cremedelacreme.comtheme: transportation enrichment: computers week: march 5-9, 2018 day of the week...
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Theme: Transportation Enrichment: Computers Week: March 5-9, 2018
Day of the Week
Garderie 2
Garderie 3 Garderie 4 Crème Prep Private Kindergarten
Après School
Monday
Portfolio Assessment Letter “I i”
Letter “I i” book Obj: Letter Recognition
Intro to Weather theme
Rain
Review Computer Parts
Clifford Reading
Obj: Phonics and emergent literacy
Review Computer Parts
Clifford Reading
Obj: Phonics and emergent literacy
Review Computer Parts
Open Book and
Journals Obj: Phonics and emergent literacy
Freddi Fish
Obj: Oral
comprehension
Tuesday
Color: “white”
What objects are white?
Obj: Color recognition
Snow
DLM Math
Shape puzzles
Obj: Properties of geometric shapes
DLM Math
Shape puzzles
Obj: Properties of geometric shapes
Open Book and
Journals
Obj: Phonics and emergent literacy
Review Computer Parts
Open Book and
Journals Obj: Phonics and emergent literacy
BrainPop Jr.
“Science”
Obj: Comprehen-sion of science related topics
Wednesday
Shape: “triangle” Shape drawing
Obj: Shape recognition
Sunny
Review Computer Parts
Caillou Preschool
Obj: Coloring and
creativity
Review Computer Parts
Caillou Preschool
Obj: Coloring and
creativity
Review Computer Parts
Open Book and
Journals Obj: Phonics and emergent literacy
Professor Garfield
Obj: Reading and
mathematics
Thursday
“Counting”
Counting manipulatives
Obj: Count 15-20
Windy
DLM Math
Shape puzzles
Obj: Properties of geometric shapes
DLM Math
Shape puzzles
Obj: Properties of geometric shapes
Open Book and
Journals
Obj: Phonics and emergent literacy
Review Computer Parts
Open Book and
Journals Obj: Phonics and emergent literacy
BrainPop Jr.
“Social Studies”
Obj: Comprehen-sion of social stud-ies related topics
Friday
Fun Free Friday
Obj: Student choose favorite activity
Fun Free Friday
Obj: Student choose favorite activity
Fun Free Friday
Obj: Student choose favorite activity
Fun Free Friday
Obj: Student choose favorite activity
Fun Free Friday
Obj: Student choose favorite
activity
Fun Free Friday
Obj: Student
choose favorite activity
Theme: Transportation/An Animal Is A Form Enrichment: Art Week: March 5-9, 2018 Day of the
Week
Garderie 2
Garderie 3 Garderie 4
Crème Prep 1 Crème Prep 2
TK
Kindergarten
Monday
Make Tracks With Paint And Toy Cars
FSP90
Obj.– Children will explore transportation
using art.
Make Tracks With Paint And Toy Cars FSP90
Obj.– Children will
explore transportation using art.
Make Tracks With Paint And Toy Cars FSP90
Obj.– Children will
explore transportation using art.
Discuss Animal Forms SRA75
Obj.- Children will identify four-legged
animals to be used as a sculpture.
Make Rough Draft Pic-ture For “Our Mothers
Are Special” Book Obj.– Children will
make and publish an original book.
Tuesday
Make A Train From Paper Shapes FSP91
Obj.– Children will
explore transportation using art.
Make A Train From Paper Shapes FSP91
Obj.– Children will
explore transportation using art.
Make A Train From Paper Shapes FSP91
Obj.– Children will
explore transportation using art.
Draw A Picture Of A Four-Legged Animal
SRA75 Obj.- Children will identify four-legged
animals to be used as a sculpture.
Wednesday
Create A Sailboat From Shapes FSP91
Obj.– Children will
explore transportation using art.
Create A Sailboat From Shapes FSP91
Obj.– Children will
explore transportation using art.
Create A Sailboat From Shapes FSP91
Obj.– Children will
explore transportation using art.
Create A Four-Legged Animal From Model
Magic SRA75 Obj.- Children will identify four-legged
animals to be used as a sculpture.
Begin Final Picture For “Our Mothers Are
Special” Book Obj.– Children will
make and publish an original book.
Thursday
Sensory Play: Rice Boxes And Kinetic Sand
Obj.– Children will
explore senses of sight and touch.
Sensory Play: Rice Boxes And Kinetic Sand
Obj.– Children will
explore senses of sight and touch.
Sensory Play: Rice Boxes And Kinetic Sand
Obj.– Children will
explore senses of sight and touch.
Paint Four-Legged Animal SRA 75
Obj.- Children will identify four-legged
animals to be used as a sculpture.
Friday
Play Dough Fun Day
Obj.– Children will manipulate play dough
to strengthen small muscles.
Play Dough Fun Day
Obj.– Children will manipulate play dough
to strengthen small muscles.
Play Dough Fun Day
Obj.– Children will manipulate play dough
to strengthen small muscles.
Play Dough Fun Day
Obj.– Children will manipulate play dough
to strengthen small muscles.
Finish The Final Picture For the Book
Obj.– Children will
make and publish an original book.
Day of the Week
Calendar Circle Time
Language Comprehension
Phonics Development
Handwriting
Math Operations
Social Studies/ Science
Values & Virtues Learning Centers
Monday
Calendar Number Song
Morning Message
Follow My Directions
(T134)
Photo-Essay/Expository
“On the Go”
(T136)
Obj: Make connections
Long a (T134)
Intro to /j/ (T135)
-ap word family
Obj: Blend word parts
Let’s Go Book (T138)
Magic “C” Mystery Letters
(HWT 28) Obj: Present ideas through drawings
Teddy Bear Posi-tions
(EDM 274)
Obj: Use position words to describe the location of an
object
Social Studies What kind of
Transportation? (T139)
Obj: match modes of transportation
Social Studies
What Kind of Transportation?
(T139)
Obj: Match modes of transportation
Tuesday
Calendar Number Song
Morning Message
Catch Me If You Can (T140)
“On the Go” (T142)
Obj: Recognize page numbers
Long a (T140)
Alphabetic Principle (T141)
-ap word family Obj: Blend word
parts
Let’s Go Book (T144)
Letter Size and Place
(HWT 29) Obj: Present ideas through drawings
Face Collage (EDM 276)
Obj: Explore
spatial relationships in the context of a
collage
Oh Deer! (GUW 48)
Obj: Children
explore the parts of habitat in a
physical activity
Health and Development
Simon Says:
In, On, Behind Obj: Understand position words
Wednesday
Calendar Number Song
Morning Message First, Middle, Last
(T146)
Poetry
“Traffic Jam” (T148)
Obj: Use
visualization
Segmentation (T146)
Intro to /f/ (T147)
“Over in the Meadow”
(T147) Obj: Associate the names of letters
Let’s Go Book (T150)
Lowercase u (HWT 30)
Obj: Present ideas through drawings
Pattern-Block Puzzles I
(EDM 278)
Obj: Build pictures, designs, and other
shapes from geometric shapes
Oh Deer!
Favorite Animal Habitat
(GUW 49) Obj: Children
explore the parts of habitat in a
physical activity
Art
J for Jewels (T141)
Obj: Demonstrate knowledge of the
alphabet
Thursday
Calendar Number Song
Morning Message Does It Rhyme?
(T152)
Fantasy
“The Little School Bus”
(T154) Obj: Ask and
answer questions
Segmentation (T152)
Alphabetic Principle (T153)
Ready to Read (T153)
Obj: Identify word parts
Let’s Go Book (T156)
Capital U Lowercase u (HWT 31)
Obj: Present ideas through drawings
Where, Oh Where Has My Little Dog
Gone? (EDM 280)
Obj: Use position words to describe the location of an
object
Social Studies
Chinese New Year Year of the Sheep
Obj: Explore a
holiday
Art
F is for Feathers (T153)
Obj: Demonstrate knowledge of the
alphabet
Friday
Calendar Number Song
Morning Message What is the Letter?
(T158)
“The Little School Bus”
(T160)
Obj: Identify the beginning and end
of the book
Long e (T158)
Review sounds (T159)
Ready to Read (T159)
-ap word family Obj: Blend word
parts
Spelling Test
Publish: Let’s Go Book
(T162)
Obj: Complete book
Obstacle Course (EDM 282)
Obj: Follow a
sequence of steps
Oh Deer!
Healthy Me! My Habitat (GUW 49)
Obj: Children will explore the parts of
habitat in a physical activity
Fine Arts
“The Wheels on the Bus”
(T163)
Obj: Preform a finger play
Theme: Let’s Go (Week 2) Class: Crème Prep Week: March 5-9, 2018
Date Class
Literacy Math Data Analysis
English Vocabulary
Vocabulary, Oral Language
CharacterEducation
Self-reliance, Auto confianza Technology
Letter Knowledge
English-E, e, J, j, O, o, Q, qSpanish-E, e, J, j, O, o, Q, q
Lesson Plans for Things That Move- TransportationMarch 5-9, 2018 G2
aerodynamicaerodinámica
Wonderful Word Words, Words, Words; Frog Street Math-Measure ItX.A.1. X.A.2. II.D.1. V.D.1.
Giants Made by People • Gigantes hechos por el hombre• Discuss carnival rides• Distinguish different power sources
“Monster Coaster” • “Monstruosa, la montaña rusa”• Introduce idea of a round-trip• Think about what it means to be self-reliant
“Reagan’s Journal • El diario de Reagan”• Discuss travel safety measures• Respond to questions in text
Gram Is Coming to My House • Abuelita se viene a mi casa• Identify four-wheeled vehicles in story• Connect story to experience
Once Upon a Time in Dragon Land • Había una vez en Dragolandia• Develop airplane background and vocabulary• Share experiences about flying
Gram Is Coming to My House • Abuelita se viene a mi casa• Compare airplane to helicopter• Compare illustrations to photographs
Gram Is Coming to My House • Abuelita se viene a mi casa• Introduce fact-based fiction• Compare photograph to illustrations
“Engine Ninety-Nine” • “Locomotora Noventa y Nueve” listening story• Recall story details• Participate in storytelling
“I Saw a Ship A-Sailing” • “Yo vi un barquito que navegaba” participation story• Develop vocabulary• Pantomime story
“Wynken, Blynken, and Nod” • “Sueño de un niño” (Nursery Rhyme • Cuentos infantiles flip chart)• Recognize imagery in poem• Think about how boat is powered
Centers• Sensory Table-Explore ways to move sailboats• Creativity Station-Create a sailboat• ABC-Copy words in sand
Morning Message:Airplanes and helicopters move people through the air.Unite: Invite children to sing "I Been Working on the Railroad"Demo: Teach the calming strategyConnect: Invite children to sing "Get Ready !"; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
Morning Message:Trains move cargo quickly along the track.Unite: Invite children to sing "Huge Machines"Demo: Teach the calming strategyConnect: Invite children to sing "Hello Friends "; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
Morning Message:Boats and ships move cargo quickly.Unite: Invite children to sing "Down by the Station"Demo: Teach the calming strategyConnect: Invite children to sing "Friendship Chant"; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
LESSON COMPONENTS
Literacy (Oral Language, Phonics, Handwriting, Read Aloud)
• Develop vocabulary• Distinguish between and read road signs
Centers• Writer's Corner-Make a stop sign• Creativity Station- Color a picture city traffic• ABC Center-Make rubbings of license plates
.
Greeting Circle
Morning Message:Cars and buses transport us on roads.Unite: Invite children to sing "The Wheels on the Bus"Demo: Teach the thumb tracking calming strategyConnect: Invite children to sing "Good Morning !"; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
aerodynamic, airplane, bicycle, boats, cargo, Ferris wheel, freight, helicopter, horse, merry-go-round, object graph, people (real) graph, picture graph, roller coaster, ships, train, transportation, yacht
Day 1 Day 2 Day 3
• Develop background information about merry-go-rounds• Consider whether a round trip represents travel
Centers• Writer's Corner-Dictate story about carousel• Creativity Station-Color favorite carnival ride• Language and Literacy-Retell a story with props
Day 5
• Introduce concept of aerodynamics• Discuss and contrast flying vehicles
Centers• Fine Motor Center-Fold paper airplanes• Science Center-Cut and fold paper helicopters• Writer's Corner-Write in clouds (shaving cream)
• Discuss trains and the noises they make
Centers• ABC-Complete missing letter patterns with magnetic letters• Creativity Station-Paste paper shapes to construct a train• Library and Listening-Listen to a story
Morning Message:Everyone enjoys a carnival ride.Unite: Invite children to sing "Traveling is a Dream"Demo: Teach the calming strategyConnect: Invite children to sing "Sing Along with Me!"; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
Day 4
LESSON COMPONENTS
Day 1 Day 2 Day 3 Day 5Day 4
• Invite children to set up a carnival. Have a ball-tossing game, a go fishing game, and a duck draw. Suggest that children think of ways to make a pretend roller coaster (hold on to one another’s waist and twist and turn around the playground) and carousel (walk in a circle, dipping up and down).
Closing Circle• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Invite children to play Red Light, Green Light • Luz roja, luz verde (p. 204).
• Have children lie on their backs and watch for airplanes in the sky. Invite children to fly their paper airplanes.
• Invite children to connect tricycles to form a train or provide boxes (large enough to hold a child) for children to build a train.
• Use a parachute to demonstrate the resistance created by air. Lift the parachute up high and allow it to drift down. If it is a windy day, position the chute so that it is pushed by the air.
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
Outdoor Learning
Math and Science
• Compare tire tracks using positional words
Centers• Sensory Table-Compare play dough block impressions• Creativity Station-Make tracks with paint and toy cars
Centers• Math-Sort attribute buttons using Venn diagram• Science-Sort photo of moving things
Centers• Math-Practice using Venn diagram• Construction-Build train tracks
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
Centers• Science-Sort vehicles
Centers• Creativity Station-Replace photos with drawings• Science-Discover best tools for rowing
Weekly Learning Centers
• Gross Motor Area-Children use their bodies to make the letters in car, taxi, and bus• Pretend and Learn-Provide car games for the children to explore.• Construction-Build a town with roads and traffic signs.
• Gross Motor Area-Challenge a group of children to create a wave.• Pretend and Learn-Provide a large box to use as a pretend boat.• Construction-Create an ocean using blue fabric or paper.
• Gross Motor Area-Make a masking tape circle on the floor. Invite children to walk the tape, dipping like carousel horses.• Pretend and Learn-Provide a cardboard horse cutout and supplies to decorate a carousel horse.• Construction-Provide plastic horses and pizza trays as platforms for carousel horses.
Handwriting Without Tears
Review with Wood Pieces & Slate M N W
X Wood Pieces & Slate TGPK pg. 105
X Crayon Stroke GSS pg. 69
Y Wood Pieces & Slate TGPK pg. 106
Y Crayon Stroke GSS pg. 70
• Gross Motor Area-Cover a box with a white or brown towel to create a mountain.• Pretend and Learn-Explore balance using a scale.• Construction-Build an airport complete with towers and a runway.
• Gross Motor Area-Use masking tape to create a winding train track on the floor.• Pretend and Learn-Set up a bed and sitting area to represent the caboose of the train.• Construction-Make a train whistle with a paper towel tube.
LESSON COMPONENTS
Day 1 Day 2 Day 3 Day 5Day 4
• Demonstrates empathy and caring for others• Shows understanding by following two-step oral directions, and usually follows three-step directions• Combines onset and rime to form familiar one-syllable words without pictorial support• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Asks and answers appropriate questions about the book• Uses a wide variety of words to label and describe people, places, things, and actions• Uses category labels to understand how words and objects relate to each other• Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different• Counts up to ten items, and demonstrates that the last count indicates how many items were counted• Identifies equal and unequal sets• Collects data and organizes it in a graphic representation• Describes, observes, and investigates properties and characteristics of common objects• Investigates and describes position and motion of objects• Uses simple measuring devices to learn about
objects
• Begins to understand difference and connection between feelings and behaviors• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Demonstrates empathy and caring for others• Retells or reenacts a story after it is read aloud• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Demonstrates receptive vocabulary (three to four thousand words)• Uses sentences with more than one phrase• Initiates problem-solving strategies and seeks adult help when necessary• Engages in voting as a method for group decision making• Demonstrates awareness of one-to-one relationships• Identifies equal and unequal sets• Collects data and organizes it in a graphic representation• Shows increasing control of tasks that require eye-hand coordination• Shows understanding by following two-step oral directions, and ususally follows three-step directions• Uses art as a form of creative self-expression and representation
Learning Goals
• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Shows competence in initiating social interactions• Combines onset and rime to form familiar one-syllable words without pictorial support• Asks and answers appropriate questions about the book• Uses category labels to understand how words and objects relate to each other• Produces a word that rhymes with a given word• Practices good habits of personal safety• Demonstrates use of location words• Identifies equal and unequal sets.• Collects data and organizes it in a graphic representation• Shows awareness of areas of competence and describes self positively in what he is able to do
• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Demonstrates empathy and caring for others• Combines onset and rime to form familiar one-syllable words without pictorial support• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Shows understanding by responding appropriately.• Demonstrates receptive vocabulary (three to four thousand words)• Combines sentences that give detail, stays on topic, and clearly communicates• Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different• Identifies equal and unequal sets.• Collects data and organizes it in a graphic representation• Child investigates and describes position and motion of objects.• Describes, observes, and investigates properties and characteristics of common objects•Demonstrates coordination and balance in isolation
• Is aware of own feelings most of the time• Participates in classroom music activities• Demonstrates empathy and caring for others• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting • Demonstrates an understanding that others have perspectives and feelings that are different from her own.• Shows understanding by following two-step oral directions, and usually follows three-step directions
• Provides appropriate information for various situations• Coordinates sequence of movements to perform tasks• Demonstrates awareness of one-to-one relationships• Identifies equal and unequal sets• Collects data and organizes it in a graphic representation• Uses art as a form of creative self-expression and representation
Date Class
Literacy Math Data Analysis
English Vocabulary
Vocabulary, Oral Language
CharacterEducation
Self-reliance, Auto confianza Technology
Letter Knowledge
English-E, e, J, j, O, o, Q, qSpanish-E, e, J, j, O, o, Q, q
Lesson Plans for Things That Move- TransportationMarch 5-9, 2018 G2
aerodynamicaerodinámica
Wonderful Word Words, Words, Words; Frog Street Math-Measure ItX.A.1. X.A.2. II.D.1. V.D.1.
