake; Repeat Rituals from Day 1 Commit: Safe Keeper Ritual & the Daily Commitment Ritual

Unite: Invite children to sing "If You're Clever and You Know It" ; Oscar the Octagon has eight sides. Demo: Have children choose calming strategy Connect: Rpeat Rituals from Day1 Commit: Safe Keeper Ritual & the Daily Commitment Ritual

Technology

Vocabulary and AlliterationEnglish-R, r, T, t, I, iSpanish-R, r, T, t, I, i

ABC and XYZ; Reading BuddyCharacterEducation

Cooperation, ColaboraciónIntentionality, Intencionalidad


• Learn a finger play about circles• Introduce idea circle stands for unity

Centers• Writer's Corner-Play tic-tac-toe• Creativity Station-Trace circles• Library and Listening-Listen to a story

• Form shapes with bodies• Match oral shape name to pattern block

Centers• Creativity Station-Make shape patterns with stencils• Language and Literacy-Retell a story with props• Pretend and Learn-Arrange pretend cookies on trays

• Develop purpose for directional words• Follow directions that require understanding position words

Centers• ABC-Spell names with magnetic letters• Gross Motor Area-Toss beanbags in box• Creativity Station-Draw on folded paper


• Introduce the prefix tri-• Compare and describe attribute buttons

Centers• Writer's Corner-Do rubbings of shapes• Fine Motor-Form shapes with chenille wires• Play Button Change-O

.

• Identify colors in photographs• Create lists of familiar color objects

Centers• Writer's Corner-Write color words• Language and Literacy-Make a fruit salad• Creativity Station-Create a tissue paper collage



PATHS: Advanced Compliments Character Education: Cooperation & Intentionality Social Studies: Martin Luther King Jr. Manners & Etiquette: Lesson 5: Using the Fork & Thank You Notes






• Writer's Corner-Trace shape stencils• Gross Motor Area-Play a beanbag tossing game using all of the shapes• Construction Center-Add large and small boxes for building

• Counts the sides on shapes• Create models of octagons and hexagons

Centers• Writer's Corner-Trace shape stencils• Math-Copy fish with pattern blocks

.

• Identify the numeral 0• Place blocks following spatial directions

Centers• Gross Motor Area-Race cardboard rings• Creativty Station-Glue shape cutouts into design

“Song of the Kites” (Cultural Rhymes •Rimas culturales flip book)• Introduce rhombus • rombo• Discuss experiences with kites

The Button Story • El cuento del botón• Continue writing story

Can You See the Shapes? • ¿Ves las figuras?• Review geometric shapes• Introduce hexagon and rhombus

“Smart Cookie’s Creative Cookies” • “Las galletas creativas de GalletitaLista” story folder• Identify problem solving in story• Recall story details

• Introduce the terms angle, obtuse, and acute• Make right angles with AngLegs

Centers• Math-Sort cards by shapes• Gross Motor-Make shadow angles

• Introduce term quadrilateral• Construct models of rhombi and trapezoids

Centers• Math-Construct models of angles• Contruction-Arrange blocks to match blueprint

• Writer's Corner-Have children practice marking an X in, outside on top of, below and beside a circle• Gross Motor Area-Describe the location of their beanbags in relationship to their target (on top of, beside, below, above, near, far)• Construction Center-Build garages

Math and Science

• Make models of squares and circles• Find squares and circles in classroom

Centers• Science-Experiment with straw rollers• Creativity Station-Print with jar lids

• Writer's Corner-triangle and rectangle or triángulo and rectángulo• Gross Motor Area-Play a beanbag tossing game using various laminated triangles• Construction Center-Build onlywith triangular and rectangular blocks

• Writer's Corner-Mix red and blue playdough• Gross Motor Area-Play a beanbag tossing game using a laminated hexagon and an octagon• Construction Center-Build only with rectangular blocks

Can You See the Shapes? • ¿Ves las figuras?• Discuss role of author and illustrator• Introduce circle and square

The Button Story • El cuento del botón• Discuss story illustrations• Begin writing a story


• Writer's Corner-circle and square or círculo and cuadrado• Gross Motor Area-Play a beanbag tossing game using a laminated circle and a square• Construction Center-Build only with square and circular blocks

Hands and Fingers • Manos y dedos• Predict story content• Supply position words in context

Twinkle, the Little Star • Chispita la estrellita• Note spatial words• Recall story details

“Tillie the Triangle” • “Tita el Triángulo” prop story• Associate shapes with common foods• Recognize letter T

Can You See the Shapes? • ¿Ves las figuras?• Review geometric shapes• Find triangles on clothing




1-2-3 Touch & Flip Cards, pg. 195

Letter Play for "R" or "K" Pre-Stroke for "K", pg. 150 (Workbook pg. 52)

Letter "K", pg. 151 (Workbook pg. 53)

Learning Goals

• Increasingly interacts and communicates with peers to initiate pretend play scenarios that share a common plan and goal• Produces a word that begins with the same sound as a given pair of words• Recognizes at least 20 letter sounds• Uses a wide variety of words to label and describe people, places, things, and actions• Combines ideas for complex sentences• Names common shapes• Demonstrates understanding of terms used in the instructional language of the classroom• Shows competence in initiating social interactions• Names at least 20 upper- and at least 20 lowercase letters• Creates shapes• Demonstrates use of location words• Describes attributes• Uses art as a form of creative self-expression and representation• Identifies equal and unequal sets

• Is aware of where own body is in space, respects personal boundaries• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Recognizes at least 20 letter sounds• Shows interest in books• Asks and answers appropriate questions about the book• Recognizes at least 20 letter sounds• Uses category labels to understand how words and objects relate to each other• Provides appropriate information for various situations • Retells or reenacts a story after it is read aloud• Names common shapes• Creates shapes• Describes attributes• Describes, observes, and investigates properties and characteristics of common objects

• Shows competence in initiating social interactions• Demonstrates receptive vocabulary (three to four thousand words)• Produces a word that begins with the same sound as a given pair of words• Provides appropriate information for various situations• Uses a wide variety of words to label and describe people, places, things, and actions• Uses books and other written materials to engage in prereading behaviors• Demonstrates understanding of terms used in the instructional language of the classroom• Uses a wide variety of words to label and describe people, places, things, and actions• Names common shapes• Creates shapes• Recognizes and compares heights or lengths of people or objects• Shows understanding by responding appropriately• Initiates problem-solving

Letter Play for "R" Pre-Stroke for "R", pg. 148 (Workbook pg. 50)

Sing, Sound & Count With Me CD "Counting Candles" (Track 9) Letter "R", pg. 149 (Workbook pg. 51)

• Produces a word that begins with the same sound as a given pair of words• Is able to increase or decrease intensity of emotions more consistently although adult guidance is sometimes necessary• Shows competence in initiating social interactions• Uses a wide variety of words to label and describe people, places, things, and actions• Asks and answers appropriate questions about the book• Shows initiative in independent situations and persists in attempting to solve problems• Demonstrates receptive vocabulary (three to four thousand words)• Shows understanding by following two-step oral directions, and usually follows three-step directions• Creates shapes• Demonstrates understanding that when counting, the items can be chosen in any order• Names common shapes• Identifies and creates common features in her immediate environment

• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Demonstrates use of location words• Produces a word that begins with the same sound as a given pair of words• Uses category labels to understand how words and objects relate to each other• Asks and answers appropriate questions about the book• Recognizes at least 20 letter sounds• Shows understanding by responding appropriately • Shows understanding by following two-step oral directions, and usually follows three-step directions• Names common shapes• Creates shapes• Coordinates sequence of movements to perform tasks• Participates in classroom music activities

• Invite children to play parachute games that focus on spatial and positional vocabulary

Closing Circle


Outdoor Learning

• Invite children to play with Frisbees and Hula-hoops. Point out that both items are circular. Have children stand in a square.Ask a volunteer to count the sides and to identify the corners

• Have the children stand in a rectangle. Ask volunteers to identify the long sides, short sides, and angles. Count the sides. Have children look for rectangles on the outside of the school building



• Provide colored sheets of cellophane. Have children create colored shadows on the playground



• Take a walk around the school, looking for street signs. Make a list of shapes the children find

American Sign Language (ASL): Baby, Love, Hug

Monday

��Infant ProgramDate: January 15-19 2018

Approach Towards Learning: Attention, Curiosity

Spanish Vocabulary: Abrazo, Amigo, Bebito, Si English Vocabulary: Clap, Hug, Yes

Parents as Partners: Encourage learning/Development al Growth

Infant Class: Infant A (0-3) (3-6) (6-9)