Giants Made by People • Gigantes hechos por el hombre• Discuss carnival rides• Distinguish different power sources
“Monster Coaster” • “Monstruosa, la montaña rusa”• Introduce idea of a round-trip• Think about what it means to be self-reliant
“Reagan’s Journal • El diario de Reagan”• Discuss travel safety measures• Respond to questions in text
Gram Is Coming to My House • Abuelita se viene a mi casa• Identify four-wheeled vehicles in story• Connect story to experience
Once Upon a Time in Dragon Land • Había una vez en Dragolandia• Develop airplane background and vocabulary• Share experiences about flying
Gram Is Coming to My House • Abuelita se viene a mi casa• Compare airplane to helicopter• Compare illustrations to photographs
Gram Is Coming to My House • Abuelita se viene a mi casa• Introduce fact-based fiction• Compare photograph to illustrations
“Engine Ninety-Nine” • “Locomotora Noventa y Nueve” listening story• Recall story details• Participate in storytelling
“I Saw a Ship A-Sailing” • “Yo vi un barquito que navegaba” participation story• Develop vocabulary• Pantomime story
“Wynken, Blynken, and Nod” • “Sueño de un niño” (Nursery Rhyme • Cuentos infantiles flip chart)• Recognize imagery in poem• Think about how boat is powered
Centers• Sensory Table-Explore ways to move sailboats• Creativity Station-Create a sailboat• ABC-Copy words in sand
Morning Message:Airplanes and helicopters move people through the air.Unite: Invite children to sing "I Been Working on the Railroad"Demo: Teach the calming strategyConnect: Invite children to sing "Get Ready !"; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
Morning Message:Trains move cargo quickly along the track.Unite: Invite children to sing "Huge Machines"Demo: Teach the calming strategyConnect: Invite children to sing "Hello Friends "; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
Morning Message:Boats and ships move cargo quickly.Unite: Invite children to sing "Down by the Station"Demo: Teach the calming strategyConnect: Invite children to sing "Friendship Chant"; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
LESSON COMPONENTS
Literacy (Oral Language, Phonics, Handwriting, Read Aloud)
• Develop vocabulary• Distinguish between and read road signs
Centers• Writer's Corner-Make a stop sign• Creativity Station- Color a picture city traffic• ABC Center-Make rubbings of license plates
.
Greeting Circle
Morning Message:Cars and buses transport us on roads.Unite: Invite children to sing "The Wheels on the Bus"Demo: Teach the thumb tracking calming strategyConnect: Invite children to sing "Good Morning !"; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
aerodynamic, airplane, bicycle, boats, cargo, Ferris wheel, freight, helicopter, horse, merry-go-round, object graph, people (real) graph, picture graph, roller coaster, ships, train, transportation, yacht
Day 1 Day 2 Day 3
• Develop background information about merry-go-rounds• Consider whether a round trip represents travel
Centers• Writer's Corner-Dictate story about carousel• Creativity Station-Color favorite carnival ride• Language and Literacy-Retell a story with props
Day 5
• Introduce concept of aerodynamics• Discuss and contrast flying vehicles
Centers• Fine Motor Center-Fold paper airplanes• Science Center-Cut and fold paper helicopters• Writer's Corner-Write in clouds (shaving cream)
• Discuss trains and the noises they make
Centers• ABC-Complete missing letter patterns with magnetic letters• Creativity Station-Paste paper shapes to construct a train• Library and Listening-Listen to a story
Morning Message:Everyone enjoys a carnival ride.Unite: Invite children to sing "Traveling is a Dream"Demo: Teach the calming strategyConnect: Invite children to sing "Sing Along with Me!"; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
Day 4
LESSON COMPONENTS
Day 1 Day 2 Day 3 Day 5Day 4
• Invite children to set up a carnival. Have a ball-tossing game, a go fishing game, and a duck draw. Suggest that children think of ways to make a pretend roller coaster (hold on to one another’s waist and twist and turn around the playground) and carousel (walk in a circle, dipping up and down).
Closing Circle• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Invite children to play Red Light, Green Light • Luz roja, luz verde (p. 204).
• Have children lie on their backs and watch for airplanes in the sky. Invite children to fly their paper airplanes.
• Invite children to connect tricycles to form a train or provide boxes (large enough to hold a child) for children to build a train.
• Use a parachute to demonstrate the resistance created by air. Lift the parachute up high and allow it to drift down. If it is a windy day, position the chute so that it is pushed by the air.
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
Outdoor Learning
Math and Science
• Compare tire tracks using positional words
Centers• Sensory Table-Compare play dough block impressions• Creativity Station-Make tracks with paint and toy cars
Centers• Math-Sort attribute buttons using Venn diagram• Science-Sort photo of moving things
Centers• Math-Practice using Venn diagram• Construction-Build train tracks
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
Centers• Science-Sort vehicles
Centers• Creativity Station-Replace photos with drawings• Science-Discover best tools for rowing
Weekly Learning Centers
• Gross Motor Area-Children use their bodies to make the letters in car, taxi, and bus• Pretend and Learn-Provide car games for the children to explore.• Construction-Build a town with roads and traffic signs.
• Gross Motor Area-Challenge a group of children to create a wave.• Pretend and Learn-Provide a large box to use as a pretend boat.• Construction-Create an ocean using blue fabric or paper.
• Gross Motor Area-Make a masking tape circle on the floor. Invite children to walk the tape, dipping like carousel horses.• Pretend and Learn-Provide a cardboard horse cutout and supplies to decorate a carousel horse.• Construction-Provide plastic horses and pizza trays as platforms for carousel horses.
Handwriting Without Tears
Review with Wood Pieces & Slate M N W
X Wood Pieces & Slate TGPK pg. 105
X Crayon Stroke GSS pg. 69
Y Wood Pieces & Slate TGPK pg. 106
Y Crayon Stroke GSS pg. 70
• Gross Motor Area-Cover a box with a white or brown towel to create a mountain.• Pretend and Learn-Explore balance using a scale.• Construction-Build an airport complete with towers and a runway.
• Gross Motor Area-Use masking tape to create a winding train track on the floor.• Pretend and Learn-Set up a bed and sitting area to represent the caboose of the train.• Construction-Make a train whistle with a paper towel tube.
LESSON COMPONENTS
Day 1 Day 2 Day 3 Day 5Day 4
• Demonstrates empathy and caring for others• Shows understanding by following two-step oral directions, and usually follows three-step directions• Combines onset and rime to form familiar one-syllable words without pictorial support• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Asks and answers appropriate questions about the book• Uses a wide variety of words to label and describe people, places, things, and actions• Uses category labels to understand how words and objects relate to each other• Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different• Counts up to ten items, and demonstrates that the last count indicates how many items were counted• Identifies equal and unequal sets• Collects data and organizes it in a graphic representation• Describes, observes, and investigates properties and characteristics of common objects• Investigates and describes position and motion of objects• Uses simple measuring devices to learn about
objects
• Begins to understand difference and connection between feelings and behaviors• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Demonstrates empathy and caring for others• Retells or reenacts a story after it is read aloud• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Demonstrates receptive vocabulary (three to four thousand words)• Uses sentences with more than one phrase• Initiates problem-solving strategies and seeks adult help when necessary• Engages in voting as a method for group decision making• Demonstrates awareness of one-to-one relationships• Identifies equal and unequal sets• Collects data and organizes it in a graphic representation• Shows increasing control of tasks that require eye-hand coordination• Shows understanding by following two-step oral directions, and ususally follows three-step directions• Uses art as a form of creative self-expression and representation
Learning Goals
• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Shows competence in initiating social interactions• Combines onset and rime to form familiar one-syllable words without pictorial support• Asks and answers appropriate questions about the book• Uses category labels to understand how words and objects relate to each other• Produces a word that rhymes with a given word• Practices good habits of personal safety• Demonstrates use of location words• Identifies equal and unequal sets.• Collects data and organizes it in a graphic representation• Shows awareness of areas of competence and describes self positively in what he is able to do
• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Demonstrates empathy and caring for others• Combines onset and rime to form familiar one-syllable words without pictorial support• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Shows understanding by responding appropriately.• Demonstrates receptive vocabulary (three to four thousand words)• Combines sentences that give detail, stays on topic, and clearly communicates• Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different• Identifies equal and unequal sets.• Collects data and organizes it in a graphic representation• Child investigates and describes position and motion of objects.• Describes, observes, and investigates properties and characteristics of common objects•Demonstrates coordination and balance in isolation
• Is aware of own feelings most of the time• Participates in classroom music activities• Demonstrates empathy and caring for others• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting • Demonstrates an understanding that others have perspectives and feelings that are different from her own.• Shows understanding by following two-step oral directions, and usually follows three-step directions
• Provides appropriate information for various situations• Coordinates sequence of movements to perform tasks• Demonstrates awareness of one-to-one relationships• Identifies equal and unequal sets• Collects data and organizes it in a graphic representation• Uses art as a form of creative self-expression and representation
Date Class
Literacy Math Data Analysis
English Vocabulary
Vocabulary, Oral Language
CharacterEducation
Self-reliance, Auto confianza Technology
Letter Knowledge
English-E, e, J, j, O, o, Q, qSpanish-E, e, J, j, O, o, Q, q
Lesson Plans for Things That Move- TransportationMarch 5-9, 2018 G3
aerodynamicaerodinámica
Wonderful Word Words, Words, Words; Frog Street Math-Measure ItX.A.1. X.A.2. II.D.1. V.D.1.
Giants Made by People • Gigantes hechos por el hombre• Discuss carnival rides• Distinguish different power sources
“Monster Coaster” • “Monstruosa, la montaña rusa”• Introduce idea of a round-trip• Think about what it means to be self-reliant
“Reagan’s Journal • El diario de Reagan”• Discuss travel safety measures• Respond to questions in text
Gram Is Coming to My House • Abuelita se viene a mi casa• Identify four-wheeled vehicles in story• Connect story to experience
Once Upon a Time in Dragon Land • Había una vez en Dragolandia• Develop airplane background and vocabulary• Share experiences about flying
Gram Is Coming to My House • Abuelita se viene a mi casa• Compare airplane to helicopter• Compare illustrations to photographs
Gram Is Coming to My House • Abuelita se viene a mi casa• Introduce fact-based fiction• Compare photograph to illustrations
“Engine Ninety-Nine” • “Locomotora Noventa y Nueve” listening story• Recall story details• Participate in storytelling
“I Saw a Ship A-Sailing” • “Yo vi un barquito que navegaba” participation story• Develop vocabulary• Pantomime story
“Wynken, Blynken, and Nod” • “Sueño de un niño” (Nursery Rhyme • Cuentos infantiles flip chart)• Recognize imagery in poem• Think about how boat is powered
Centers• Sensory Table-Explore ways to move sailboats• Creativity Station-Create a sailboat• ABC-Copy words in sand
Morning Message:Airplanes and helicopters move people through the air.Unite: Invite children to sing "I Been Working on the Railroad"Demo: Teach the calming strategyConnect: Invite children to sing "Get Ready !"; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
Morning Message:Trains move cargo quickly along the track.Unite: Invite children to sing "Huge Machines"Demo: Teach the calming strategyConnect: Invite children to sing "Hello Friends "; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
Morning Message:Boats and ships move cargo quickly.Unite: Invite children to sing "Down by the Station"Demo: Teach the calming strategyConnect: Invite children to sing "Friendship Chant"; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
LESSON COMPONENTS
Literacy (Oral Language, Phonics, Handwriting, Read Aloud)
• Develop vocabulary• Distinguish between and read road signs
Centers• Writer's Corner-Make a stop sign• Creativity Station- Color a picture city traffic• ABC Center-Make rubbings of license plates
.
Greeting Circle
Morning Message:Cars and buses transport us on roads.Unite: Invite children to sing "The Wheels on the Bus"Demo: Teach the thumb tracking calming strategyConnect: Invite children to sing "Good Morning !"; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
aerodynamic, airplane, bicycle, boats, cargo, Ferris wheel, freight, helicopter, horse, merry-go-round, object graph, people (real) graph, picture graph, roller coaster, ships, train, transportation, yacht
Day 1 Day 2 Day 3
• Develop background information about merry-go-rounds• Consider whether a round trip represents travel
Centers• Writer's Corner-Dictate story about carousel• Creativity Station-Color favorite carnival ride• Language and Literacy-Retell a story with props
Day 5
• Introduce concept of aerodynamics• Discuss and contrast flying vehicles
Centers• Fine Motor Center-Fold paper airplanes• Science Center-Cut and fold paper helicopters• Writer's Corner-Write in clouds (shaving cream)
• Discuss trains and the noises they make
Centers• ABC-Complete missing letter patterns with magnetic letters• Creativity Station-Paste paper shapes to construct a train• Library and Listening-Listen to a story
Morning Message:Everyone enjoys a carnival ride.Unite: Invite children to sing "Traveling is a Dream"Demo: Teach the calming strategyConnect: Invite children to sing "Sing Along with Me!"; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
Day 4
LESSON COMPONENTS
Day 1 Day 2 Day 3 Day 5Day 4
• Invite children to set up a carnival. Have a ball-tossing game, a go fishing game, and a duck draw. Suggest that children think of ways to make a pretend roller coaster (hold on to one another’s waist and twist and turn around the playground) and carousel (walk in a circle, dipping up and down).
Closing Circle• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Invite children to play Red Light, Green Light • Luz roja, luz verde (p. 204).
• Have children lie on their backs and watch for airplanes in the sky. Invite children to fly their paper airplanes.
• Invite children to connect tricycles to form a train or provide boxes (large enough to hold a child) for children to build a train.
• Use a parachute to demonstrate the resistance created by air. Lift the parachute up high and allow it to drift down. If it is a windy day, position the chute so that it is pushed by the air.
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
Outdoor Learning
Math and Science
• Compare tire tracks using positional words
Centers• Sensory Table-Compare play dough block impressions• Creativity Station-Make tracks with paint and toy cars
Centers• Math-Sort attribute buttons using Venn diagram• Science-Sort photo of moving things
Centers• Math-Practice using Venn diagram• Construction-Build train tracks
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
Centers• Science-Sort vehicles
Centers• Creativity Station-Replace photos with drawings• Science-Discover best tools for rowing
Weekly Learning Centers
• Gross Motor Area-Children use their bodies to make the letters in car, taxi, and bus• Pretend and Learn-Provide car games for the children to explore.• Construction-Build a town with roads and traffic signs.
• Gross Motor Area-Challenge a group of children to create a wave.• Pretend and Learn-Provide a large box to use as a pretend boat.• Construction-Create an ocean using blue fabric or paper.
• Gross Motor Area-Make a masking tape circle on the floor. Invite children to walk the tape, dipping like carousel horses.• Pretend and Learn-Provide a cardboard horse cutout and supplies to decorate a carousel horse.• Construction-Provide plastic horses and pizza trays as platforms for carousel horses.
Handwriting Without Tears
Review with Wood Pieces & Slate M N W
X Wood Pieces & Slate TGPK pg. 105
X Crayon Stroke GSS pg. 69
Y Wood Pieces & Slate TGPK pg. 106
Y Crayon Stroke GSS pg. 70
• Gross Motor Area-Cover a box with a white or brown towel to create a mountain.• Pretend and Learn-Explore balance using a scale.• Construction-Build an airport complete with towers and a runway.
• Gross Motor Area-Use masking tape to create a winding train track on the floor.• Pretend and Learn-Set up a bed and sitting area to represent the caboose of the train.• Construction-Make a train whistle with a paper towel tube.
LESSON COMPONENTS
Day 1 Day 2 Day 3 Day 5Day 4
• Demonstrates empathy and caring for others• Shows understanding by following two-step oral directions, and usually follows three-step directions• Combines onset and rime to form familiar one-syllable words without pictorial support• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Asks and answers appropriate questions about the book• Uses a wide variety of words to label and describe people, places, things, and actions• Uses category labels to understand how words and objects relate to each other• Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different• Counts up to ten items, and demonstrates that the last count indicates how many items were counted• Identifies equal and unequal sets• Collects data and organizes it in a graphic representation• Describes, observes, and investigates properties and characteristics of common objects• Investigates and describes position and motion of objects• Uses simple measuring devices to learn about
objects
• Begins to understand difference and connection between feelings and behaviors• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Demonstrates empathy and caring for others• Retells or reenacts a story after it is read aloud• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Demonstrates receptive vocabulary (three to four thousand words)• Uses sentences with more than one phrase• Initiates problem-solving strategies and seeks adult help when necessary• Engages in voting as a method for group decision making• Demonstrates awareness of one-to-one relationships• Identifies equal and unequal sets• Collects data and organizes it in a graphic representation• Shows increasing control of tasks that require eye-hand coordination• Shows understanding by following two-step oral directions, and ususally follows three-step directions• Uses art as a form of creative self-expression and representation
Learning Goals
• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Shows competence in initiating social interactions• Combines onset and rime to form familiar one-syllable words without pictorial support• Asks and answers appropriate questions about the book• Uses category labels to understand how words and objects relate to each other• Produces a word that rhymes with a given word• Practices good habits of personal safety• Demonstrates use of location words• Identifies equal and unequal sets.• Collects data and organizes it in a graphic representation• Shows awareness of areas of competence and describes self positively in what he is able to do
• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Demonstrates empathy and caring for others• Combines onset and rime to form familiar one-syllable words without pictorial support• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Shows understanding by responding appropriately.• Demonstrates receptive vocabulary (three to four thousand words)• Combines sentences that give detail, stays on topic, and clearly communicates• Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different• Identifies equal and unequal sets.• Collects data and organizes it in a graphic representation• Child investigates and describes position and motion of objects.• Describes, observes, and investigates properties and characteristics of common objects•Demonstrates coordination and balance in isolation
• Is aware of own feelings most of the time• Participates in classroom music activities• Demonstrates empathy and caring for others• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting • Demonstrates an understanding that others have perspectives and feelings that are different from her own.• Shows understanding by following two-step oral directions, and usually follows three-step directions
• Provides appropriate information for various situations• Coordinates sequence of movements to perform tasks• Demonstrates awareness of one-to-one relationships• Identifies equal and unequal sets• Collects data and organizes it in a graphic representation• Uses art as a form of creative self-expression and representation
Date Teacher
Literacy Math
adventure, airport, bus, car, diagonal, distance, horizontal, imagination, intersection, persistent, quadrant, self-reliant, subway station, suitcase, train station, transportation, travel, vertical
Greeting Circle• Building Community: "My Bonnie Lies over the Ocean"• Morning Message: We can travel to many locations.
• Act out and guess animal movements• Combine onset and rime to form movement words
Centers• Gross Motor Area-Travel path as different animals• Library and Listening-Listen to a story• ABC-Copy letters in movement words
HWT: Name Practice and Letter Z Roll-a- Dough
Gram Is Coming to My House • Abuelita se viene a mi casa• Describe grandparent’s travel• Recall story details
Giants Made by People • Gigantes hechos por el hombre• Identify vehicles used for travel• Discuss future travel
“Itsy Bitsy Spider” • “La araña chiquitita”story folder• Discuss real spiders• Develop concept of persistence and self-reliance
Can You Move With Me? • ¡Ven y muévete así!• Discuss ways that animals move• Record animal movements on T-chart
Position Words, Spatial Sense, Patterns
• Building Community: "Three White Mice"• Morning Message: Animals travel in all kinds of ways.
Vocabulary, Oral Language, ComprehensionLetter Knowledge: HWT: Z
English-K, k, W, w, A, aSpanish-K, k, W, w, A, a
Day 5LESSON COMPONENTS
Reading Buddy, Sounds and Rhymes, Tux Paint
Day 4
Self-reliance, Auto confianza
Day 2
aventura, aeropuerto, autobús, carro, diagonal, distancia, horizontal, imaginación, intersección, persistente, cuadrante, independiente, estación del tren subterráneo, maleta, estación del tren, transporte, viajar, vertical
English Vocabulary
adventure, aventuraWonderful Word
March 5-9 2018
CharacterEducation
Can You Move with Me? • ¡Ven y muévete así!• Move like different animals• Develop vocabulary describing animal movement
“Monster Coaster” • “Monstruosa, la montaña rusa” story folder Analyze character’s curiosity Introduce the concept of a cycle
Moving and Learning
“The Cool Bear Hunt” participation story
“Itsy Bitsy Spider” dance
• Building Community: "She'll Be Coming Round the Mountain"• Morning Message: We can pack a suitcase.