FridayUnite: ABC SongCalm: Greet baby by nameConnect: Bubble Fun

Mirror Reflection C6Obj: Looks at or smiles at themselves in the mirror~~~~~~~~~~~~~~~~~~~~~Tickle and Touch C15Obj: Uses senses to investigate environment to discover what objects and people do, how things work, and how they can make things happen ~~~~~~~~~~~~~~~~~~~~~Take a Closer Look C40Obj: Looks closely at small objects

Bubbles C5Obj: Pays attention and exhibits curiosity in people and objects ~~~~~~~~~~~~~~~~~~~~~Problem Solving C18Obj: Shows imagination, creativity, and uses a varietyt of strategies to solve problems ~~~~~~~~~~~~~~~~~~~~~One, Two, Three C34Obj: Imitates adult actions


Begin with a Whisper L8Obj: Responds to different tones of voice ~~~~~~~~~~~~~~~~~~~~~Here Are My Feet L17Obj: Smiles when spoken to~~~~~~~~~~~~~~~~~~~~~Much to Say L37Obj: Watches when others speak and then makes sounds themselves

Cognitive Development


Bubbles C5Obj: Pays attention and exhibits curiosity in people and objects ~~~~~~~~~~~~~~~~~~~~~Problem Solving C18Obj: Shows imagination, creativity, and uses a varietyt of strategies to solve problems ~~~~~~~~~~~~~~~~~~~~~One, Two, Three C34Obj: Imitates adult actions

Unite: Use Lily to greet all babies Calm: Sing to babies Connect: Telephone play

Unite: Who Came to School? Calm: Cuddle babyConnect: Roll the Red Ball

Sing to Baby L2 Obj: Smiles when spoken to~~~~~~~~~~~~~~~~~~~~~Is That Me? L15Obj: Listens with interest t o language of others ~~~~~~~~~~~~~~~~~~~~~Where is My Belly Button? L34Obj: Moves body or makes sounds during familiar songs


Begin with a Whisper L8Obj: Responds to different tones of voice ~~~~~~~~~~~~~~~~~~~~~Here Are My Feet L17Obj: Smiles when spoken to~~~~~~~~~~~~~~~~~~~~~Much to Say L37Obj: Watches when others speak and then makes sounds themselves

ThursdayUnite: Storytime Calm: Baby yogaConnect: Puppet Play

Tuesday WednesdayLESSON COMPONENTS

Language Development

Brain Start Way to Start the Day

Unite: Good Morning SongCalm: Hug babyConnectL Musical Instrument play


Monday FridayUnite: ABC SongUnite: Use Lily to greet all Unite: Who Came to School?

ThursdayUnite: Storytime

Tuesday WednesdayLESSON COMPONENTS

Unite: Good Morning Song

Arms High, Arms Low P2Obj: Develops control of large muscles for movement, navigation, and balance ~~~~~~~~~~~~~~~~~~~~~Scrunchie Watch P14Obj: Shakes or wiggles arms and legs ~~~~~~~~~~~~~~~~~~~~~Crawling Fun P21Obj: Rocks, rolls, crawls

Hold My Finger P1Obj: Engages in positive relationships and interaction with adults ~~~~~~~~~~~~~~~~~~~~~Scooting P19Obj: Scoots forward or backward ~~~~~~~~~~~~~~~~~~~~~Squeeze the Sponge P22Obj: Develops control of small muscles for manipulation and exploration

Rock-a-Bye Baby SE8Obj: Shows interest in familiar faces by staring at them ~~~~~~~~~~~~~~~~~~~~~SE16Obj: Begins to demonstrate healthy and safe habits ~~~~~~~~~~~~~~~~~~~~~Name that Emotion SE37Obj: Expresses a variety of emotions



Hold My Finger P1Obj: Engages in positive relationships and interaction with adults ~~~~~~~~~~~~~~~~~~~~~Scooting P19Obj: Scoots forward or backward ~~~~~~~~~~~~~~~~~~~~~Squeeze the Sponge P22Obj: Develops control of small muscles for manipulation and exploration

Hug Me SE4Obj: Responds with smiles and cooing when picked up by a familiar caregiver ~~~~~~~~~~~~~~~~~~~~~See and Do SE20Obj: Imitates familiar adults' body language and sounds ~~~~~~~~~~~~~~~~~~~~~Peek-a-Boo for Two SE31Obj: Claps and smiles back and forth with familiar adult

Hug Me SE4Obj: Responds with smiles and cooing when picked up by a familiar caregiver ~~~~~~~~~~~~~~~~~~~~~See and Do SE20Obj: Imitates familiar adults' body language and sounds ~~~~~~~~~~~~~~~~~~~~~Peek-a-Boo for Two SE31Obj: Claps and smiles back and forth with familiar adult

Social Emotional Development


PhysicalDevelopment


LESSON COMPONENTS




SE37 Name that emotion Objective: Express a variety of emptions B.2.a Shows ability to cope with stress B.3.a

Unite: This is the wayCalm: StretchingConnect Greet each baby by name during scarf play

L38 Feet Obj: Enjoys being read to and exploring books. Recognizes a favorite book by it's cover. C.3.a

ThursdayUnite: Good Morning SongCalm: StretchingConnect Hugs and Cuddles

Tuesday Wednesday


SE26 Hugs Objective: Shows affection (hugs and kisses, leaning in, reaching out) B.1.c Express a variety of emptions B.2.a

SE26 Hugs Objective: Shows affection (hugs and kisses, leaning in, reaching out) B.1.c Express a variety of emptions B.2.a




L21 Find the Music Obj: Looks for hidden objects or toys D.3.b Follows simple requests C.1.b

Unite: This is the wayCalm: StretchingConnect Acknowledge babies who are absent

C31: Tunnel Fun Objective: Crawls into, around, and over obstacles D.2.b Applies knowledge to new situations D.2.c

C40: Take a closer Look Objective: Looks closely at small objects D.1.b Turns objects over to look at and handle from different positions D.2.b


L21 Find the Music Obj: Looks for hidden objects or toys D.3.b Follows simple requests C.1.b



C40: Take a closer Look Objective: Looks closely at small objects D.1.b Turns objects over to look at and handle from different positions D.2.b

Unite: Good Morning SongCalm: Hands UpConnect Acknowledge babies who are absent

Unite: This is the wayCalm: StretchingConnect Morning hugs and circle time

American Sign Language (ASL): Hurt

Monday

��Infant ProgramDate: Janurary 15-19, 2018

Approach Towards Learning: Curiosity, Attention

Spanish Vocabulary: Pelota, verEnglish Vocabulary: See, Ball

Parents as Partners: Giving your Baby a smart start

Infant Class: Infant B (9-12 Months)

Friday

LESSON COMPONENTS

Unite: This is the way

ThursdayUnite: Good Morning Song

Tuesday WednesdayUnite: This is the wayUnite: Good Morning Song Unite: This is the way

Monday Friday

PhysicalDevelopment

P34: Drop the Beanbag Objective: Moves body to achieve a goal A.2.b Picks up and releases objects A.3.b


P31:Shake, shake, shake Objective: Shakes objects A.3.a Sits and uses hands A.3.a


P31:Shake, shake, shake Objective: Shakes objects A.3.a Sits and uses hands A.3.a

Obj: Enjoys being read to and exploring books. Recognizes a favorite book by it's cover. C.3.a


Connect Acknowledge babies who

C31: Tunnel Fun Objective: Crawls into, around, and over obstacles D.2.b Applies knowledge to new situations

P34: Drop the Beanbag Objective: Moves body to achieve a goal A.2.b Picks up and

Date: January 15-19 2018

Approach Towards Learning: Communication, Attention , Curiosity, Persistence

Spanish Vocabulary: Manos, Cuerpo, Pies, CaraEnglish Vocabulary: Hands, Body, Feet, Face

Parents as Partners: Letter 25

Infant Class: Infant C (12-18 Months)

Color Diffusion (C59)Demonstrate how to use an eyedropper to drop various colors of colored water onto a coffee filter. Invite little ones to try. They will need help as they learn to use eyedroppers. Coach them by saying "squeeze and release" repeatedly as they drop water onto the filters. Talk about the colors. Point out how the colors run and how they mix to make a new color.

Unite: "Twinkle, Twinkle, Little Star"Calm: SmilingConnect: Open and shut hands arms.Book: FamiliesPhoto Activity Card: #1 Hands

Unite: "Mary Had a Little Lamb"Calm: Baa like sheepConnect: Touch and count fingersBook: Dora's DucksPhoto Activity Card: #4 Body

American Sign Language (ASL): Cat

Monday Friday

Peppermint Play Dough (C56)Invite little ones to play with the scented play dough. Encourage them to smell the dough as they shape it into interesting shapes. Invite children to use craft sticks to mark and cut the dough.

LESSON COMPONENTS



Munch, Crunch, Gurgle (L60)During lunch or snack time, point out the sounds that foods make when we chew or swallow. Carrots and dry cereals crunch and crack. Milk gurgles when we swallow. Shredded cheese makes no sound. On another occasion, classify foods by their sound. Those that make noise and those that make no noise.