• Building Community: "Walk, Walk, Walk, Your Feet"• Morning Message: We can travel from here to there. .
Lesson Plans for Things That Move • Cosas que se mu even - Travel (Week 2) Garderie 4
Technology
Day 3
“The Three Little Pigs” • “Los tres cerditos” (Developmental Storybook )• Compare Gram’s suitcase to pigs’ backpacks• Think about source of pigs’ furniture
Gram is Coming to My House • Abuelita se viene a mi casa Compare vehicles used for travel Infer what character would pack
“The Ants Go Marching” • “Las hormigas marchan” (Nursery Rhyme • Cuentos infantiles flip chart)• Learn about ants’ navigation• Recognize rhyming words
“Wynken, Blynken, and Nod” • “Sueño de niño” (Nursery Rhyme • Cuentos infantiles flip chart)• Introduce the idea of metaphor• Recognize role of imagination
Spanish Vocabulary
Day 1
“Can You Move With Me?” • “¡Ven y muévete así!” action song
Literacy (Oral Language, Phonics, Handwriting, Read Aloud)
“Hands and Fingers” • “Manos y dedos” action song
• Building Community: "If I Had the Wings"• Morning Message: My imagination takes me to many places.
Bubble dance
• Define here , there , and in between• Note difference in travel and transportation
Centers• ABC-Circle Tt in newspaper ads• Library and Listening-Dance to song• Gross Motor Area-Walk different lines
HWT: Introduce the letter Z Self Portrait
• Introduce maps and globe• Draw a simple map to playground
Centers• Language and Literacy-Explore maps, atlas, and globe• Creativity Station-Decorate map to playground• Library and Listening-Listen to story
HWT: Letter Z Stamp and See
• Discuss the importance of planning• Read rebus poster to pack
Centers• Pretend and Learn-Pack a suitcase• Library and Listening-Predict character’s needs• Writer's Corner-Make a list for packing
HWT: Letter Z Green Workbook
• Use imagination to transform familiar objects• Visualize story events and details
Centers• Language and Literacy-Tell adventure stories• Creativity Station-Use imagination to create something• Writer's Corner-Create travel posterHWT: Letter Z Worksheet
1
• Challenge children to use their imagination to create a new parachute and move it across the playground or high in the air.
• Compare hotel to three-by-three grid• Place suitcases on grid
Centers• Pretend and Learn-Use location words while packing• Writer's Corner-Play tic-tac-toe
• Reflecting on the day• Check on CommitmentsWhat is a quadrant?
• Encourage children to draw their own hopscotch grids. Point out that a hopscotch grid is like a map. It tells you the direction of travel.
• Reflecting on the day• Check on CommitmentsWhat do you need to think about when packing for a trip.
• Invite children to play Pack-to-Travel Hopscotch • La rayuela de la maleta (p. 202).
• Encourage children to play One Elephant • Un elefante (p. 203).
PATHS- Lesson 24 feelings review Discuss behavior that is acceptable when visitors come to our house.
Review appropriate table manners.
Outdoor Learning
• Reflecting on the day• Check on CommitmentsShow me what we mean when we say two lines intersect.
• Play hopscotch. Have children navigate the grid, hopping from one to ten, and then turn around and travel backwards. Encourage children to describe their movements.
• Reflecting on the day• Check on CommitmentsWhat do we mean when we say we can travel anywhere when we use our imagination?
• Introduce term intersection• Move notes on grid as directed
Centers• Math-Move frog counters on giant grid• Creativity Station-Make string and paint collage
Character Education
• Orient pointer in various directions• Copy moves on a grid
Centers• Math-Move frog counters on grid• Sensory Table-Make model city in sand
PATHS- Turtle Technique
• Introduce vertical number line• Move frog counters on number line
Centers• Science-Wash frog down a slope• Math-Practice moving in a grid
• Reflecting on the day• Check on CommitmentsWhat can we learn from maps?
Role play sharing situations.
• Gross Motor Area-Construct an obstacle course for hopping, jumping, taking baby steps, and crawling.• Creativity Station-Invite children to draw a picture of children moving (walking, riding, hopping).• Writer's Corner-Children explore writing their name vertically and diagonally.
• Gross Motor Area-Draw a map of the obstacle course, showing how to navigate it.• Creativity Station-Draw a simple map.• Writer's Corner-Explore printed mazes.
• Gross Motor Area-Navigate the course while holding a small suitcase or bag.• Creativity Station-Invite children to pack a basket of art supplies they will use for outdoor painting. Help them prepare a list of the materials.• Writer's Corner-Make a pretend list of clothes to pack for a sleepover.
Closing Circle
Math and Science
• Gross Motor Area-Children pretend they are animals navigating the course.• Creativity Station-Make animal tracks in slabs of play dough.• Writer's Corner-Shape play dough snakes into letters.
• Follow directions• Place blocks on four-quadrant grid
Centers• Gross Motor Area-Hop in a four-quadrant frame• Creativity Station-Draw a bike
• Gross Motor Area-Use imagination to create a new course or to navigate the current course backwards.• Creativity Station-Draw a picture of Aryana the way children see her in their imagination.• Writer's Corner-Think of ways to draw if they could not use their hands.
Weekly Learning Centers
2
Learning Goals
• Demonstrates empathy and caring for others• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Combines onset and rime to form familiar one-syllable words without pictorial support• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Participates in activities to help them become aware of what it means to be a consumer• Initiates problem-solving strategies and seeks adult help when necessary• Uses category labels to understand how words and objects relate to each other• Seeks to understand print• Recognizes that information is accessible through the use of technology• Uses the verbal ordinal terms• Recognizes one-digit numerals 0 through 9• Demonstrates use of location words• Shows awareness of areas of competence and describes self positively in what he is able to do• Uses a large speaking vocabulary, adding several new words daily
• Assumes various roles and responsibilities as part of a classroom community• Is aware of where own body is in space; respects personal boundaries• Combines onset and rime to form familiar one-syllable words without pictorial support• Asks and answers appropriate questions about the book• Uses category labels to understand how words and objects relate to each other• Provides appropriate information for various situations• Uses a wide variety of words to label and describe people, places, things, and actions• Shows understanding by following two-step oral directions, and usually follows three-step directions• Is able to use language for different purposes• Recognizes one-digit numerals 0 through 9• Demonstrates use of location words• Investigates and describes position and motion of objects• Coordinates sequence of movements to perform tasks
• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Assumes various roles and responsibilities as part of a classroom community• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Asks and answers appropriate questions about the book • Produces a word that rhymes with a given word• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Initiates problem-solving strategies and seeks adult help when necessary• Combines sentences that give detail, stays on topic, and clearly communicates• Demonstrates use of location words•Slides, flips, and turns shapes to demonstrate that the shapesremain the same• Investigates and describes position and motion of objects• Creates or re-creates stories,moods, or experiences through dramatic representations
• Demonstrates empathy and caring for others• Coordinates sequence of movements to perform tasks• Combines onset and rime to form familiar one-syllable words without pictorial support• Uses a wide variety of words to label and describe people, places, things, and actions• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Identifies and describes the characteristics of organisms• Verbally identifies, without counting, the number of objects from 1 to 5• Recognizes one-digit numerals 0 through 9• Demonstrates use of location words• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal
• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Asks and answers appropriate questions about the book• Uses a wide variety of words to label and describe people, places, things, and actions• Uses sentences with more than one phrase• Demonstrates receptive vocabulary (three to four thousand words)• Identifies and creates common features in her immediate environment• Remains focused on engaging group activities for age appropriate range of time• Recognizes one-digit numerals 0 through 9• Demonstrates use of location words• Investigates and describes position and motion of objects• Recognizes that information is accessible through the use of technology• Coordinates sequence of movements to perform tasks
3
LESSON COMPONENTS
Language Development
Brain Start Way to Start the Day
Social Emotional Development
Eyes, Ears, Nose, and Mouth (SE36)Very slowly sing "Eyes, ears, nose, and mouth" to the tune of "Head, Shoulders, Knees, and Toes" (Frog Street Baby Songs CD) while pointing to each feature. Encourage the little ones to copy your movements. It is fine if they lag a bit behind your actions or just sit and watch. They will enjoy the fun interaction and benefit from the vocabulary exposure.
Unite: "Morning Greeting"Calm: BreathingConnect: Rock each baby in your arms.Book: Jack and JillPhoto Activity Card: #3 Face
Floor Covers (L36)Change a baby's environment by placing her on a color beach towel or blanket during floor time. Place a photo Activity Card on the towel or blanket. Sit with baby and talk with her about the image on the card. Ask her to point to the image on the card.
ThursdayUnite: "Row, Row, Row, Your Boat"Calm: Greet each baby with LilyConnect: Read a book to baby.Book: Little Boy BluePhoto Activity Card: #15 Bird
Tuesday Wednesday
Your Hands, My Hands (SE38)Compare your hands to a baby's hands. Talk about the things you do with your hands. On another day, compare your baby's feet.
Name that Emotion (SE37)Talk with little ones during the day about their emotions to help them identify if they are feeling sad, excited, angry, or happy.
My Family (SE39)Ask family members to provide some family photos. Place photos in the Frog Street Easel. Ask babies to point to a specific family member by saying, "Where is Mommy? Where is brother?" Ask infants 12 months and older to name family members.
Book Etiquette (L40)Sit with a little one in your lap and a book in your hand. Discuss holding the book in the correct position. Demonstrate how to turn the pages of the book. Point out that we must treat books gently. When you are finished, take the baby with you to the place where the books are stored and demonstrate putting the book where it belongs. repeat the rules often so that little ones can begin to internalize them.
Yes and No (SE40)Sing a song about yes and no. Use the appropriate head movements. Sing the song slowly so little ones can recognize the movements. Younger children may not be able to follow your lead or they may use the gestures without meaning. You will know when children understand what "no" means when they use it appropriately or when they stop what they are doing when they hear the word "no."
Feet (L38) Use an enthusiastic voice to read the Feet board book to children. Ask little ones to point to specific photos. Reread the book often. Observe children who begin to recognize the book by its cover. Follow up by playing "Walking My Baby Back Home" (Frog Street Baby Games CD).
Sensory Glove (L39)Place a sensory glove on your hand. Encourage little ones to feel each finger of the glove. Talk about the fell of each finger on the glove. At another time, wear the glove while you demonstrate hand actions such as waving, patting, squeezing, opening, and closing.
Unite: "Thank You" Calm: Count fingers and toesConnect: Roll a ball on the floor with baby.Book: FeetPhoto Activity Card: #21 Shoes
Take a Close Look (C40)Show a baby how to use a magnifying glass to get a closer look at interesting objects (leaf, rock, shell, pinecone, orange peel). Encourage him to tur the items to view different parts.
Eye on the Ball (C37)Have two children sit facing each other with their feet touching. Give them a ball to roll back and forth. Encourage them to say, "one, two, three," before releasing the ball. Ask them to watch the ball as it rolls. Observe their ability to follow the ball with their eye. Play the game with balls of different sizes and ask children to identify the bigger and smaller balls. Invite little ones to help you arrange the balls in order of size.
Ball Track Design (C38)Place a sheet of drawing paper inside a two inch deep box or cake pan. Dip a golf ball in paint and then place it in the box or pan. Show a baby how to move the box to roll the ball around. She will be thrilled to see the design emerging.
Much to Say (L37)Select an interesting toy from the toy box. Sit with baby on your lap and discuss the toy in detail. Point out how it is used, its color, its shape, and its texture. If the toy makes a noise discuss the sound. If the baby shows interest, do the activity again with another toy.
Cognitive Development
Peek-a-Boo Plate (C36)Draw eyes, a nose, and a smile on an 8" paper plate and attach it to a tongue depressor. Hold the plate in front of your face as you play Peek-a-Boo. Invite a little one to touch the face. Ask him to find the eyes, nose, and mouth. Hold the platy in front of a baby's face and play the game again.
Textured Finger Paint (C39)Place textured finger paint on the tabletop. Invite little ones to paint on the table. Talk about the paint as they work. Call attention to how different designs change as they move their hands in different ways.
Unite: "You Are My Sunshine"Calm: LaughingConnect: Play pat-a-cakeBook: Merry -Go-RoundPhoto Activity Card: #6 Blocks
Unite: "Good Morning to You"Calm: Shake a rattleConnect: "Open Shut Them"Book: Dora's DucksPhoto Activity Card: #4 Body
American Sign Language (ASL): Help
Monday
Date: March 5-9, 2018
Approach Towards Learning: Communication, Curiosity, Attention, Persistence
Spanish Vocabulary: cara, bloques, cuerpo, pajaro, zapatosEnglish Vocabulary: Face, Blocks, Body, Bird, Shoe
Parents as Partners: Letter 8
Infant Class: Infant A-2 & Infant B (6-12 Months)
Friday
Infant Program
LESSON COMPONENTS
Unite: "Morning Greeting"
ThursdayUnite: "Row, Row, Row, Your Boat"
Tuesday WednesdayUnite: "Thank You" Unite: "You Are My Sunshine" Unite: "Good Morning to You"
Monday Friday
PhysicalDevelopment
My Hands (P36)Read Hands. As you read, pause and invite a baby to do the same actions with her hands (clap, touch, pet, squeeze, explore, hug). Point out how we use our hands to help us do important things, such as eat and communicate. During lunch time and hand-washing time, point out how children use their hands for self-help.
Up and Down (P38)Play "The Grand Old Duke of York" (Frog Street Baby Games CD). Encourage walkers to walk to the first verse and to stand in one place and move up and down on the second verse. Assist non-walkers with movements as they hold onto your hands. Don't be surprised if children simply bend their knees and move up and down the entire song. Reinforce the concept of up and down. On another day read Merry-Go-Round. Invite the children to move up and down like the merry-go-round ponies.
Swinging (P37)Place a baby in a swing outdoors. Recite the rhyme while you begin to gently swing him. If indoor swings are available, place a baby in the swing and recite the rhyme. If swings are not available, rock a baby and sing "Rock-a-Bye Baby" (Frog Street Baby Songs CD).
Bubble Stomp (P40) Lay bubble wrap on the floor and tape it securely in place. Show little ones how to stomp on it with their feet to pop the bubbles. Show non-walkers how topo the bubbles with their fingers. Chant as children pop bubbles and remind them to stop popping when the chant directs them on the last line.
Twinkle Fingers (P39)Show children how to open an d close their hands to represent twinkling stars. Encourage them to make twinkling-star hand movements as you sing "Twinkle, Twinkle Little Star" (Frog Street Baby Songs CD). On another day, sing "Open, Shut Them" to practice hand movements.
C.3.d. Turns pages of a book.C.3.d. Makes sounds when looking at pictures in a book.D.1.b. Looks closely at small objects.D.2.b. Turns objects over to look at and handle from different positions.B.2.c. Makes choices by shaking head "no" or nodding "yes."B.3.c. Understands what "no" means.A.2.b. Moves body to achieve a goal.C.1.b. Follows simple request.Objectives
C.3.a. Points to pictures when named by an adult.D.3.b. Enjoys playing peek-a-booD.4.a. Coos, giggles, laughs when caregiver plays with themB.1.c. Engages in positive relationships and interactions with adults.B.4.a. Watches others and tracks their behaviorA.1.c. Begins to develop self-care skillsa.3.a. Develops control of small muscles for manipulations and exploration
C.1.c. Watches when others speak and then makes sounds themselves.C.2.a. Responds to caregiver's talk by babbling.D.1.b. Organizes three objects from small to large with help.D.2.d. Uses words such as big, little, more, and one, two, three.B.2.a. Expresses a variety of emotions.B.3.a. Show ability to cope with stress.A.2.a.Devlops control of large muscles for movement, navigation, and balance.B.1.c. Engages in positive relationships with adults.
C.3.a. Enjoys being read to and exploring books.C.3.a. Recognizes a favorite book by its cover.D.1.c. Shows interest in colors, shapes, patterns, and pictures.B.1.c. Engages in positive relationships and interactions with adults. B.2.b. Explores own hands and feet.A.2.a. Develops control of large muscles for movement, navigation, and exploration.A.2.b. Moves from one position to another while coordinating body movements.
C.1.a. Listens with interest to the language of others.D.1.b. Uses senses to investigate environment to discover what objects and people do, how things work, and how they can make things happen.B.1.a. Differentiates between familiar and unfamiliar adults.B.2.d. Enjoys pointing to or naming pictures of family members.A.3.a. Sits and uses hands.D.4.a. Imitates adult actions.
American Sign Language (ASL): Please, Thank you, eyes, more
Monday
�����������������������Infant ProgramDate: March 5-9, 2018
Approach Towards Learning: Attention , curiosity, Communication
Spanish Vocabulary: Seis, siete, ochoEnglish Vocabulary: Eyes, more, please, thank you
Parents as Partners: Giving your baby a smart start
Infant Class: Infants B (6-12 mo)
FridayUnite: This is the way Calm: Hands up Connect: Thank you!
C 24 Mimicking Games Obj: D4.a Coos, giggles, laughs when care giver plays games with them.
C 29 beep, ring, blink Obj: D.1.b Plays with objects that makes sounds.
C 24 Mimicking Games Obj: D4.a Coos, giggles, laughs when care giver plays games with them.
L 22 Copy Me Obj: C.1.b. Uses hands motions body movements in response to familiar word and phrases.
Cognitive Development
C 24 Mimicking Games Obj: D4.a Coos, giggles, laughs when care giver plays games with them.
C 29 beep, ring, blink Obj: D.1.b Plays with objects that makes sounds.
Unite: This is the way Calm: Hands up Connect: Thank you!
Unite: This is the way Calm: Hands up Connect: Thank you!
P 31 Shake, Shake, Shake Obj: A.3.a Shakes objects.
L 23 Alternative names Obj: C.3.c Playing with language like sounds.
P25 Tunnels Obj: A.2.b Crawls on hands and knees.
SE 40 Yes and No Obj: B2.c makes choices by shaking their heads no or nodding yes.
L 23 Alternative names Obj: C.3.c Playing with language like sounds.
L 22 Copy Me Obj: C.1.b. Uses hands motions body movements in response to familiar word and phrases.
ThursdayUnite: This is the way Calm: Hands up Connect: Thank you!
P 31 Shake, Shake, Shake Obj: A.3.a Shakes objects.
Tuesday Wednesday
SE 40 Yes and No Obj: B2.c makes choices by shaking their heads no or nodding yes.
P25 Tunnels Obj: A.2.b Crawls on hands and knees.
SE 37 Name that emotion Obj: B.2.a expresses a variety of emotion.
SE 37 Name that emotion Obj: B.2.a expresses a variety of emotion.
LESSON COMPONENTS
Language Development
Brain Start Way to Start the Day
Social Emotional Development
SE 40 Yes and No Obj: B2.c makes choices by shaking their heads no or nodding yes.