Group Games (SE60)Invite several little ones to play "Ring Around the Rosie" (Frog Street Baby Games CD). Demonstrate how to hold hands with the other players. Demonstrate how to safely "fall" down (squat down).

Please and Thank You (L59)Say "please" and "thank you" when you interact with little ones. Ask them to hand you a toy by saying, "Hand me the rattle, please." Then say, "thank you" when the toy is handed to you. Create a game by asking little ones to retrieve a toy from somewhere in the room. They will love hearing "please" and "thank you" as they go in search of a toy and bring it to you. Use sign language to add another learning modality.

ThursdayUnite: "Sing a Song of Opposites" Calm: LaughingConnect: Compliment each childBook: FeetPhoto Activity Card: #2 Feet

Breathe In, Blow Out (SE59)Demonstrate how to take in a deep breath through your nose and release it through your mouth. Invite children to pretend to hold a flower and smell it as they breathe in. Then have them hold up an index finger and pretend they are blowing out a candle as they release their breath. Model deep breathing for children when you are stressed and remind them to use this strategy when they are getting upset.

Unite: "Old MacDonald Had a Farm"Calm: LaughingConnect: Rock each baby in your armsBook: PetsPhoto Activity Card: #3 Face

Writing Tools (C60)Give little ones crayons, chalk, pencils, markers, and paper. As they explore each tool, discuss the different types of marks each tool creates. Ask: How do the tolls move differently? Which marks are the darkest? Which marks are the lightest? Which tool do you like the best?

Tuesday Wednesday

Smooth Transitions (SE58)Always let little ones know when you are picking them up for a diaper change by making eye contact, stating your intention, and letting them know you will return them to their spot. Give warning before cleaning up for lunch or getting ready for nap time. Use songs action rhymes, and attention getters, such as clapping or flashing a flash light.

Feeling Blocks (SE57)Make "feeling blocks" by stuffing crumpled newspaper into small brown paper bags, squaring off the tops of the bags, and taping them closed with masking tape. Print the "Emotional Expressions" cards, cut them out, and glue them to the blocks. Encourage little ones to stack the blocks. Sit with a child and talk about the emotions represented on the cards.

Hand It to Me (L58)Sit on the floor with baby and ask him to hand you specific toys from a collection you have gathered. If he doesn't recognize a word, take the toy from the basket and repeat its name. Set the toy aside until you have asked for two or three more toys and then go back and ask for this toy again. Play this game often.

Sidewalk Art (C57)On a nice day, invite your young artist to draw on the sidewalk outdoors using chalk. Talk about the feel of the chalk. Ask: How is it different from crayons? Ask about the colors children choose to use. Comment on the marks they make, such as look you made a circle.

More or Less? (C58)Display a set of four blocks and a set of two blocks. Point out the bigger pile has more than the smaller pile. Sing this comparison song to the tune of "Mary Has a Little Lamb." Sing the song three times substituting crayons and rattles for the blocks for the second and third time you sing.

It's For You! (L57)Create a ring tone using a recycled cell phone or play phone. Answer the phone as you sit next to baby and say, "Hello.". Yes, Amal is here." Hand the phone to Amal and say, "It's for you." After a few seconds, ask Amal if you can have a turn. Pretend to talk to the caller for a few seconds and then hand the phone back to Amal. Continue the trade off until the child is no longer interested. Say "goodbye" and leave the phone with the child.


Peek-a-Boo Surprises (SE56)Glue a large photo of your face inside a folder. Sit a baby on the floor and hold the closed folder in front of her. Say, Peek-a-boo. Where are you?" Lift the flap and say, "Boo!" Vary this game by using a photo of the child in the folder.

Unite: "Good Morning to You" Calm: Clapping handsConnect: Acknowledge friends who are present. Book: HandsPhoto Activity Card: #1 Hands

Finger Paint (L56)Invite children to make designs and marks with their hands in finger paint placed directly on the table top or on a sheet of paper. Discuss the color of the paint and the feel od it on their hands. Discuss the designs the children make.


Infant Program

Unite: "Twinkle, Twinkle, Little Star" Unite: "Mary Had a Little Lamb"

Monday FridayLESSON COMPONENTS ThursdayUnite: "Sing a Song of Opposites" Unite: "Old MacDonald Had a Farm"

Tuesday WednesdayUnite: "Good Morning to You"

C.3.c. Enjoys playing with language-like sounds.A.3.a. Coordinates hand an body movements.D.1.b. Uses tools to solve problems.B.4.a. Shows interest and awareness of others.B.4.c. Begins to develop personal relationships with peers.A.3.b. uses thumb and index finger to pick up, squeeze, or poke.A.3.c. Uses hands to play with tools.