PhysicalDevelopment
P 31 Shake, Shake, Shake Obj: A.3.a Shakes objects.
Unite: This is the way Calm: Hands up Connect: Thank you!
L 23 Alternative names Obj: C.3.c Playing with language like sounds.
Unite: This is the way Calm: Hands up
C 24 Mimicking Games Obj: D4.a Coos, giggles, laughs when care giver plays games with them.
P 31 Shake, Shake, Shake Obj: A.3.a Shakes objects.
L 23 Alternative names Obj: C.3.c Playing with language like
SE 40 Yes and No Obj: B2.c makes choices by shaking their heads no or nodding yes.
American Sign Language (ASL): Please, Thank You, More
Monday
�����������������������Infant ProgramMarch 5-9 2018
Approach Towards Learning: Communication, Attention, Curiosity
Spanish Vocabulary: Pelo, Bloques, RojoEnglish Vocabulary: Hair, Blocks, Red
Parents as Partners: Helping Your Babies make Transitions
Infant C (12-18 months)
FridayUnite: "Rolling Numbers" Calm: Stretching Connect: Hug each baby .
C43 Color Day Obj: Shows interest in solor shapes and pictures.
C 60 Writing Tools Obj: Coordinate hand and body movements.
C 58 More or Less? Obj: Use words such as big, little, and more.
L 59 Please and Thank You Obj: Begin to understand rules.
Cognitive Development
C 58 More or Less? Obj: Use words such as big, little, and more.
C 60 Writing Tools Obj: Coordinate hand and body movements.
Unite: Good Morning to You Calm: Story time Connect: Greet each baby by name.
Unite: Who came to school Calm: Stretching Connect: Hug each baby .
L63 Three Little Pigs Obj: Engage with stories and books
SE 49 Hide-and- Seek Obj: Play side by side with others
L50 Ring around the Rosie Obj: Follow simple request
L 59 Please and Thank You Obj: Begin to understand rules.
ThursdayUnite: Good Morning to You Calm: Story time Connect: Greet each baby by name.
Tuesday Wednesday
SE 56 Peek- a- Boo Surprise Obj: Engage in positive relationships.
SE 57 Feeling Blocks Obj: Recognize and respond to the feelings of others.
SE 57 Feeling Blocks Obj: Recognize and respond to the feelings of others.
LESSON COMPONENTS
Language Development
Brain Start Way to Start the Day
Social Emotional Development
SE 56 Peek- a- Boo Surprise Obj: Engage in positive relationships.
Unite: Who came to school Calm: Stretching Connect: Hug each baby .
L50 Ring around the Rosie Obj: Follow simple request.
Monday FridayUnite: "Rolling Numbers" Unite: Good Morning to You Unite: Who came to school
ThursdayUnite: Good Morning to You
Tuesday WednesdayLESSON COMPONENTS
Unite: Who came to school P 42 Fill and Dump Obj: Coordinate hand and body.
P 53 Turn the Page Obj: Turns pages of a book.
P 41 This is my nose Obj: Points to pictures in books.
P 41 This is my nose Obj: Points to pictures in books.
PhysicalDevelopment
P 53 Turn the Page Obj: Turns pages of a book.
Unite: "Rolling Numbers" Calm: Stretching Connect: Hug each baby .
C43 Color Day Obj: Shows interest in solor shapes
L63 Three Little Pigs Obj: Engage with stories and books
SE 49 Hide-and- Seek Obj: Play side by side with others
Unite: "Rolling Numbers" P 42 Fill and Dump Obj: Coordinate hand and body.
Theme: Transportation Enrichment: Music Week: March 5-9, 2018
Day of the Week
Garderie 2
Garderie 3
Garderie4 Crème Prep
Transitional Kindergarten
Kindergarten
Monday
Sing & Read Transportation Book
Obj.– Students will sing
songs about different forms of transportation.
Sing & Read Transportation Book
Obj.– Students will sing
songs about different forms of transportation.
Sing & Read Transportation Book
Obj.– Students will sing
songs about different forms of transportation.
Sing & Read Transportation Book
Obj.– Students will sing
songs about different forms of transportation.
Tuesday
Laurie Berkner’s “Airplane Song”
Obj.– Children will
pretend to be airplanes and explore different
movements.
Laurie Berkner’s “Airplane Song”
Obj.– Children will
pretend to be airplanes and explore different
movements.
Laurie Berkner’s “Airplane Song”
Obj.– Children will
pretend to be airplanes and explore different
movements.
Laurie Berkner’s “Airplane Song”
Obj.– Children will
pretend to be airplanes and explore different
movements.
Laurie Berkner’s “Airplane Song”
Obj.– Children will
pretend to be airplanes and explore different
movements.
Wednesday
Listen & Move
Obj.– Children will listen and follow the directions
of the song.
Listen & Move
Obj.– Children will listen and follow the directions
of the song.
Listen & Move
Obj.– Children will listen and follow the directions
of the song.
Listen & Move
Obj.– Children will listen and follow the directions
of the song.
Thursday
Instrument Play…. Hand Bells
Obj.– Students will
explore the sounds of the hand bells.
Instrument Play…. Hand Bells
Obj.– Students will
explore the sounds of the hand bells.
Instrument Play…. Hand Bells
Obj.– Students will
explore the sounds of the hand bells.
Instrument Play…. Hand Bells
Obj.– Students will
explore the sounds of the hand bells.
Instrument Play…. Hand Bells
Obj.– Students will
explore the sounds of the hand bells.
Friday
Dance Party Friday!!!
Obj.– Students will improve gross motor
skills.
Dance Party Friday!!!
Obj.– Students will improve gross motor
skills.
Dance Party Friday!!!
Obj.– Students will improve gross motor
skills.
Dance Party Friday!!!
Obj.– Students will improve gross motor
skills.
Theme: Transportation/An Animal Is A Form Enrichment: Art Week: March 5-9, 2018 Day of the
Week
Garderie 2
Garderie 3 Garderie 4
Crème Prep 1 Crème Prep 2
TK
Kindergarten
Monday
Make Tracks With Paint And Toy Cars
FSP90
Obj.– Children will explore transportation
using art.
Make Tracks With Paint And Toy Cars FSP90
Obj.– Children will
explore transportation using art.
Make Tracks With Paint And Toy Cars FSP90
Obj.– Children will
explore transportation using art.
Discuss Animal Forms SRA75
Obj.- Children will identify four-legged
animals to be used as a sculpture.
Make Rough Draft Pic-ture For “Our Mothers
Are Special” Book Obj.– Children will
make and publish an original book.
Tuesday
Make A Train From Paper Shapes FSP91
Obj.– Children will
explore transportation using art.
Make A Train From Paper Shapes FSP91
Obj.– Children will
explore transportation using art.
Make A Train From Paper Shapes FSP91
Obj.– Children will
explore transportation using art.
Draw A Picture Of A Four-Legged Animal
SRA75 Obj.- Children will identify four-legged
animals to be used as a sculpture.
Wednesday
Create A Sailboat From Shapes FSP91
Obj.– Children will
explore transportation using art.
Create A Sailboat From Shapes FSP91
Obj.– Children will
explore transportation using art.
Create A Sailboat From Shapes FSP91
Obj.– Children will
explore transportation using art.
Create A Four-Legged Animal From Model
Magic SRA75 Obj.- Children will identify four-legged
animals to be used as a sculpture.
Begin Final Picture For “Our Mothers Are
Special” Book Obj.– Children will
make and publish an original book.
Thursday
Sensory Play: Rice Boxes And Kinetic Sand
Obj.– Children will
explore senses of sight and touch.
Sensory Play: Rice Boxes And Kinetic Sand
Obj.– Children will
explore senses of sight and touch.
Sensory Play: Rice Boxes And Kinetic Sand
Obj.– Children will
explore senses of sight and touch.
Paint Four-Legged Animal SRA 75
Obj.- Children will identify four-legged
animals to be used as a sculpture.
Friday
Play Dough Fun Day
Obj.– Children will manipulate play dough
to strengthen small muscles.
Play Dough Fun Day
Obj.– Children will manipulate play dough
to strengthen small muscles.
Play Dough Fun Day
Obj.– Children will manipulate play dough
to strengthen small muscles.
Play Dough Fun Day
Obj.– Children will manipulate play dough
to strengthen small muscles.
Finish The Final Picture For the Book
Obj.– Children will
make and publish an original book.
Day of the Week
Calendar Circle Time
Language Comprehension
Phonics Development
Handwriting
Math Operations
Social Studies/ Science
Values & Virtues Learning Centers
Monday
Calendar Number Song
Morning Message
Follow My Directions
(T134)
Photo-Essay/Expository
“On the Go”
(T136)
Obj: Make connections
Long a (T134)
Intro to /j/ (T135)
-ap word family
Obj: Blend word parts
Let’s Go Book (T138)
Magic “C” Mystery Letters
(HWT 28) Obj: Present ideas through drawings
Teddy Bear Posi-tions
(EDM 274)
Obj: Use position words to describe the location of an
object
Social Studies What kind of
Transportation? (T139)
Obj: match modes of transportation
Social Studies
What Kind of Transportation?
(T139)
Obj: Match modes of transportation
Tuesday
Calendar Number Song
Morning Message
Catch Me If You Can (T140)
“On the Go” (T142)
Obj: Recognize page numbers
Long a (T140)
Alphabetic Principle (T141)
-ap word family Obj: Blend word
parts
Let’s Go Book (T144)
Letter Size and Place
(HWT 29) Obj: Present ideas through drawings
Face Collage (EDM 276)
Obj: Explore
spatial relationships in the context of a
collage
Oh Deer! (GUW 48)
Obj: Children
explore the parts of habitat in a
physical activity
Health and Development
Simon Says:
In, On, Behind Obj: Understand position words
Wednesday
Calendar Number Song
Morning Message First, Middle, Last
(T146)
Poetry
“Traffic Jam” (T148)
Obj: Use
visualization
Segmentation (T146)
Intro to /f/ (T147)
“Over in the Meadow”
(T147) Obj: Associate the names of letters
Let’s Go Book (T150)
Lowercase u (HWT 30)
Obj: Present ideas through drawings
Pattern-Block Puzzles I
(EDM 278)
Obj: Build pictures, designs, and other
shapes from geometric shapes
Oh Deer!
Favorite Animal Habitat
(GUW 49) Obj: Children
explore the parts of habitat in a
physical activity
Art
J for Jewels (T141)
Obj: Demonstrate knowledge of the
alphabet
Thursday
Calendar Number Song
Morning Message Does It Rhyme?
(T152)
Fantasy
“The Little School Bus”
(T154) Obj: Ask and
answer questions
Segmentation (T152)
Alphabetic Principle (T153)
Ready to Read (T153)
Obj: Identify word parts
Let’s Go Book (T156)
Capital U Lowercase u (HWT 31)
Obj: Present ideas through drawings
Where, Oh Where Has My Little Dog
Gone? (EDM 280)
Obj: Use position words to describe the location of an
object
Social Studies
Chinese New Year Year of the Sheep
Obj: Explore a
holiday
Art
F is for Feathers (T153)
Obj: Demonstrate knowledge of the
alphabet
Friday
Calendar Number Song
Morning Message What is the Letter?
(T158)
“The Little School Bus”
(T160)
Obj: Identify the beginning and end
of the book
Long e (T158)
Review sounds (T159)
Ready to Read (T159)
-ap word family Obj: Blend word
parts
Spelling Test
Publish: Let’s Go Book
(T162)
Obj: Complete book
Obstacle Course (EDM 282)
Obj: Follow a
sequence of steps
Oh Deer!
Healthy Me! My Habitat (GUW 49)
Obj: Children will explore the parts of
habitat in a physical activity
Fine Arts
“The Wheels on the Bus”
(T163)
Obj: Preform a finger play
Theme: Let’s Go (Week 2) Class: Crème Prep Week: March 5-9, 2018
Date Class
Literacy Math Data Analysis
English Vocabulary
Vocabulary, Oral Language
CharacterEducation
Self-reliance, Auto confianza Technology
Letter Knowledge
English-E, e, J, j, O, o, Q, qSpanish-E, e, J, j, O, o, Q, q
Lesson Plans for Things That Move- TransportationMarch 5-9, 2018 G2
aerodynamicaerodinámica
Wonderful Word Words, Words, Words; Frog Street Math-Measure ItX.A.1. X.A.2. II.D.1. V.D.1.
Giants Made by People • Gigantes hechos por el hombre• Discuss carnival rides• Distinguish different power sources
“Monster Coaster” • “Monstruosa, la montaña rusa”• Introduce idea of a round-trip• Think about what it means to be self-reliant
“Reagan’s Journal • El diario de Reagan”• Discuss travel safety measures• Respond to questions in text
Gram Is Coming to My House • Abuelita se viene a mi casa• Identify four-wheeled vehicles in story• Connect story to experience
Once Upon a Time in Dragon Land • Había una vez en Dragolandia• Develop airplane background and vocabulary• Share experiences about flying
Gram Is Coming to My House • Abuelita se viene a mi casa• Compare airplane to helicopter• Compare illustrations to photographs
Gram Is Coming to My House • Abuelita se viene a mi casa• Introduce fact-based fiction• Compare photograph to illustrations
“Engine Ninety-Nine” • “Locomotora Noventa y Nueve” listening story• Recall story details• Participate in storytelling
“I Saw a Ship A-Sailing” • “Yo vi un barquito que navegaba” participation story• Develop vocabulary• Pantomime story
“Wynken, Blynken, and Nod” • “Sueño de un niño” (Nursery Rhyme • Cuentos infantiles flip chart)• Recognize imagery in poem• Think about how boat is powered
Centers• Sensory Table-Explore ways to move sailboats• Creativity Station-Create a sailboat• ABC-Copy words in sand
Morning Message:Airplanes and helicopters move people through the air.Unite: Invite children to sing "I Been Working on the Railroad"Demo: Teach the calming strategyConnect: Invite children to sing "Get Ready !"; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
Morning Message:Trains move cargo quickly along the track.Unite: Invite children to sing "Huge Machines"Demo: Teach the calming strategyConnect: Invite children to sing "Hello Friends "; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
Morning Message:Boats and ships move cargo quickly.Unite: Invite children to sing "Down by the Station"Demo: Teach the calming strategyConnect: Invite children to sing "Friendship Chant"; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
LESSON COMPONENTS
Literacy (Oral Language, Phonics, Handwriting, Read Aloud)
• Develop vocabulary• Distinguish between and read road signs
Centers• Writer's Corner-Make a stop sign• Creativity Station- Color a picture city traffic• ABC Center-Make rubbings of license plates
.
Greeting Circle
Morning Message:Cars and buses transport us on roads.Unite: Invite children to sing "The Wheels on the Bus"Demo: Teach the thumb tracking calming strategyConnect: Invite children to sing "Good Morning !"; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
aerodynamic, airplane, bicycle, boats, cargo, Ferris wheel, freight, helicopter, horse, merry-go-round, object graph, people (real) graph, picture graph, roller coaster, ships, train, transportation, yacht
Day 1 Day 2 Day 3
• Develop background information about merry-go-rounds• Consider whether a round trip represents travel
Centers• Writer's Corner-Dictate story about carousel• Creativity Station-Color favorite carnival ride• Language and Literacy-Retell a story with props
Day 5
• Introduce concept of aerodynamics• Discuss and contrast flying vehicles
Centers• Fine Motor Center-Fold paper airplanes• Science Center-Cut and fold paper helicopters• Writer's Corner-Write in clouds (shaving cream)
• Discuss trains and the noises they make
Centers• ABC-Complete missing letter patterns with magnetic letters• Creativity Station-Paste paper shapes to construct a train• Library and Listening-Listen to a story
Morning Message:Everyone enjoys a carnival ride.Unite: Invite children to sing "Traveling is a Dream"Demo: Teach the calming strategyConnect: Invite children to sing "Sing Along with Me!"; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
Day 4
LESSON COMPONENTS
Day 1 Day 2 Day 3 Day 5Day 4
• Invite children to set up a carnival. Have a ball-tossing game, a go fishing game, and a duck draw. Suggest that children think of ways to make a pretend roller coaster (hold on to one another’s waist and twist and turn around the playground) and carousel (walk in a circle, dipping up and down).
Closing Circle• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Invite children to play Red Light, Green Light • Luz roja, luz verde (p. 204).
• Have children lie on their backs and watch for airplanes in the sky. Invite children to fly their paper airplanes.
• Invite children to connect tricycles to form a train or provide boxes (large enough to hold a child) for children to build a train.
• Use a parachute to demonstrate the resistance created by air. Lift the parachute up high and allow it to drift down. If it is a windy day, position the chute so that it is pushed by the air.
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
Outdoor Learning
Math and Science
• Compare tire tracks using positional words
Centers• Sensory Table-Compare play dough block impressions• Creativity Station-Make tracks with paint and toy cars
Centers• Math-Sort attribute buttons using Venn diagram• Science-Sort photo of moving things
Centers• Math-Practice using Venn diagram• Construction-Build train tracks
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
Centers• Science-Sort vehicles
Centers• Creativity Station-Replace photos with drawings• Science-Discover best tools for rowing
Weekly Learning Centers
• Gross Motor Area-Children use their bodies to make the letters in car, taxi, and bus• Pretend and Learn-Provide car games for the children to explore.• Construction-Build a town with roads and traffic signs.
• Gross Motor Area-Challenge a group of children to create a wave.• Pretend and Learn-Provide a large box to use as a pretend boat.• Construction-Create an ocean using blue fabric or paper.
• Gross Motor Area-Make a masking tape circle on the floor. Invite children to walk the tape, dipping like carousel horses.• Pretend and Learn-Provide a cardboard horse cutout and supplies to decorate a carousel horse.• Construction-Provide plastic horses and pizza trays as platforms for carousel horses.
Handwriting Without Tears
Review with Wood Pieces & Slate M N W
X Wood Pieces & Slate TGPK pg. 105
X Crayon Stroke GSS pg. 69
Y Wood Pieces & Slate TGPK pg. 106
Y Crayon Stroke GSS pg. 70
• Gross Motor Area-Cover a box with a white or brown towel to create a mountain.• Pretend and Learn-Explore balance using a scale.• Construction-Build an airport complete with towers and a runway.
• Gross Motor Area-Use masking tape to create a winding train track on the floor.• Pretend and Learn-Set up a bed and sitting area to represent the caboose of the train.• Construction-Make a train whistle with a paper towel tube.