Objectives

C.3.d. Marks or scribbles on paper.A.3.a. Develops control of small muscles for manipulation and exploration.D.2.a. Experiments with different uses for objects.D.2.b. Shows imagination, creativity, and uses a variety of strategies to solve problems. B.1.a. Differentiates between familiar and unfamiliar adults.B.1.c. Engages in positive relationships and interactions with adults.A.2.a. Develops control of large muscles for movement, navigation, and balance.A.2.b. Moves from one position to another while coordinating body movements.

C.2.b. Uses language (or language-like sounds) in "conversations"C.3.c. Hears and distinguishes the sounds and rhythms of language. A.3.c. Uses tools an different actions on objects.D.1.d. Develops knowledge of the natural environment in the outdoor area of a program.B.4.b. Recognizes and responds to the feelings and emotions of others and begins to show concern.A.2.a. Develops control of large muscles for movement, navigation, and balance.A.2.b. Moves body to achieve a goal.

C.1.b. Recognizes names of familiar objects.C.1.b. Follows simple request.D.2.d. Uses words such as big, little, more, and one two three.D.2.d. Recognizes the difference in number of small sets of objects.B.3.c. Begins to learn and internalize rules, routines, and directions.A.2.a. Develops control of large muscles for movement, navigation, and balance.B.4.c. Plays side-by-side with others.

C.1.b. Follows simple request.C.1.c. Begins to understand the rules of conversation. D.1.b. Uses tools to solve problems.D.1.c. Shows interest in colors, shapes, patterns, and pictures.B.3.a. Shows ability to cope with stress.B.3.b. Begins to develop and demonstrate control over some of their feelings and behaviors (self-regulate)A.2.a. Develops control of large muscles for movement, navigation, and balance.A.2.b. Moves body to achieve a goal.

Squeeze and Pour (P60)Invite little ones to play with a variety of tools (sponges, basters, eyedroppers, cups, bottles) in a tub of water. Demonstrate how to use each tool. Supervise very closely to avoid a watery mess.

Ball Kick (P59)Suspend a beach ball from the ceiling so it is about 12 inches off the floor. Have babies lie on their back and kick at the ball with their feet.

Streamer Dancing (P58)Have children hold and wave scarves or crepe paper streamers while they dance to "Puppy Dance" (Frog Street Baby Songs Cd). Encourage them to swirl their scarves or streamers and turn around.

Giant Steps (P57)Arrange masking tape strips parallel to one another and 8 inches apart to create a pathway that looks like the rungs of a ladder. Challenge little ones to step from line to line to practice taking giant steps. Try the activity on another day and place the tape strips closer together so children can practice taking baby steps.

PhysicalDevelopment

Bubble Chasers (P56)Blow bubbles outdoors and invite little ones to chase the bubbles. Teach children a bubble song. Bubbles in the Air (Tune: If You're Happy and You Know It) Bubbles in the air, in the air. Bubbles in the air, in the air. Bubbles in the air-bubbles everywhere. Bubbles in the air, in the air.

Theme: Ballads, Folktales, and Fables Enrichment: Music Week: January 15-19, 2018 Day of the

Week

Garderie 2

Garderie 3 Garderie 4

Crème Prep 1 Crème Prep 2

TK

Kindergarten

Monday

Ballad : “Froggie went A Courtin”

(Laurie Berkners version)

Obj.– Children will sing popular ballad about a

frog and a Moose



Obj.– Children will sing popular ballad about a frog

and a Moose




and a Moose



Obj.– Children will sing pop-ular ballad about a frog and a

Moose

Tuesday

Fable: “The Tortoise and the Hare”

Obj.-Children will

listen to this story and identify the moral.


Obj.-Children will



Obj.-Children will



Obj.-Children will



Obj.-Children will


Wednesday

Music & Movement: Hula Hoops

Obj.– Students will

exercise by hula hoop-ing.



exercise by hula hooping.







Thursday

Instrument Play: Guitar & Ukelele

Obj.– Students will explore these fun

string instruments.



string instruments.



string instruments.



string instruments.



string instruments.

Friday

Dance Party Friday!!!

Obj.– Children will improve gross motor

skills.



skills.



skills.



skills.

Date: January 15-19 2018 Teacher

Day 4 Day 5LESSON COMPONENTS

Spanish Vocabularyfamilia, metas, valores, tolerante, creencias, costumbres, fabulosa, abuelos, trabajar, numero, regalos, familiares, padres, clan familiar

Day 1 Day 2 Day 3

Moving and LearningTime:

"The Farmer in the Dell" * "Vicente en el pajar" musical game.

Grandmother's Buttons * Los botones de la abuela game

Grandpa's Glasses * Los anteojos del abuelo game

Duck, Duck, Duckie * Pato, pato, patito game

"The Numeral Dance" * "El baile de los nemeros" song and dance

Skidamarink * Es amor *Introduce animal parent and child names *Discuss animal families "Silly Nellie" * "Nelly, la pavita tonta" story folder *Enjoy a funny story *Introduce idea of "silly sayings"

III.A.2., I.C.2.

A to Z Ps and Qs * Buenos modales de la A a la Z *Discuss good manners *Enjoy an alphabet book The Numeral Dance * El baile de los numeros *Introduce movement vocabulary *Move in new ways VII.B.3., VIII.B.1., III.B.2.

Read-AloudTime:

Cristina and the Frog * Cristina y la rana * Introduce vocabulary *Use picture cues to make predictions *Check predictions *List character family members

II.A.1., III.D. 2., II.D.1.

Little Red * Gorrita Roja *Relate story to "wish you well" gesture *Explore possible lessons in story Meet My Grandparents * Conocer a los abuelos *Introduce table of contents

III.D.2. III.D.3.

"My Aunt Violet" * "Mi tia Violeta" story folder *Discuss extended family members *Introduce compound words Meet My Grandparents * Conocer a los abuelos *Discuss names grandmothers are called *Introduce Pledge of Allegience III.A.1., III.D.3., IV.D.1.

Letter Knowledge

Ff, Mm, Tt, Cc

Lesson Plans for Families-Familias (WEEK 1)Ms. Laxi

Family-FamiliaWonderful Word CharacterEducation

Nuclear family-Nucleo familiar

• I.C.2. Assumes various roles and responsibilities as part of a classroom community• III.B.4. Combines syllables into words• III.C.1.Names at least 20 upper- and at least 20 lowercase letters• III.A.1. Engages in reading-related activities• III.D.3. Asks and answers appropriate questions about the book• IV.D.1. Uses some appropriate writing conventions when writing or giving dictation• III.C.1 Names at least 20 upper- and at least 20 lowercase letters• II.B.3. Provides appropriate information for various situations• VIII.B.1. Participates in classroom music activities• Forerunner V.C.1. and V.E.1. Describes attributes • II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions• VII.D.1. Identifies flags of the United States and resident state• VII.D.2. Recites the Pledge of Allegiance to the United States flag and the state flag and observes a moment of silence• II.A.1. Shows understanding by responding appropriately

• II.B.1. Is able to use language for different purposes• I.C.1. Develops warm relationships with teachers• I.C.2. Assumes various roles and responsibilities as part of a classroom community• III.A.2. Uses books and other written materials to engage in prereading behaviors• I.C.2. Assumes various roles and responsibilities as part of a classroom community• VII.B.3. Discusses the roles and responsibilities of community workers• I.C.1. Develops warm relationships with teachers• Forerunner V.E.1. Describes attributes• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions• II.D.5. Uses category labels to understand how words and objects relate to each other• VI.D.1. Practices good habits of personal safety

• I.C.3. Shows competence in initiating social interactions• II.B.5. Demonstrates knowledge of nonverbal conversational rules• II.B.4. Demonstrates knowledge of verbal conversational rules• VII.B.3. Discusses the roles and responsibilities of community workers• III.B.1. Participates in classroom music activities• VIII.B.2. Responds to different musical styles through movement and play• VII.B.3. Discusses the roles and responsibilities of community workers• II.B.4. Demonstrates knowledge of verbal conversational rules• Forerunner V.C.2. Describes attributes• VI.A.2. Investigates and describes position and motion of objects• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions• VII.B.3. Discusses the roles and responsibilities of community workers• VIII.A.2 Uses art as a form of creative self-expression and representation