LESSON COMPONENTS
Day 1 Day 2 Day 3 Day 5Day 4
• Demonstrates empathy and caring for others• Shows understanding by following two-step oral directions, and usually follows three-step directions• Combines onset and rime to form familiar one-syllable words without pictorial support• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Asks and answers appropriate questions about the book• Uses a wide variety of words to label and describe people, places, things, and actions• Uses category labels to understand how words and objects relate to each other• Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different• Counts up to ten items, and demonstrates that the last count indicates how many items were counted• Identifies equal and unequal sets• Collects data and organizes it in a graphic representation• Describes, observes, and investigates properties and characteristics of common objects• Investigates and describes position and motion of objects• Uses simple measuring devices to learn about
objects
• Begins to understand difference and connection between feelings and behaviors• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Demonstrates empathy and caring for others• Retells or reenacts a story after it is read aloud• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Demonstrates receptive vocabulary (three to four thousand words)• Uses sentences with more than one phrase• Initiates problem-solving strategies and seeks adult help when necessary• Engages in voting as a method for group decision making• Demonstrates awareness of one-to-one relationships• Identifies equal and unequal sets• Collects data and organizes it in a graphic representation• Shows increasing control of tasks that require eye-hand coordination• Shows understanding by following two-step oral directions, and ususally follows three-step directions• Uses art as a form of creative self-expression and representation
Learning Goals
• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Shows competence in initiating social interactions• Combines onset and rime to form familiar one-syllable words without pictorial support• Asks and answers appropriate questions about the book• Uses category labels to understand how words and objects relate to each other• Produces a word that rhymes with a given word• Practices good habits of personal safety• Demonstrates use of location words• Identifies equal and unequal sets.• Collects data and organizes it in a graphic representation• Shows awareness of areas of competence and describes self positively in what he is able to do
• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Demonstrates empathy and caring for others• Combines onset and rime to form familiar one-syllable words without pictorial support• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Shows understanding by responding appropriately.• Demonstrates receptive vocabulary (three to four thousand words)• Combines sentences that give detail, stays on topic, and clearly communicates• Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different• Identifies equal and unequal sets.• Collects data and organizes it in a graphic representation• Child investigates and describes position and motion of objects.• Describes, observes, and investigates properties and characteristics of common objects•Demonstrates coordination and balance in isolation
• Is aware of own feelings most of the time• Participates in classroom music activities• Demonstrates empathy and caring for others• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting • Demonstrates an understanding that others have perspectives and feelings that are different from her own.• Shows understanding by following two-step oral directions, and usually follows three-step directions
• Provides appropriate information for various situations• Coordinates sequence of movements to perform tasks• Demonstrates awareness of one-to-one relationships• Identifies equal and unequal sets• Collects data and organizes it in a graphic representation• Uses art as a form of creative self-expression and representation
Date Class
Literacy Math Data Analysis
English Vocabulary
Vocabulary, Oral Language
CharacterEducation
Self-reliance, Auto confianza Technology
Letter Knowledge
English-E, e, J, j, O, o, Q, qSpanish-E, e, J, j, O, o, Q, q
Lesson Plans for Things That Move- TransportationMarch 5-9, 2018 G2
aerodynamicaerodinámica
Wonderful Word Words, Words, Words; Frog Street Math-Measure ItX.A.1. X.A.2. II.D.1. V.D.1.
Giants Made by People • Gigantes hechos por el hombre• Discuss carnival rides• Distinguish different power sources
“Monster Coaster” • “Monstruosa, la montaña rusa”• Introduce idea of a round-trip• Think about what it means to be self-reliant
“Reagan’s Journal • El diario de Reagan”• Discuss travel safety measures• Respond to questions in text
Gram Is Coming to My House • Abuelita se viene a mi casa• Identify four-wheeled vehicles in story• Connect story to experience
Once Upon a Time in Dragon Land • Había una vez en Dragolandia• Develop airplane background and vocabulary• Share experiences about flying
Gram Is Coming to My House • Abuelita se viene a mi casa• Compare airplane to helicopter• Compare illustrations to photographs
Gram Is Coming to My House • Abuelita se viene a mi casa• Introduce fact-based fiction• Compare photograph to illustrations
“Engine Ninety-Nine” • “Locomotora Noventa y Nueve” listening story• Recall story details• Participate in storytelling
“I Saw a Ship A-Sailing” • “Yo vi un barquito que navegaba” participation story• Develop vocabulary• Pantomime story
“Wynken, Blynken, and Nod” • “Sueño de un niño” (Nursery Rhyme • Cuentos infantiles flip chart)• Recognize imagery in poem• Think about how boat is powered
Centers• Sensory Table-Explore ways to move sailboats• Creativity Station-Create a sailboat• ABC-Copy words in sand
Morning Message:Airplanes and helicopters move people through the air.Unite: Invite children to sing "I Been Working on the Railroad"Demo: Teach the calming strategyConnect: Invite children to sing "Get Ready !"; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
Morning Message:Trains move cargo quickly along the track.Unite: Invite children to sing "Huge Machines"Demo: Teach the calming strategyConnect: Invite children to sing "Hello Friends "; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
Morning Message:Boats and ships move cargo quickly.Unite: Invite children to sing "Down by the Station"Demo: Teach the calming strategyConnect: Invite children to sing "Friendship Chant"; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
LESSON COMPONENTS
Literacy (Oral Language, Phonics, Handwriting, Read Aloud)
• Develop vocabulary• Distinguish between and read road signs
Centers• Writer's Corner-Make a stop sign• Creativity Station- Color a picture city traffic• ABC Center-Make rubbings of license plates
.
Greeting Circle
Morning Message:Cars and buses transport us on roads.Unite: Invite children to sing "The Wheels on the Bus"Demo: Teach the thumb tracking calming strategyConnect: Invite children to sing "Good Morning !"; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
aerodynamic, airplane, bicycle, boats, cargo, Ferris wheel, freight, helicopter, horse, merry-go-round, object graph, people (real) graph, picture graph, roller coaster, ships, train, transportation, yacht
Day 1 Day 2 Day 3
• Develop background information about merry-go-rounds• Consider whether a round trip represents travel
Centers• Writer's Corner-Dictate story about carousel• Creativity Station-Color favorite carnival ride• Language and Literacy-Retell a story with props
Day 5
• Introduce concept of aerodynamics• Discuss and contrast flying vehicles
Centers• Fine Motor Center-Fold paper airplanes• Science Center-Cut and fold paper helicopters• Writer's Corner-Write in clouds (shaving cream)
• Discuss trains and the noises they make
Centers• ABC-Complete missing letter patterns with magnetic letters• Creativity Station-Paste paper shapes to construct a train• Library and Listening-Listen to a story
Morning Message:Everyone enjoys a carnival ride.Unite: Invite children to sing "Traveling is a Dream"Demo: Teach the calming strategyConnect: Invite children to sing "Sing Along with Me!"; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
Day 4
LESSON COMPONENTS
Day 1 Day 2 Day 3 Day 5Day 4
• Invite children to set up a carnival. Have a ball-tossing game, a go fishing game, and a duck draw. Suggest that children think of ways to make a pretend roller coaster (hold on to one another’s waist and twist and turn around the playground) and carousel (walk in a circle, dipping up and down).
Closing Circle• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Invite children to play Red Light, Green Light • Luz roja, luz verde (p. 204).
• Have children lie on their backs and watch for airplanes in the sky. Invite children to fly their paper airplanes.
• Invite children to connect tricycles to form a train or provide boxes (large enough to hold a child) for children to build a train.
• Use a parachute to demonstrate the resistance created by air. Lift the parachute up high and allow it to drift down. If it is a windy day, position the chute so that it is pushed by the air.
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
Outdoor Learning
Math and Science
• Compare tire tracks using positional words
Centers• Sensory Table-Compare play dough block impressions• Creativity Station-Make tracks with paint and toy cars
Centers• Math-Sort attribute buttons using Venn diagram• Science-Sort photo of moving things
Centers• Math-Practice using Venn diagram• Construction-Build train tracks
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
Centers• Science-Sort vehicles
Centers• Creativity Station-Replace photos with drawings• Science-Discover best tools for rowing
Weekly Learning Centers
• Gross Motor Area-Children use their bodies to make the letters in car, taxi, and bus• Pretend and Learn-Provide car games for the children to explore.• Construction-Build a town with roads and traffic signs.
• Gross Motor Area-Challenge a group of children to create a wave.• Pretend and Learn-Provide a large box to use as a pretend boat.• Construction-Create an ocean using blue fabric or paper.
• Gross Motor Area-Make a masking tape circle on the floor. Invite children to walk the tape, dipping like carousel horses.• Pretend and Learn-Provide a cardboard horse cutout and supplies to decorate a carousel horse.• Construction-Provide plastic horses and pizza trays as platforms for carousel horses.
Handwriting Without Tears
Review with Wood Pieces & Slate M N W
X Wood Pieces & Slate TGPK pg. 105
X Crayon Stroke GSS pg. 69
Y Wood Pieces & Slate TGPK pg. 106
Y Crayon Stroke GSS pg. 70
• Gross Motor Area-Cover a box with a white or brown towel to create a mountain.• Pretend and Learn-Explore balance using a scale.• Construction-Build an airport complete with towers and a runway.
• Gross Motor Area-Use masking tape to create a winding train track on the floor.• Pretend and Learn-Set up a bed and sitting area to represent the caboose of the train.• Construction-Make a train whistle with a paper towel tube.
LESSON COMPONENTS
Day 1 Day 2 Day 3 Day 5Day 4
• Demonstrates empathy and caring for others• Shows understanding by following two-step oral directions, and usually follows three-step directions• Combines onset and rime to form familiar one-syllable words without pictorial support• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Asks and answers appropriate questions about the book• Uses a wide variety of words to label and describe people, places, things, and actions• Uses category labels to understand how words and objects relate to each other• Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different• Counts up to ten items, and demonstrates that the last count indicates how many items were counted• Identifies equal and unequal sets• Collects data and organizes it in a graphic representation• Describes, observes, and investigates properties and characteristics of common objects• Investigates and describes position and motion of objects• Uses simple measuring devices to learn about
objects
• Begins to understand difference and connection between feelings and behaviors• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Demonstrates empathy and caring for others• Retells or reenacts a story after it is read aloud• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Demonstrates receptive vocabulary (three to four thousand words)• Uses sentences with more than one phrase• Initiates problem-solving strategies and seeks adult help when necessary• Engages in voting as a method for group decision making• Demonstrates awareness of one-to-one relationships• Identifies equal and unequal sets• Collects data and organizes it in a graphic representation• Shows increasing control of tasks that require eye-hand coordination• Shows understanding by following two-step oral directions, and ususally follows three-step directions• Uses art as a form of creative self-expression and representation
Learning Goals
• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Shows competence in initiating social interactions• Combines onset and rime to form familiar one-syllable words without pictorial support• Asks and answers appropriate questions about the book• Uses category labels to understand how words and objects relate to each other• Produces a word that rhymes with a given word• Practices good habits of personal safety• Demonstrates use of location words• Identifies equal and unequal sets.• Collects data and organizes it in a graphic representation• Shows awareness of areas of competence and describes self positively in what he is able to do
• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Demonstrates empathy and caring for others• Combines onset and rime to form familiar one-syllable words without pictorial support• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Shows understanding by responding appropriately.• Demonstrates receptive vocabulary (three to four thousand words)• Combines sentences that give detail, stays on topic, and clearly communicates• Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different• Identifies equal and unequal sets.• Collects data and organizes it in a graphic representation• Child investigates and describes position and motion of objects.• Describes, observes, and investigates properties and characteristics of common objects•Demonstrates coordination and balance in isolation
• Is aware of own feelings most of the time• Participates in classroom music activities• Demonstrates empathy and caring for others• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting • Demonstrates an understanding that others have perspectives and feelings that are different from her own.• Shows understanding by following two-step oral directions, and usually follows three-step directions
• Provides appropriate information for various situations• Coordinates sequence of movements to perform tasks• Demonstrates awareness of one-to-one relationships• Identifies equal and unequal sets• Collects data and organizes it in a graphic representation• Uses art as a form of creative self-expression and representation
Date Class
Literacy Math Data Analysis
English Vocabulary
Vocabulary, Oral Language
CharacterEducation
Self-reliance, Auto confianza Technology
Letter Knowledge
English-E, e, J, j, O, o, Q, qSpanish-E, e, J, j, O, o, Q, q
Lesson Plans for Things That Move- TransportationMarch 5-9, 2018 G3
aerodynamicaerodinámica
Wonderful Word Words, Words, Words; Frog Street Math-Measure ItX.A.1. X.A.2. II.D.1. V.D.1.
Giants Made by People • Gigantes hechos por el hombre• Discuss carnival rides• Distinguish different power sources
“Monster Coaster” • “Monstruosa, la montaña rusa”• Introduce idea of a round-trip• Think about what it means to be self-reliant
“Reagan’s Journal • El diario de Reagan”• Discuss travel safety measures• Respond to questions in text
Gram Is Coming to My House • Abuelita se viene a mi casa• Identify four-wheeled vehicles in story• Connect story to experience
Once Upon a Time in Dragon Land • Había una vez en Dragolandia• Develop airplane background and vocabulary• Share experiences about flying
Gram Is Coming to My House • Abuelita se viene a mi casa• Compare airplane to helicopter• Compare illustrations to photographs
Gram Is Coming to My House • Abuelita se viene a mi casa• Introduce fact-based fiction• Compare photograph to illustrations
“Engine Ninety-Nine” • “Locomotora Noventa y Nueve” listening story• Recall story details• Participate in storytelling
“I Saw a Ship A-Sailing” • “Yo vi un barquito que navegaba” participation story• Develop vocabulary• Pantomime story
“Wynken, Blynken, and Nod” • “Sueño de un niño” (Nursery Rhyme • Cuentos infantiles flip chart)• Recognize imagery in poem• Think about how boat is powered
Centers• Sensory Table-Explore ways to move sailboats• Creativity Station-Create a sailboat• ABC-Copy words in sand
Morning Message:Airplanes and helicopters move people through the air.Unite: Invite children to sing "I Been Working on the Railroad"Demo: Teach the calming strategyConnect: Invite children to sing "Get Ready !"; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
Morning Message:Trains move cargo quickly along the track.Unite: Invite children to sing "Huge Machines"Demo: Teach the calming strategyConnect: Invite children to sing "Hello Friends "; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
Morning Message:Boats and ships move cargo quickly.Unite: Invite children to sing "Down by the Station"Demo: Teach the calming strategyConnect: Invite children to sing "Friendship Chant"; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
LESSON COMPONENTS
Literacy (Oral Language, Phonics, Handwriting, Read Aloud)
• Develop vocabulary• Distinguish between and read road signs
Centers• Writer's Corner-Make a stop sign• Creativity Station- Color a picture city traffic• ABC Center-Make rubbings of license plates
.
Greeting Circle
Morning Message:Cars and buses transport us on roads.Unite: Invite children to sing "The Wheels on the Bus"Demo: Teach the thumb tracking calming strategyConnect: Invite children to sing "Good Morning !"; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
aerodynamic, airplane, bicycle, boats, cargo, Ferris wheel, freight, helicopter, horse, merry-go-round, object graph, people (real) graph, picture graph, roller coaster, ships, train, transportation, yacht
Day 1 Day 2 Day 3
• Develop background information about merry-go-rounds• Consider whether a round trip represents travel
Centers• Writer's Corner-Dictate story about carousel• Creativity Station-Color favorite carnival ride• Language and Literacy-Retell a story with props
Day 5
• Introduce concept of aerodynamics• Discuss and contrast flying vehicles
Centers• Fine Motor Center-Fold paper airplanes• Science Center-Cut and fold paper helicopters• Writer's Corner-Write in clouds (shaving cream)
• Discuss trains and the noises they make
Centers• ABC-Complete missing letter patterns with magnetic letters• Creativity Station-Paste paper shapes to construct a train• Library and Listening-Listen to a story
Morning Message:Everyone enjoys a carnival ride.Unite: Invite children to sing "Traveling is a Dream"Demo: Teach the calming strategyConnect: Invite children to sing "Sing Along with Me!"; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
Day 4
LESSON COMPONENTS
Day 1 Day 2 Day 3 Day 5Day 4
• Invite children to set up a carnival. Have a ball-tossing game, a go fishing game, and a duck draw. Suggest that children think of ways to make a pretend roller coaster (hold on to one another’s waist and twist and turn around the playground) and carousel (walk in a circle, dipping up and down).
Closing Circle• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Invite children to play Red Light, Green Light • Luz roja, luz verde (p. 204).
• Have children lie on their backs and watch for airplanes in the sky. Invite children to fly their paper airplanes.
• Invite children to connect tricycles to form a train or provide boxes (large enough to hold a child) for children to build a train.
• Use a parachute to demonstrate the resistance created by air. Lift the parachute up high and allow it to drift down. If it is a windy day, position the chute so that it is pushed by the air.
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
Outdoor Learning
Math and Science
• Compare tire tracks using positional words
Centers• Sensory Table-Compare play dough block impressions• Creativity Station-Make tracks with paint and toy cars
Centers• Math-Sort attribute buttons using Venn diagram• Science-Sort photo of moving things
Centers• Math-Practice using Venn diagram• Construction-Build train tracks
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
Centers• Science-Sort vehicles
Centers• Creativity Station-Replace photos with drawings• Science-Discover best tools for rowing
Weekly Learning Centers
• Gross Motor Area-Children use their bodies to make the letters in car, taxi, and bus• Pretend and Learn-Provide car games for the children to explore.• Construction-Build a town with roads and traffic signs.
• Gross Motor Area-Challenge a group of children to create a wave.• Pretend and Learn-Provide a large box to use as a pretend boat.• Construction-Create an ocean using blue fabric or paper.
• Gross Motor Area-Make a masking tape circle on the floor. Invite children to walk the tape, dipping like carousel horses.• Pretend and Learn-Provide a cardboard horse cutout and supplies to decorate a carousel horse.• Construction-Provide plastic horses and pizza trays as platforms for carousel horses.
Handwriting Without Tears
Review with Wood Pieces & Slate M N W
X Wood Pieces & Slate TGPK pg. 105
X Crayon Stroke GSS pg. 69
Y Wood Pieces & Slate TGPK pg. 106
Y Crayon Stroke GSS pg. 70
• Gross Motor Area-Cover a box with a white or brown towel to create a mountain.• Pretend and Learn-Explore balance using a scale.• Construction-Build an airport complete with towers and a runway.
• Gross Motor Area-Use masking tape to create a winding train track on the floor.• Pretend and Learn-Set up a bed and sitting area to represent the caboose of the train.• Construction-Make a train whistle with a paper towel tube.
LESSON COMPONENTS
Day 1 Day 2 Day 3 Day 5Day 4
• Demonstrates empathy and caring for others• Shows understanding by following two-step oral directions, and usually follows three-step directions• Combines onset and rime to form familiar one-syllable words without pictorial support• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Asks and answers appropriate questions about the book• Uses a wide variety of words to label and describe people, places, things, and actions• Uses category labels to understand how words and objects relate to each other• Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different• Counts up to ten items, and demonstrates that the last count indicates how many items were counted• Identifies equal and unequal sets• Collects data and organizes it in a graphic representation• Describes, observes, and investigates properties and characteristics of common objects• Investigates and describes position and motion of objects• Uses simple measuring devices to learn about
objects
• Begins to understand difference and connection between feelings and behaviors• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Demonstrates empathy and caring for others• Retells or reenacts a story after it is read aloud• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Demonstrates receptive vocabulary (three to four thousand words)• Uses sentences with more than one phrase• Initiates problem-solving strategies and seeks adult help when necessary• Engages in voting as a method for group decision making• Demonstrates awareness of one-to-one relationships• Identifies equal and unequal sets• Collects data and organizes it in a graphic representation• Shows increasing control of tasks that require eye-hand coordination• Shows understanding by following two-step oral directions, and ususally follows three-step directions• Uses art as a form of creative self-expression and representation
Learning Goals
• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Shows competence in initiating social interactions• Combines onset and rime to form familiar one-syllable words without pictorial support• Asks and answers appropriate questions about the book• Uses category labels to understand how words and objects relate to each other• Produces a word that rhymes with a given word• Practices good habits of personal safety• Demonstrates use of location words• Identifies equal and unequal sets.• Collects data and organizes it in a graphic representation• Shows awareness of areas of competence and describes self positively in what he is able to do
• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Demonstrates empathy and caring for others• Combines onset and rime to form familiar one-syllable words without pictorial support• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Shows understanding by responding appropriately.• Demonstrates receptive vocabulary (three to four thousand words)• Combines sentences that give detail, stays on topic, and clearly communicates• Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different• Identifies equal and unequal sets.• Collects data and organizes it in a graphic representation• Child investigates and describes position and motion of objects.• Describes, observes, and investigates properties and characteristics of common objects•Demonstrates coordination and balance in isolation
• Is aware of own feelings most of the time• Participates in classroom music activities• Demonstrates empathy and caring for others• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting • Demonstrates an understanding that others have perspectives and feelings that are different from her own.• Shows understanding by following two-step oral directions, and usually follows three-step directions
• Provides appropriate information for various situations• Coordinates sequence of movements to perform tasks• Demonstrates awareness of one-to-one relationships• Identifies equal and unequal sets• Collects data and organizes it in a graphic representation• Uses art as a form of creative self-expression and representation
Date Teacher
Literacy Math
adventure, airport, bus, car, diagonal, distance, horizontal, imagination, intersection, persistent, quadrant, self-reliant, subway station, suitcase, train station, transportation, travel, vertical
Greeting Circle• Building Community: "My Bonnie Lies over the Ocean"• Morning Message: We can travel to many locations.
• Act out and guess animal movements• Combine onset and rime to form movement words
Centers• Gross Motor Area-Travel path as different animals• Library and Listening-Listen to a story• ABC-Copy letters in movement words
HWT: Name Practice and Letter Z Roll-a- Dough
Gram Is Coming to My House • Abuelita se viene a mi casa• Describe grandparent’s travel• Recall story details
Giants Made by People • Gigantes hechos por el hombre• Identify vehicles used for travel• Discuss future travel
“Itsy Bitsy Spider” • “La araña chiquitita”story folder• Discuss real spiders• Develop concept of persistence and self-reliance
Can You Move With Me? • ¡Ven y muévete así!• Discuss ways that animals move• Record animal movements on T-chart
Position Words, Spatial Sense, Patterns
• Building Community: "Three White Mice"• Morning Message: Animals travel in all kinds of ways.
Vocabulary, Oral Language, ComprehensionLetter Knowledge: HWT: Z
English-K, k, W, w, A, aSpanish-K, k, W, w, A, a
Day 5LESSON COMPONENTS
Reading Buddy, Sounds and Rhymes, Tux Paint
Day 4
Self-reliance, Auto confianza
Day 2
aventura, aeropuerto, autobús, carro, diagonal, distancia, horizontal, imaginación, intersección, persistente, cuadrante, independiente, estación del tren subterráneo, maleta, estación del tren, transporte, viajar, vertical
English Vocabulary
adventure, aventuraWonderful Word
March 5-9 2018
CharacterEducation
Can You Move with Me? • ¡Ven y muévete así!• Move like different animals• Develop vocabulary describing animal movement
“Monster Coaster” • “Monstruosa, la montaña rusa” story folder Analyze character’s curiosity Introduce the concept of a cycle
Moving and Learning
“The Cool Bear Hunt” participation story
“Itsy Bitsy Spider” dance
• Building Community: "She'll Be Coming Round the Mountain"• Morning Message: We can pack a suitcase.
• Building Community: "Walk, Walk, Walk, Your Feet"• Morning Message: We can travel from here to there. .
Lesson Plans for Things That Move • Cosas que se mu even - Travel (Week 2) Garderie 4
Technology
Day 3
“The Three Little Pigs” • “Los tres cerditos” (Developmental Storybook )• Compare Gram’s suitcase to pigs’ backpacks• Think about source of pigs’ furniture
Gram is Coming to My House • Abuelita se viene a mi casa Compare vehicles used for travel Infer what character would pack
“The Ants Go Marching” • “Las hormigas marchan” (Nursery Rhyme • Cuentos infantiles flip chart)• Learn about ants’ navigation• Recognize rhyming words
“Wynken, Blynken, and Nod” • “Sueño de niño” (Nursery Rhyme • Cuentos infantiles flip chart)• Introduce the idea of metaphor• Recognize role of imagination
Spanish Vocabulary
Day 1
“Can You Move With Me?” • “¡Ven y muévete así!” action song
Literacy (Oral Language, Phonics, Handwriting, Read Aloud)
“Hands and Fingers” • “Manos y dedos” action song
• Building Community: "If I Had the Wings"• Morning Message: My imagination takes me to many places.
Bubble dance
• Define here , there , and in between• Note difference in travel and transportation
Centers• ABC-Circle Tt in newspaper ads• Library and Listening-Dance to song• Gross Motor Area-Walk different lines
HWT: Introduce the letter Z Self Portrait
• Introduce maps and globe• Draw a simple map to playground
Centers• Language and Literacy-Explore maps, atlas, and globe• Creativity Station-Decorate map to playground• Library and Listening-Listen to story
HWT: Letter Z Stamp and See
• Discuss the importance of planning• Read rebus poster to pack
Centers• Pretend and Learn-Pack a suitcase• Library and Listening-Predict character’s needs• Writer's Corner-Make a list for packing
HWT: Letter Z Green Workbook
• Use imagination to transform familiar objects• Visualize story events and details
Centers• Language and Literacy-Tell adventure stories• Creativity Station-Use imagination to create something• Writer's Corner-Create travel posterHWT: Letter Z Worksheet
1
• Challenge children to use their imagination to create a new parachute and move it across the playground or high in the air.
• Compare hotel to three-by-three grid• Place suitcases on grid
Centers• Pretend and Learn-Use location words while packing• Writer's Corner-Play tic-tac-toe
• Reflecting on the day• Check on CommitmentsWhat is a quadrant?
• Encourage children to draw their own hopscotch grids. Point out that a hopscotch grid is like a map. It tells you the direction of travel.
• Reflecting on the day• Check on CommitmentsWhat do you need to think about when packing for a trip.
• Invite children to play Pack-to-Travel Hopscotch • La rayuela de la maleta (p. 202).
• Encourage children to play One Elephant • Un elefante (p. 203).
PATHS- Lesson 24 feelings review Discuss behavior that is acceptable when visitors come to our house.
Review appropriate table manners.
Outdoor Learning
• Reflecting on the day• Check on CommitmentsShow me what we mean when we say two lines intersect.
• Play hopscotch. Have children navigate the grid, hopping from one to ten, and then turn around and travel backwards. Encourage children to describe their movements.
• Reflecting on the day• Check on CommitmentsWhat do we mean when we say we can travel anywhere when we use our imagination?
• Introduce term intersection• Move notes on grid as directed
Centers• Math-Move frog counters on giant grid• Creativity Station-Make string and paint collage
Character Education
• Orient pointer in various directions• Copy moves on a grid
Centers• Math-Move frog counters on grid• Sensory Table-Make model city in sand
PATHS- Turtle Technique
• Introduce vertical number line• Move frog counters on number line
Centers• Science-Wash frog down a slope• Math-Practice moving in a grid
• Reflecting on the day• Check on CommitmentsWhat can we learn from maps?
Role play sharing situations.
• Gross Motor Area-Construct an obstacle course for hopping, jumping, taking baby steps, and crawling.• Creativity Station-Invite children to draw a picture of children moving (walking, riding, hopping).• Writer's Corner-Children explore writing their name vertically and diagonally.
• Gross Motor Area-Draw a map of the obstacle course, showing how to navigate it.• Creativity Station-Draw a simple map.• Writer's Corner-Explore printed mazes.
• Gross Motor Area-Navigate the course while holding a small suitcase or bag.• Creativity Station-Invite children to pack a basket of art supplies they will use for outdoor painting. Help them prepare a list of the materials.• Writer's Corner-Make a pretend list of clothes to pack for a sleepover.
Closing Circle
Math and Science
• Gross Motor Area-Children pretend they are animals navigating the course.• Creativity Station-Make animal tracks in slabs of play dough.• Writer's Corner-Shape play dough snakes into letters.
• Follow directions• Place blocks on four-quadrant grid
Centers• Gross Motor Area-Hop in a four-quadrant frame• Creativity Station-Draw a bike
• Gross Motor Area-Use imagination to create a new course or to navigate the current course backwards.• Creativity Station-Draw a picture of Aryana the way children see her in their imagination.• Writer's Corner-Think of ways to draw if they could not use their hands.
Weekly Learning Centers
2
Learning Goals
• Demonstrates empathy and caring for others• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Combines onset and rime to form familiar one-syllable words without pictorial support• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Participates in activities to help them become aware of what it means to be a consumer• Initiates problem-solving strategies and seeks adult help when necessary• Uses category labels to understand how words and objects relate to each other• Seeks to understand print• Recognizes that information is accessible through the use of technology• Uses the verbal ordinal terms• Recognizes one-digit numerals 0 through 9• Demonstrates use of location words• Shows awareness of areas of competence and describes self positively in what he is able to do• Uses a large speaking vocabulary, adding several new words daily
• Assumes various roles and responsibilities as part of a classroom community• Is aware of where own body is in space; respects personal boundaries• Combines onset and rime to form familiar one-syllable words without pictorial support• Asks and answers appropriate questions about the book• Uses category labels to understand how words and objects relate to each other• Provides appropriate information for various situations• Uses a wide variety of words to label and describe people, places, things, and actions• Shows understanding by following two-step oral directions, and usually follows three-step directions• Is able to use language for different purposes• Recognizes one-digit numerals 0 through 9• Demonstrates use of location words• Investigates and describes position and motion of objects• Coordinates sequence of movements to perform tasks
• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Assumes various roles and responsibilities as part of a classroom community• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Asks and answers appropriate questions about the book • Produces a word that rhymes with a given word• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Initiates problem-solving strategies and seeks adult help when necessary• Combines sentences that give detail, stays on topic, and clearly communicates• Demonstrates use of location words•Slides, flips, and turns shapes to demonstrate that the shapesremain the same• Investigates and describes position and motion of objects• Creates or re-creates stories,moods, or experiences through dramatic representations
• Demonstrates empathy and caring for others• Coordinates sequence of movements to perform tasks• Combines onset and rime to form familiar one-syllable words without pictorial support• Uses a wide variety of words to label and describe people, places, things, and actions• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Identifies and describes the characteristics of organisms• Verbally identifies, without counting, the number of objects from 1 to 5• Recognizes one-digit numerals 0 through 9• Demonstrates use of location words• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal
• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Asks and answers appropriate questions about the book• Uses a wide variety of words to label and describe people, places, things, and actions• Uses sentences with more than one phrase• Demonstrates receptive vocabulary (three to four thousand words)• Identifies and creates common features in her immediate environment• Remains focused on engaging group activities for age appropriate range of time• Recognizes one-digit numerals 0 through 9• Demonstrates use of location words• Investigates and describes position and motion of objects• Recognizes that information is accessible through the use of technology• Coordinates sequence of movements to perform tasks
3
LESSON COMPONENTS
Language Development
Brain Start Way to Start the Day
Social Emotional Development
Eyes, Ears, Nose, and Mouth (SE36)Very slowly sing "Eyes, ears, nose, and mouth" to the tune of "Head, Shoulders, Knees, and Toes" (Frog Street Baby Songs CD) while pointing to each feature. Encourage the little ones to copy your movements. It is fine if they lag a bit behind your actions or just sit and watch. They will enjoy the fun interaction and benefit from the vocabulary exposure.
Unite: "Morning Greeting"Calm: BreathingConnect: Rock each baby in your arms.Book: Jack and JillPhoto Activity Card: #3 Face
Floor Covers (L36)Change a baby's environment by placing her on a color beach towel or blanket during floor time. Place a photo Activity Card on the towel or blanket. Sit with baby and talk with her about the image on the card. Ask her to point to the image on the card.
ThursdayUnite: "Row, Row, Row, Your Boat"Calm: Greet each baby with LilyConnect: Read a book to baby.Book: Little Boy BluePhoto Activity Card: #15 Bird
Tuesday Wednesday
Your Hands, My Hands (SE38)Compare your hands to a baby's hands. Talk about the things you do with your hands. On another day, compare your baby's feet.
Name that Emotion (SE37)Talk with little ones during the day about their emotions to help them identify if they are feeling sad, excited, angry, or happy.
My Family (SE39)Ask family members to provide some family photos. Place photos in the Frog Street Easel. Ask babies to point to a specific family member by saying, "Where is Mommy? Where is brother?" Ask infants 12 months and older to name family members.
Book Etiquette (L40)Sit with a little one in your lap and a book in your hand. Discuss holding the book in the correct position. Demonstrate how to turn the pages of the book. Point out that we must treat books gently. When you are finished, take the baby with you to the place where the books are stored and demonstrate putting the book where it belongs. repeat the rules often so that little ones can begin to internalize them.
Yes and No (SE40)Sing a song about yes and no. Use the appropriate head movements. Sing the song slowly so little ones can recognize the movements. Younger children may not be able to follow your lead or they may use the gestures without meaning. You will know when children understand what "no" means when they use it appropriately or when they stop what they are doing when they hear the word "no."
Feet (L38) Use an enthusiastic voice to read the Feet board book to children. Ask little ones to point to specific photos. Reread the book often. Observe children who begin to recognize the book by its cover. Follow up by playing "Walking My Baby Back Home" (Frog Street Baby Games CD).
Sensory Glove (L39)Place a sensory glove on your hand. Encourage little ones to feel each finger of the glove. Talk about the fell of each finger on the glove. At another time, wear the glove while you demonstrate hand actions such as waving, patting, squeezing, opening, and closing.
Unite: "Thank You" Calm: Count fingers and toesConnect: Roll a ball on the floor with baby.Book: FeetPhoto Activity Card: #21 Shoes
Take a Close Look (C40)Show a baby how to use a magnifying glass to get a closer look at interesting objects (leaf, rock, shell, pinecone, orange peel). Encourage him to tur the items to view different parts.
Eye on the Ball (C37)Have two children sit facing each other with their feet touching. Give them a ball to roll back and forth. Encourage them to say, "one, two, three," before releasing the ball. Ask them to watch the ball as it rolls. Observe their ability to follow the ball with their eye. Play the game with balls of different sizes and ask children to identify the bigger and smaller balls. Invite little ones to help you arrange the balls in order of size.
Ball Track Design (C38)Place a sheet of drawing paper inside a two inch deep box or cake pan. Dip a golf ball in paint and then place it in the box or pan. Show a baby how to move the box to roll the ball around. She will be thrilled to see the design emerging.
Much to Say (L37)Select an interesting toy from the toy box. Sit with baby on your lap and discuss the toy in detail. Point out how it is used, its color, its shape, and its texture. If the toy makes a noise discuss the sound. If the baby shows interest, do the activity again with another toy.
Cognitive Development
Peek-a-Boo Plate (C36)Draw eyes, a nose, and a smile on an 8" paper plate and attach it to a tongue depressor. Hold the plate in front of your face as you play Peek-a-Boo. Invite a little one to touch the face. Ask him to find the eyes, nose, and mouth. Hold the platy in front of a baby's face and play the game again.
Textured Finger Paint (C39)Place textured finger paint on the tabletop. Invite little ones to paint on the table. Talk about the paint as they work. Call attention to how different designs change as they move their hands in different ways.
Unite: "You Are My Sunshine"Calm: LaughingConnect: Play pat-a-cakeBook: Merry -Go-RoundPhoto Activity Card: #6 Blocks
Unite: "Good Morning to You"Calm: Shake a rattleConnect: "Open Shut Them"Book: Dora's DucksPhoto Activity Card: #4 Body
American Sign Language (ASL): Help
Monday
Date: March 5-9, 2018
Approach Towards Learning: Communication, Curiosity, Attention, Persistence
Spanish Vocabulary: cara, bloques, cuerpo, pajaro, zapatosEnglish Vocabulary: Face, Blocks, Body, Bird, Shoe
Parents as Partners: Letter 8
Infant Class: Infant A-2 & Infant B (6-12 Months)
Friday
Infant Program
LESSON COMPONENTS
Unite: "Morning Greeting"
ThursdayUnite: "Row, Row, Row, Your Boat"
Tuesday WednesdayUnite: "Thank You" Unite: "You Are My Sunshine" Unite: "Good Morning to You"
Monday Friday
PhysicalDevelopment
My Hands (P36)Read Hands. As you read, pause and invite a baby to do the same actions with her hands (clap, touch, pet, squeeze, explore, hug). Point out how we use our hands to help us do important things, such as eat and communicate. During lunch time and hand-washing time, point out how children use their hands for self-help.
Up and Down (P38)Play "The Grand Old Duke of York" (Frog Street Baby Games CD). Encourage walkers to walk to the first verse and to stand in one place and move up and down on the second verse. Assist non-walkers with movements as they hold onto your hands. Don't be surprised if children simply bend their knees and move up and down the entire song. Reinforce the concept of up and down. On another day read Merry-Go-Round. Invite the children to move up and down like the merry-go-round ponies.
Swinging (P37)Place a baby in a swing outdoors. Recite the rhyme while you begin to gently swing him. If indoor swings are available, place a baby in the swing and recite the rhyme. If swings are not available, rock a baby and sing "Rock-a-Bye Baby" (Frog Street Baby Songs CD).
Bubble Stomp (P40) Lay bubble wrap on the floor and tape it securely in place. Show little ones how to stomp on it with their feet to pop the bubbles. Show non-walkers how topo the bubbles with their fingers. Chant as children pop bubbles and remind them to stop popping when the chant directs them on the last line.
Twinkle Fingers (P39)Show children how to open an d close their hands to represent twinkling stars. Encourage them to make twinkling-star hand movements as you sing "Twinkle, Twinkle Little Star" (Frog Street Baby Songs CD). On another day, sing "Open, Shut Them" to practice hand movements.
C.3.d. Turns pages of a book.C.3.d. Makes sounds when looking at pictures in a book.D.1.b. Looks closely at small objects.D.2.b. Turns objects over to look at and handle from different positions.B.2.c. Makes choices by shaking head "no" or nodding "yes."B.3.c. Understands what "no" means.A.2.b. Moves body to achieve a goal.C.1.b. Follows simple request.Objectives
C.3.a. Points to pictures when named by an adult.D.3.b. Enjoys playing peek-a-booD.4.a. Coos, giggles, laughs when caregiver plays with themB.1.c. Engages in positive relationships and interactions with adults.B.4.a. Watches others and tracks their behaviorA.1.c. Begins to develop self-care skillsa.3.a. Develops control of small muscles for manipulations and exploration
C.1.c. Watches when others speak and then makes sounds themselves.C.2.a. Responds to caregiver's talk by babbling.D.1.b. Organizes three objects from small to large with help.D.2.d. Uses words such as big, little, more, and one, two, three.B.2.a. Expresses a variety of emotions.B.3.a. Show ability to cope with stress.A.2.a.Devlops control of large muscles for movement, navigation, and balance.B.1.c. Engages in positive relationships with adults.