Learning Goals

• I.C.2.-Assumes various roles and responsibilities as part of a classroom community• VIII.B.1. Participates in classroom music activities• II.A.1. Shows understanding by responding appropriately• III.D. 2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• II.D.1. Retells or reenacts a story after it is read aloud• I.B.1.b. Takes care of and manages classroom materials• II.D.2. Demonstrates understanding of terms used in the instructional language of the classroom• VI.D.2. Practices good habits of personal health and hygiene• II.A.2. Shows understanding by following two-step oral directions, and usually follows three-step directions• VI.D.2.Practices good habits of personal health and hygiene

• I.C.1. Develops warm relationships with teachers• I.C.2. Assumes various roles and responsibilities as part of a classroom community• III.D. 2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• III.D.3. Asks and answers appropriate questions about the book• II.D.2. Demonstrates understanding of terms used in the instructional language of the classroom• VII.A.3. Organizes their life around events, time, and routines• VI.A.1. Describes, observes, and investigates properties and characteristics of common objects• VII.C.1. Identifies, compares, discusses earth materials and their properties and• VII.A.3. Organizes their life around events, time, and routines

Theme: Ballads, Folktales, and Fables Enrichment: Music Week: January 15-19, 2018 Day of the

Week

Garderie 2

Garderie 3 Garderie 4

Crème Prep 1 Crème Prep 2

TK

Kindergarten

Monday



Obj.– Children will sing popular ballad about a

frog and a Moose




and a Moose




and a Moose



Obj.– Children will sing pop-ular ballad about a frog and a

Moose

Tuesday


Obj.-Children will



Obj.-Children will



Obj.-Children will



Obj.-Children will



Obj.-Children will


Wednesday



exercise by hula hoop-ing.










Thursday



string instruments.



string instruments.



string instruments.



string instruments.



string instruments.

Friday



skills.



skills.



skills.



skills.

Day of the Week

Calendar Circle Time

Language Arts

Phonics Sounds &

Letters

Handwriting

Math Operations

Social Studies/ Science

Values & Virtues

Reading & Responding

Monday (Lesson 11)

Warming Up Word Order and

Meaning

OBJ Identify words in print

Grammar, Usage, and Mechanics

OBJ Discuss peri-ods and questions

marks

Phonological and Phonemic Awareness

Word Substitution

OBJ; Detect word substitutions.

Lowercase f HWT Journal

P.70

OBJ: Improve fine motor skills

Time

OBJ: Discuss time by the half hour

Calendar

OBJ: Discuss days of the week and

months of the year

Sunny Sky, Starry Sky

OBJ Listen attentively to selection

Tuesday (Lesson 12)

Warming Up Measurement Words

OBJ: Review measure-

ment words

Word Analysis Vocabulary Skill

Word

OBJ: develop an understanding of

comparative differ-ences among a group of related

words


Word Substitution


Lowercase q HWT Journal

P. 72


Time


PATHS Lesson 18

Turtle Technique Review

OBJ: Learn tech-niques for self–

control

Sunny Sky, Starry Sky

OBJ: Apply the com-prehension skill of Cause and Effect

Wednesday (Lesson 13)

Warming Up Find the Rhyme

OBJ: Identify words in

print.

Introduction to the Writing Process

OBJ: Discuss the importance of shar-ing and the ways we can share through

writing and reading


Word Substitution


Lowercase x HWT Journal

P.73


Time


Nothing Sticks Like a Shadow

OBJ: Listen for

enjoyment

Thursday (Lesson 14)

Warming Up Find the Rhyme

OBJ Identify Words in

Print

Listening, Speaking, Viewing

OBJ: Learn to rec-

ognize different patterns in sound and discussing

rhyming as a pattern


Word Substitution


Lowercase z HWT Journal

P 74


Time


Values and Virtues Patience

OBJ: Learn to be suppress restlessness

Nothing Sticks Like a Shadow

OBJ: Develop an understanding of vo-

cabulary words.

Friday (Lesson 15)

Warming Up Rhythm

OBJ: Identify rhyming

words and make rhymes.

Penmanship

OBJ: Review that letters are made of

four basic lines


Word Substitution


Lowercase Review


Time


Show-N-Tell

OBJ; Practice speak-ing in front of a

group

Theme Wrap-Up and Review

OBJ: Participate in a celebration of the unit

theme

Open Court Lesson Plan Theme: My Shadow Class: TK Week:Jan 15-19, 2018

Theme: Construction Terms Enrichment: Computer Week ... · Date Class Literacy Math Literacy (Oral...

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Transcript of Theme: Construction Terms Enrichment: Computer Week ... · Date Class Literacy Math Literacy (Oral...