C.3.a. Enjoys being read to and exploring books.C.3.a. Recognizes a favorite book by its cover.D.1.c. Shows interest in colors, shapes, patterns, and pictures.B.1.c. Engages in positive relationships and interactions with adults. B.2.b. Explores own hands and feet.A.2.a. Develops control of large muscles for movement, navigation, and exploration.A.2.b. Moves from one position to another while coordinating body movements.
C.1.a. Listens with interest to the language of others.D.1.b. Uses senses to investigate environment to discover what objects and people do, how things work, and how they can make things happen.B.1.a. Differentiates between familiar and unfamiliar adults.B.2.d. Enjoys pointing to or naming pictures of family members.A.3.a. Sits and uses hands.D.4.a. Imitates adult actions.
American Sign Language (ASL): Please, Thank you, eyes, more
Monday
�����������������������Infant ProgramDate: March 5-9, 2018
Approach Towards Learning: Attention , curiosity, Communication
Spanish Vocabulary: Seis, siete, ochoEnglish Vocabulary: Eyes, more, please, thank you
Parents as Partners: Giving your baby a smart start
Infant Class: Infants B (6-12 mo)
FridayUnite: This is the way Calm: Hands up Connect: Thank you!
C 24 Mimicking Games Obj: D4.a Coos, giggles, laughs when care giver plays games with them.
C 29 beep, ring, blink Obj: D.1.b Plays with objects that makes sounds.
C 24 Mimicking Games Obj: D4.a Coos, giggles, laughs when care giver plays games with them.
L 22 Copy Me Obj: C.1.b. Uses hands motions body movements in response to familiar word and phrases.
Cognitive Development
C 24 Mimicking Games Obj: D4.a Coos, giggles, laughs when care giver plays games with them.
C 29 beep, ring, blink Obj: D.1.b Plays with objects that makes sounds.
Unite: This is the way Calm: Hands up Connect: Thank you!
Unite: This is the way Calm: Hands up Connect: Thank you!
P 31 Shake, Shake, Shake Obj: A.3.a Shakes objects.
L 23 Alternative names Obj: C.3.c Playing with language like sounds.
P25 Tunnels Obj: A.2.b Crawls on hands and knees.
SE 40 Yes and No Obj: B2.c makes choices by shaking their heads no or nodding yes.
L 23 Alternative names Obj: C.3.c Playing with language like sounds.
L 22 Copy Me Obj: C.1.b. Uses hands motions body movements in response to familiar word and phrases.
ThursdayUnite: This is the way Calm: Hands up Connect: Thank you!
P 31 Shake, Shake, Shake Obj: A.3.a Shakes objects.
Tuesday Wednesday
SE 40 Yes and No Obj: B2.c makes choices by shaking their heads no or nodding yes.
P25 Tunnels Obj: A.2.b Crawls on hands and knees.
SE 37 Name that emotion Obj: B.2.a expresses a variety of emotion.
SE 37 Name that emotion Obj: B.2.a expresses a variety of emotion.
LESSON COMPONENTS
Language Development
Brain Start Way to Start the Day
Social Emotional Development
SE 40 Yes and No Obj: B2.c makes choices by shaking their heads no or nodding yes.
PhysicalDevelopment
P 31 Shake, Shake, Shake Obj: A.3.a Shakes objects.
Unite: This is the way Calm: Hands up Connect: Thank you!
L 23 Alternative names Obj: C.3.c Playing with language like sounds.
Unite: This is the way Calm: Hands up
C 24 Mimicking Games Obj: D4.a Coos, giggles, laughs when care giver plays games with them.
P 31 Shake, Shake, Shake Obj: A.3.a Shakes objects.
L 23 Alternative names Obj: C.3.c Playing with language like
SE 40 Yes and No Obj: B2.c makes choices by shaking their heads no or nodding yes.
American Sign Language (ASL): Please, Thank You, More
Monday
�����������������������Infant ProgramMarch 5-9 2018
Approach Towards Learning: Communication, Attention, Curiosity
Spanish Vocabulary: Pelo, Bloques, RojoEnglish Vocabulary: Hair, Blocks, Red
Parents as Partners: Helping Your Babies make Transitions
Infant C (12-18 months)
FridayUnite: "Rolling Numbers" Calm: Stretching Connect: Hug each baby .
C43 Color Day Obj: Shows interest in solor shapes and pictures.
C 60 Writing Tools Obj: Coordinate hand and body movements.
C 58 More or Less? Obj: Use words such as big, little, and more.
L 59 Please and Thank You Obj: Begin to understand rules.
Cognitive Development
C 58 More or Less? Obj: Use words such as big, little, and more.
C 60 Writing Tools Obj: Coordinate hand and body movements.
Unite: Good Morning to You Calm: Story time Connect: Greet each baby by name.
Unite: Who came to school Calm: Stretching Connect: Hug each baby .
L63 Three Little Pigs Obj: Engage with stories and books
SE 49 Hide-and- Seek Obj: Play side by side with others
L50 Ring around the Rosie Obj: Follow simple request
L 59 Please and Thank You Obj: Begin to understand rules.
ThursdayUnite: Good Morning to You Calm: Story time Connect: Greet each baby by name.
Tuesday Wednesday
SE 56 Peek- a- Boo Surprise Obj: Engage in positive relationships.
SE 57 Feeling Blocks Obj: Recognize and respond to the feelings of others.
SE 57 Feeling Blocks Obj: Recognize and respond to the feelings of others.
LESSON COMPONENTS
Language Development
Brain Start Way to Start the Day
Social Emotional Development
SE 56 Peek- a- Boo Surprise Obj: Engage in positive relationships.
Unite: Who came to school Calm: Stretching Connect: Hug each baby .
L50 Ring around the Rosie Obj: Follow simple request.
Monday FridayUnite: "Rolling Numbers" Unite: Good Morning to You Unite: Who came to school
ThursdayUnite: Good Morning to You
Tuesday WednesdayLESSON COMPONENTS
Unite: Who came to school P 42 Fill and Dump Obj: Coordinate hand and body.
P 53 Turn the Page Obj: Turns pages of a book.
P 41 This is my nose Obj: Points to pictures in books.
P 41 This is my nose Obj: Points to pictures in books.
PhysicalDevelopment
P 53 Turn the Page Obj: Turns pages of a book.
Unite: "Rolling Numbers" Calm: Stretching Connect: Hug each baby .
C43 Color Day Obj: Shows interest in solor shapes
L63 Three Little Pigs Obj: Engage with stories and books
SE 49 Hide-and- Seek Obj: Play side by side with others
Unite: "Rolling Numbers" P 42 Fill and Dump Obj: Coordinate hand and body.
Theme: Transportation Enrichment: Music Week: March 5-9, 2018
Day of the Week
Garderie 2
Garderie 3
Garderie4 Crème Prep
Transitional Kindergarten
Kindergarten
Monday
Sing & Read Transportation Book
Obj.– Students will sing
songs about different forms of transportation.
Sing & Read Transportation Book
Obj.– Students will sing
songs about different forms of transportation.
Sing & Read Transportation Book
Obj.– Students will sing
songs about different forms of transportation.
Sing & Read Transportation Book
Obj.– Students will sing
songs about different forms of transportation.
Tuesday
Laurie Berkner’s “Airplane Song”
Obj.– Children will
pretend to be airplanes and explore different
movements.
Laurie Berkner’s “Airplane Song”
Obj.– Children will
pretend to be airplanes and explore different
movements.
Laurie Berkner’s “Airplane Song”
Obj.– Children will
pretend to be airplanes and explore different
movements.
Laurie Berkner’s “Airplane Song”
Obj.– Children will
pretend to be airplanes and explore different
movements.
Laurie Berkner’s “Airplane Song”
Obj.– Children will
pretend to be airplanes and explore different
movements.
Wednesday
Listen & Move
Obj.– Children will listen and follow the directions
of the song.
Listen & Move
Obj.– Children will listen and follow the directions
of the song.
Listen & Move
Obj.– Children will listen and follow the directions
of the song.
Listen & Move
Obj.– Children will listen and follow the directions
of the song.
Thursday
Instrument Play…. Hand Bells
Obj.– Students will
explore the sounds of the hand bells.
Instrument Play…. Hand Bells
Obj.– Students will
explore the sounds of the hand bells.
Instrument Play…. Hand Bells
Obj.– Students will
explore the sounds of the hand bells.
Instrument Play…. Hand Bells
Obj.– Students will
explore the sounds of the hand bells.
Instrument Play…. Hand Bells
Obj.– Students will
explore the sounds of the hand bells.
Friday
Dance Party Friday!!!
Obj.– Students will improve gross motor
skills.
Dance Party Friday!!!
Obj.– Students will improve gross motor
skills.
Dance Party Friday!!!
Obj.– Students will improve gross motor
skills.
Dance Party Friday!!!
Obj.– Students will improve gross motor
skills.
Curriculum Legend: FS – Frog Street Curriculum FC- Flash Cards Video – Video PPP – Power Point Presentation Pup – Puppets VEE – Viva el Español! (learning Book)
Objectives: Review every day of the week the knowledge about vocabulary related with the week theme in Spanish and repeat numbers every day.
Weekly: Letter : E-F-G Numbers: Counting by tens. Color: Verde- Green Shape: Triangulo -Triangle
Theme: Class Specific Class: Spanish Spanish Lesson Plan Week: March 5-9 2018
Day of the Week
Toddler’s
Club
Garderie 2
Garderie 3
Garderie 4
Crème Prep
Kindergarten
Après
Monday
Uno, dos,tres, cuatro, cinco ”/“One, two, three, four, five” Counting rhyme
Obj: To introduce new vocabulary
“Abuelita se viene a mi casa ”/”Gram is
coming to my house” Book
Obj: To introduce new vocabulary.
“Abuelita se viene a mi casa ”/”Gram is
coming to my house” Book
Obj: To introduce new vocabulary.
“Abuelita se viene a mi casa ”/”Gram is
coming to my house” Book
Obj: To introduce new vocabulary.
“Abuelita se viene a mi casa ”/”Gram is
coming to my house” Book
Obj: To introduce new vocabulary..
Los Numeros /Numbers
Obj: To introduce new vocabulary.
Tuesday
“Me gusta el rojo”/“I like red” Book
“Juan y Josefina”/ “Jack and Jill” Rhyme Obj: To introduce new
vocabulary
“Habia una vez en dragolandia”/“Once upon a time in dragon
land” Book Obj: To introduce new
vocabulary
“Habia una vez en dragolandia”/“Once upon a time in dragon
land” Book Obj: To introduce new
vocabulary
“Habia una vez en dragolandia”/“Once upon a time in dragon
land” Book Obj: To introduce new
vocabulary
“Habia una vez en dragolandia”/“Once upon a time in dragon
land” Book Obj: To introduce new
vocabulary
Vocales y colores/vowels and colors review Obj: To introduce new vocabulary
Vocales y colores/vowels and
colors review Obj: To introduce new vocabulary
Wednesday
“Dos pajaritos negros”/“Two little blackbirds” Rhyme “Cinco monitos”/ “Five little monkeys”
finger play Obj: To introduce new
vocabulary.
“Locomotora noventa y nueve”/“Engine ninety-nine”Listening
Story Obj: To introduce new
vocabulary.
Locomotora noventa y nueve”/“Engine ninety-nine”Listening Story Obj: To introduce new
vocabulary.
Locomotora noventa y nueve”/“Engine ninety-nine”Listening Story Obj: To introduce new
vocabulary..
Locomotora noventa y nueve”/“Engine ninety-nine”Listening Story Obj: To introduce new
vocabulary..
Partes del cuerpo/Parts of the
body Obj: To introduce new vocabulary
Thursday
“Corazon”/“Hearth” Book
“Chocolate”/ “Chocolate” Rhyme
Obj: To introduce new vocabulary
“Gigantes hechos por el hombre”/“Giants made by people” Book Obj: To introduce new
vocabulary
“Gigantes hechos por el hombre”/“Giants made by people” Book Obj: To introduce new
vocabulary
“Gigantes hechos por el hombre”/“Giants made by people” Book Obj: To introduce new
vocabulary
“Gigantes hechos por el hombre”/“Giants made by people” Book Obj: To introduce new
vocabulary
Partes del cuerpo/Parts of
the body Obj: To introduce new vocabulary
Vocales/vowels Obj: To introduce new vocabulary
Friday
“La arana chiquitita”/”Itsy bitsy
spider” Song Obj: To introduce new
vocabulary.
“Monstruosa la Montana rusa”/
“Monster coaster” Story folder
Obj: To introduce new vocabulary
“Monstruosa la Montana rusa”/
“Monster coaster” Story folder
Obj: To introduce new vocabulary
“Monstruosa la Montana rusa”/
“Monster coaster” Story folder
Obj: To introduce new vocabulary
“Monstruosa la Montana rusa”/
“Monster coaster” Story folder
Obj: To introduce new vocabulary
Figuras/Shapes Obj: To introduce new vocabulary
Theme: Transportation/An Animal Is A Form Enrichment: Art Week: March 5-9, 2018 Day of the
Week
Garderie 2
Garderie 3 Garderie 4
Crème Prep 1 Crème Prep 2
TK
Kindergarten
Monday
Make Tracks With Paint And Toy Cars
FSP90
Obj.– Children will explore transportation
using art.
Make Tracks With Paint And Toy Cars FSP90
Obj.– Children will
explore transportation using art.
Make Tracks With Paint And Toy Cars FSP90
Obj.– Children will
explore transportation using art.
Discuss Animal Forms SRA75
Obj.- Children will identify four-legged
animals to be used as a sculpture.
Make Rough Draft Pic-ture For “Our Mothers
Are Special” Book Obj.– Children will
make and publish an original book.
Tuesday
Make A Train From Paper Shapes FSP91
Obj.– Children will
explore transportation using art.
Make A Train From Paper Shapes FSP91
Obj.– Children will
explore transportation using art.
Make A Train From Paper Shapes FSP91
Obj.– Children will
explore transportation using art.
Draw A Picture Of A Four-Legged Animal
SRA75 Obj.- Children will identify four-legged
animals to be used as a sculpture.
Wednesday
Create A Sailboat From Shapes FSP91
Obj.– Children will
explore transportation using art.
Create A Sailboat From Shapes FSP91
Obj.– Children will
explore transportation using art.
Create A Sailboat From Shapes FSP91
Obj.– Children will
explore transportation using art.
Create A Four-Legged Animal From Model
Magic SRA75 Obj.- Children will identify four-legged
animals to be used as a sculpture.
Begin Final Picture For “Our Mothers Are
Special” Book Obj.– Children will
make and publish an original book.
Thursday
Sensory Play: Rice Boxes And Kinetic Sand
Obj.– Children will
explore senses of sight and touch.
Sensory Play: Rice Boxes And Kinetic Sand
Obj.– Children will
explore senses of sight and touch.
Sensory Play: Rice Boxes And Kinetic Sand
Obj.– Children will
explore senses of sight and touch.
Paint Four-Legged Animal SRA 75
Obj.- Children will identify four-legged
animals to be used as a sculpture.
Friday
Play Dough Fun Day
Obj.– Children will manipulate play dough
to strengthen small muscles.
Play Dough Fun Day
Obj.– Children will manipulate play dough
to strengthen small muscles.
Play Dough Fun Day
Obj.– Children will manipulate play dough
to strengthen small muscles.
Play Dough Fun Day
Obj.– Children will manipulate play dough
to strengthen small muscles.
Finish The Final Picture For the Book
Obj.– Children will
make and publish an original book.
Day of the Week
Calendar Circle Time
Language Comprehension
Phonics Development
Handwriting
Math Operations
Social Studies/ Science
Values & Virtues Learning Centers
Monday
Calendar Number Song
Morning Message
Follow My Directions
(T134)
Photo-Essay/Expository
“On the Go”
(T136)
Obj: Make connections
Long a (T134)
Intro to /j/ (T135)
-ap word family
Obj: Blend word parts
Let’s Go Book (T138)
Magic “C” Mystery Letters
(HWT 28) Obj: Present ideas through drawings
Teddy Bear Posi-tions
(EDM 274)
Obj: Use position words to describe the location of an
object
Social Studies What kind of
Transportation? (T139)
Obj: match modes of transportation
Social Studies
What Kind of Transportation?
(T139)
Obj: Match modes of transportation
Tuesday
Calendar Number Song
Morning Message
Catch Me If You Can (T140)
“On the Go” (T142)
Obj: Recognize page numbers
Long a (T140)
Alphabetic Principle (T141)
-ap word family Obj: Blend word
parts
Let’s Go Book (T144)
Letter Size and Place
(HWT 29) Obj: Present ideas through drawings
Face Collage (EDM 276)
Obj: Explore
spatial relationships in the context of a
collage
Oh Deer! (GUW 48)
Obj: Children
explore the parts of habitat in a
physical activity
Health and Development
Simon Says:
In, On, Behind Obj: Understand position words
Wednesday
Calendar Number Song
Morning Message First, Middle, Last
(T146)
Poetry
“Traffic Jam” (T148)
Obj: Use
visualization
Segmentation (T146)
Intro to /f/ (T147)
“Over in the Meadow”
(T147) Obj: Associate the names of letters
Let’s Go Book (T150)
Lowercase u (HWT 30)
Obj: Present ideas through drawings
Pattern-Block Puzzles I
(EDM 278)
Obj: Build pictures, designs, and other
shapes from geometric shapes
Oh Deer!
Favorite Animal Habitat
(GUW 49) Obj: Children
explore the parts of habitat in a
physical activity
Art
J for Jewels (T141)
Obj: Demonstrate knowledge of the
alphabet
Thursday
Calendar Number Song
Morning Message Does It Rhyme?
(T152)
Fantasy
“The Little School Bus”
(T154) Obj: Ask and
answer questions
Segmentation (T152)
Alphabetic Principle (T153)
Ready to Read (T153)
Obj: Identify word parts
Let’s Go Book (T156)
Capital U Lowercase u (HWT 31)
Obj: Present ideas through drawings
Where, Oh Where Has My Little Dog
Gone? (EDM 280)
Obj: Use position words to describe the location of an
object
Social Studies
Chinese New Year Year of the Sheep
Obj: Explore a
holiday
Art
F is for Feathers (T153)
Obj: Demonstrate knowledge of the
alphabet
Friday
Calendar Number Song
Morning Message What is the Letter?
(T158)
“The Little School Bus”
(T160)
Obj: Identify the beginning and end
of the book
Long e (T158)
Review sounds (T159)
Ready to Read (T159)
-ap word family Obj: Blend word
parts
Spelling Test
Publish: Let’s Go Book
(T162)
Obj: Complete book
Obstacle Course (EDM 282)
Obj: Follow a
sequence of steps
Oh Deer!
Healthy Me! My Habitat (GUW 49)
Obj: Children will explore the parts of
habitat in a physical activity
Fine Arts
“The Wheels on the Bus”
(T163)
Obj: Preform a finger play
Theme: Let’s Go (Week 2) Class: Crème Prep Week: March 5-9, 2018
Theme: Transportation Enrichment: STEM Week: March 5-9,2018
Day of the Week
Garderie 2
Garderie 3
Garderie 4
Crème Prep
TK/Private Kindergarten
Apres School
Monday
Travelling Lines Gross Motor Activi-
ty Obj: Children will be encourage to travel lines placed with
masking tape using baby steps.
Travelling Lines Gross Motor Activity Obj: Children will be
encourage to travel lines placed with masking
tape using baby steps.
Transportation Grid
Obj: Children will use a chart to separate the
different forms of trans-portation by water, land
or air.
Transportation Grid
Obj: Children will use a chart to separate the
different forms of trans-portation by water, land
or air.
Transportation Grid
Obj: Children will use a chart to separate the
different forms of trans-portation by water, land
or air.
N/A
Tuesday
Four Quadrant Frame
Obj: Children will learn how to describe
direction using the terms: left, right, up,
or down.
Four Quadrant Frame
Obj: Children will learn how to describe direc-
tion using the terms: left, right, up, or down.
Four Quadrant Frame
Obj: Children will learn how to describe direc-tion using the terms:
left, right, up, or down. .
Four Quadrant Frame
Obj: Children will learn how to describe direc-tion using the terms:
left, right, up, or down.
Four Quadrant Frame
Obj: Children will learn how to describe direc-tion using the terms:
left, right, up, or down.
N/A
Wednesday
Smartboard Skills Obj: Children practice using the smartboard.
Smartboard Skills Obj: Children practice using the smartboard.
Smartboard Skills Obj: Children practice using the smartboard.
Smartboard Skills Obj: Children practice using the smartboard.
Smartboard Skills Obj: Children practice using the smartboard.
Smartboard Skills Obj: Children practice using the smartboard.
Thursday
Chef It Up! Quesadillas
Chef It Up! Quesadillas
Chef It Up! Quesadillas
Chef It Up! Quesadillas
Chef It Up! Quesadillas
N/A
Friday
STEM Centers Obj: Children will use
centers to review STEM material.
STEM Centers Obj: Children will use
centers to review STEM material.
STEM Centers Obj: Children will use
centers to review STEM material.
STEM Centers Obj: Children will use
centers to review STEM material.
STEM Centers Obj: Children will use
centers to review STEM material.
STEM Centers Obj: Children will use
centers to review STEM material.
Theme: Transportation Enrichment: Computers Week: March 5-9, 2018
Day of the Week
Garderie 2
Garderie 3 Garderie 4 Crème Prep Private Kindergarten
Après School
Monday
Portfolio Assessment Letter “I i”
Letter “I i” book Obj: Letter Recognition
Intro to Weather theme
Rain
Review Computer Parts
Clifford Reading
Obj: Phonics and emergent literacy
Review Computer Parts
Clifford Reading
Obj: Phonics and emergent literacy
Review Computer Parts
Open Book and
Journals Obj: Phonics and emergent literacy
Freddi Fish
Obj: Oral
comprehension
Tuesday
Color: “white”
What objects are white?
Obj: Color recognition
Snow
DLM Math
Shape puzzles
Obj: Properties of geometric shapes
DLM Math
Shape puzzles
Obj: Properties of geometric shapes
Open Book and
Journals
Obj: Phonics and emergent literacy
Review Computer Parts
Open Book and
Journals Obj: Phonics and emergent literacy
BrainPop Jr.
“Science”
Obj: Comprehen-sion of science related topics
Wednesday
Shape: “triangle” Shape drawing
Obj: Shape recognition
Sunny
Review Computer Parts
Caillou Preschool
Obj: Coloring and
creativity
Review Computer Parts
Caillou Preschool
Obj: Coloring and
creativity
Review Computer Parts
Open Book and
Journals Obj: Phonics and emergent literacy
Professor Garfield
Obj: Reading and
mathematics
Thursday
“Counting”
Counting manipulatives
Obj: Count 15-20
Windy
DLM Math
Shape puzzles
Obj: Properties of geometric shapes
DLM Math
Shape puzzles
Obj: Properties of geometric shapes
Open Book and
Journals
Obj: Phonics and emergent literacy
Review Computer Parts
Open Book and
Journals Obj: Phonics and emergent literacy
BrainPop Jr.
“Social Studies”
Obj: Comprehen-sion of social stud-ies related topics
Friday
Fun Free Friday
Obj: Student choose favorite activity
Fun Free Friday
Obj: Student choose favorite activity
Fun Free Friday
Obj: Student choose favorite activity
Fun Free Friday
Obj: Student choose favorite activity
Fun Free Friday
Obj: Student choose favorite
activity
Fun Free Friday
Obj: Student
choose favorite activity
Theme: Transportation Enrichment: Computers Week: March 5-9, 2018
Day of the Week
Garderie 2
Garderie 3 Garderie 4 Crème Prep Private Kindergarten
Après School
Monday
Portfolio Assessment Letter “I i”
Letter “I i” book Obj: Letter Recognition
Intro to Weather theme
Rain
Review Computer Parts
Clifford Reading
Obj: Phonics and emergent literacy
Review Computer Parts
Clifford Reading
Obj: Phonics and emergent literacy
Review Computer Parts
Open Book and
Journals Obj: Phonics and emergent literacy
Freddi Fish
Obj: Oral
comprehension
Tuesday
Color: “white”
What objects are white?
Obj: Color recognition
Snow
DLM Math
Shape puzzles
Obj: Properties of geometric shapes
DLM Math
Shape puzzles
Obj: Properties of geometric shapes
Open Book and
Journals
Obj: Phonics and emergent literacy
Review Computer Parts
Open Book and
Journals Obj: Phonics and emergent literacy
BrainPop Jr.
“Science”
Obj: Comprehen-sion of science related topics
Wednesday
Shape: “triangle” Shape drawing
Obj: Shape recognition
Sunny
Review Computer Parts
Caillou Preschool
Obj: Coloring and
creativity
Review Computer Parts
Caillou Preschool
Obj: Coloring and
creativity
Review Computer Parts
Open Book and
Journals Obj: Phonics and emergent literacy
Professor Garfield
Obj: Reading and
mathematics
Thursday
“Counting”
Counting manipulatives
Obj: Count 15-20
Windy
DLM Math
Shape puzzles
Obj: Properties of geometric shapes
DLM Math
Shape puzzles
Obj: Properties of geometric shapes
Open Book and
Journals
Obj: Phonics and emergent literacy
Review Computer Parts
Open Book and
Journals Obj: Phonics and emergent literacy
BrainPop Jr.
“Social Studies”
Obj: Comprehen-sion of social stud-ies related topics
Friday
Fun Free Friday
Obj: Student choose favorite activity
Fun Free Friday
Obj: Student choose favorite activity
Fun Free Friday
Obj: Student choose favorite activity
Fun Free Friday
Obj: Student choose favorite activity
Fun Free Friday
Obj: Student choose favorite
activity
Fun Free Friday
Obj: Student
choose favorite activity
Theme: Transportation/An Animal Is A Form Enrichment: Art Week: March 5-9, 2018 Day of the
Week
Garderie 2
Garderie 3 Garderie 4
Crème Prep 1 Crème Prep 2
TK
Kindergarten
Monday
Make Tracks With Paint And Toy Cars
FSP90
Obj.– Children will explore transportation
using art.
Make Tracks With Paint And Toy Cars FSP90
Obj.– Children will
explore transportation using art.
Make Tracks With Paint And Toy Cars FSP90
Obj.– Children will
explore transportation using art.
Discuss Animal Forms SRA75
Obj.- Children will identify four-legged
animals to be used as a sculpture.
Make Rough Draft Pic-ture For “Our Mothers
Are Special” Book Obj.– Children will
make and publish an original book.
Tuesday
Make A Train From Paper Shapes FSP91
Obj.– Children will
explore transportation using art.
Make A Train From Paper Shapes FSP91
Obj.– Children will
explore transportation using art.
Make A Train From Paper Shapes FSP91
Obj.– Children will
explore transportation using art.
Draw A Picture Of A Four-Legged Animal
SRA75 Obj.- Children will identify four-legged
animals to be used as a sculpture.
Wednesday
Create A Sailboat From Shapes FSP91
Obj.– Children will
explore transportation using art.
Create A Sailboat From Shapes FSP91
Obj.– Children will
explore transportation using art.
Create A Sailboat From Shapes FSP91
Obj.– Children will
explore transportation using art.
Create A Four-Legged Animal From Model
Magic SRA75 Obj.- Children will identify four-legged
animals to be used as a sculpture.
Begin Final Picture For “Our Mothers Are
Special” Book Obj.– Children will
make and publish an original book.
Thursday
Sensory Play: Rice Boxes And Kinetic Sand
Obj.– Children will
explore senses of sight and touch.
Sensory Play: Rice Boxes And Kinetic Sand
Obj.– Children will
explore senses of sight and touch.
Sensory Play: Rice Boxes And Kinetic Sand
Obj.– Children will
explore senses of sight and touch.
Paint Four-Legged Animal SRA 75
Obj.- Children will identify four-legged
animals to be used as a sculpture.
Friday
Play Dough Fun Day
Obj.– Children will manipulate play dough
to strengthen small muscles.
Play Dough Fun Day
Obj.– Children will manipulate play dough
to strengthen small muscles.
Play Dough Fun Day
Obj.– Children will manipulate play dough
to strengthen small muscles.
Play Dough Fun Day
Obj.– Children will manipulate play dough
to strengthen small muscles.
Finish The Final Picture For the Book
Obj.– Children will
make and publish an original book.
Day of the Week
Calendar Circle Time
Language Comprehension
Phonics Development
Handwriting
Math Operations
Social Studies/ Science
Values & Virtues Learning Centers
Monday
Calendar Number Song
Morning Message
Follow My Directions
(T134)
Photo-Essay/Expository
“On the Go”
(T136)
Obj: Make connections
Long a (T134)
Intro to /j/ (T135)
-ap word family
Obj: Blend word parts
Let’s Go Book (T138)
Magic “C” Mystery Letters
(HWT 28) Obj: Present ideas through drawings
Teddy Bear Posi-tions
(EDM 274)
Obj: Use position words to describe the location of an
object
Social Studies What kind of
Transportation? (T139)
Obj: match modes of transportation
Social Studies
What Kind of Transportation?
(T139)
Obj: Match modes of transportation
Tuesday
Calendar Number Song
Morning Message
Catch Me If You Can (T140)
“On the Go” (T142)
Obj: Recognize page numbers
Long a (T140)
Alphabetic Principle (T141)
-ap word family Obj: Blend word
parts
Let’s Go Book (T144)
Letter Size and Place
(HWT 29) Obj: Present ideas through drawings
Face Collage (EDM 276)
Obj: Explore
spatial relationships in the context of a
collage
Oh Deer! (GUW 48)
Obj: Children
explore the parts of habitat in a
physical activity
Health and Development
Simon Says:
In, On, Behind Obj: Understand position words
Wednesday
Calendar Number Song
Morning Message First, Middle, Last
(T146)
Poetry
“Traffic Jam” (T148)
Obj: Use
visualization
Segmentation (T146)
Intro to /f/ (T147)
“Over in the Meadow”
(T147) Obj: Associate the names of letters
Let’s Go Book (T150)
Lowercase u (HWT 30)
Obj: Present ideas through drawings
Pattern-Block Puzzles I
(EDM 278)
Obj: Build pictures, designs, and other
shapes from geometric shapes
Oh Deer!
Favorite Animal Habitat
(GUW 49) Obj: Children
explore the parts of habitat in a
physical activity
Art
J for Jewels (T141)
Obj: Demonstrate knowledge of the
alphabet
Thursday
Calendar Number Song
Morning Message Does It Rhyme?
(T152)
Fantasy
“The Little School Bus”
(T154) Obj: Ask and
answer questions
Segmentation (T152)
Alphabetic Principle (T153)
Ready to Read (T153)
Obj: Identify word parts
Let’s Go Book (T156)
Capital U Lowercase u (HWT 31)
Obj: Present ideas through drawings
Where, Oh Where Has My Little Dog
Gone? (EDM 280)
Obj: Use position words to describe the location of an
object
Social Studies
Chinese New Year Year of the Sheep
Obj: Explore a
holiday
Art
F is for Feathers (T153)
Obj: Demonstrate knowledge of the
alphabet
Friday
Calendar Number Song
Morning Message What is the Letter?
(T158)
“The Little School Bus”
(T160)
Obj: Identify the beginning and end
of the book
Long e (T158)
Review sounds (T159)
Ready to Read (T159)
-ap word family Obj: Blend word
parts
Spelling Test
Publish: Let’s Go Book
(T162)
Obj: Complete book
Obstacle Course (EDM 282)
Obj: Follow a
sequence of steps
Oh Deer!
Healthy Me! My Habitat (GUW 49)
Obj: Children will explore the parts of
habitat in a physical activity
Fine Arts
“The Wheels on the Bus”
(T163)
Obj: Preform a finger play
Theme: Let’s Go (Week 2) Class: Crème Prep Week: March 5-9, 2018
Date Class
Literacy Math Data Analysis
English Vocabulary
Vocabulary, Oral Language
CharacterEducation
Self-reliance, Auto confianza Technology
Letter Knowledge
English-E, e, J, j, O, o, Q, qSpanish-E, e, J, j, O, o, Q, q
Lesson Plans for Things That Move- TransportationMarch 5-9, 2018 G2
aerodynamicaerodinámica
Wonderful Word Words, Words, Words; Frog Street Math-Measure ItX.A.1. X.A.2. II.D.1. V.D.1.
Giants Made by People • Gigantes hechos por el hombre• Discuss carnival rides• Distinguish different power sources
“Monster Coaster” • “Monstruosa, la montaña rusa”• Introduce idea of a round-trip• Think about what it means to be self-reliant
“Reagan’s Journal • El diario de Reagan”• Discuss travel safety measures• Respond to questions in text
Gram Is Coming to My House • Abuelita se viene a mi casa• Identify four-wheeled vehicles in story• Connect story to experience
Once Upon a Time in Dragon Land • Había una vez en Dragolandia• Develop airplane background and vocabulary• Share experiences about flying
Gram Is Coming to My House • Abuelita se viene a mi casa• Compare airplane to helicopter• Compare illustrations to photographs
Gram Is Coming to My House • Abuelita se viene a mi casa• Introduce fact-based fiction• Compare photograph to illustrations
“Engine Ninety-Nine” • “Locomotora Noventa y Nueve” listening story• Recall story details• Participate in storytelling
“I Saw a Ship A-Sailing” • “Yo vi un barquito que navegaba” participation story• Develop vocabulary• Pantomime story
“Wynken, Blynken, and Nod” • “Sueño de un niño” (Nursery Rhyme • Cuentos infantiles flip chart)• Recognize imagery in poem• Think about how boat is powered
Centers• Sensory Table-Explore ways to move sailboats• Creativity Station-Create a sailboat• ABC-Copy words in sand
Morning Message:Airplanes and helicopters move people through the air.Unite: Invite children to sing "I Been Working on the Railroad"Demo: Teach the calming strategyConnect: Invite children to sing "Get Ready !"; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
Morning Message:Trains move cargo quickly along the track.Unite: Invite children to sing "Huge Machines"Demo: Teach the calming strategyConnect: Invite children to sing "Hello Friends "; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
Morning Message:Boats and ships move cargo quickly.Unite: Invite children to sing "Down by the Station"Demo: Teach the calming strategyConnect: Invite children to sing "Friendship Chant"; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
LESSON COMPONENTS
Literacy (Oral Language, Phonics, Handwriting, Read Aloud)
• Develop vocabulary• Distinguish between and read road signs
Centers• Writer's Corner-Make a stop sign• Creativity Station- Color a picture city traffic• ABC Center-Make rubbings of license plates
.
Greeting Circle
Morning Message:Cars and buses transport us on roads.Unite: Invite children to sing "The Wheels on the Bus"Demo: Teach the thumb tracking calming strategyConnect: Invite children to sing "Good Morning !"; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
aerodynamic, airplane, bicycle, boats, cargo, Ferris wheel, freight, helicopter, horse, merry-go-round, object graph, people (real) graph, picture graph, roller coaster, ships, train, transportation, yacht
Day 1 Day 2 Day 3
• Develop background information about merry-go-rounds• Consider whether a round trip represents travel
Centers• Writer's Corner-Dictate story about carousel• Creativity Station-Color favorite carnival ride• Language and Literacy-Retell a story with props
Day 5
• Introduce concept of aerodynamics• Discuss and contrast flying vehicles
Centers• Fine Motor Center-Fold paper airplanes• Science Center-Cut and fold paper helicopters• Writer's Corner-Write in clouds (shaving cream)
• Discuss trains and the noises they make
Centers• ABC-Complete missing letter patterns with magnetic letters• Creativity Station-Paste paper shapes to construct a train• Library and Listening-Listen to a story
Morning Message:Everyone enjoys a carnival ride.Unite: Invite children to sing "Traveling is a Dream"Demo: Teach the calming strategyConnect: Invite children to sing "Sing Along with Me!"; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
Day 4
LESSON COMPONENTS
Day 1 Day 2 Day 3 Day 5Day 4
• Invite children to set up a carnival. Have a ball-tossing game, a go fishing game, and a duck draw. Suggest that children think of ways to make a pretend roller coaster (hold on to one another’s waist and twist and turn around the playground) and carousel (walk in a circle, dipping up and down).
Closing Circle• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Invite children to play Red Light, Green Light • Luz roja, luz verde (p. 204).
• Have children lie on their backs and watch for airplanes in the sky. Invite children to fly their paper airplanes.
• Invite children to connect tricycles to form a train or provide boxes (large enough to hold a child) for children to build a train.
• Use a parachute to demonstrate the resistance created by air. Lift the parachute up high and allow it to drift down. If it is a windy day, position the chute so that it is pushed by the air.
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
Outdoor Learning
Math and Science
• Compare tire tracks using positional words
Centers• Sensory Table-Compare play dough block impressions• Creativity Station-Make tracks with paint and toy cars
Centers• Math-Sort attribute buttons using Venn diagram• Science-Sort photo of moving things
Centers• Math-Practice using Venn diagram• Construction-Build train tracks
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
Centers• Science-Sort vehicles
Centers• Creativity Station-Replace photos with drawings• Science-Discover best tools for rowing
Weekly Learning Centers
• Gross Motor Area-Children use their bodies to make the letters in car, taxi, and bus• Pretend and Learn-Provide car games for the children to explore.• Construction-Build a town with roads and traffic signs.
• Gross Motor Area-Challenge a group of children to create a wave.• Pretend and Learn-Provide a large box to use as a pretend boat.• Construction-Create an ocean using blue fabric or paper.
• Gross Motor Area-Make a masking tape circle on the floor. Invite children to walk the tape, dipping like carousel horses.• Pretend and Learn-Provide a cardboard horse cutout and supplies to decorate a carousel horse.• Construction-Provide plastic horses and pizza trays as platforms for carousel horses.
Handwriting Without Tears
Review with Wood Pieces & Slate M N W
X Wood Pieces & Slate TGPK pg. 105
X Crayon Stroke GSS pg. 69
Y Wood Pieces & Slate TGPK pg. 106
Y Crayon Stroke GSS pg. 70
• Gross Motor Area-Cover a box with a white or brown towel to create a mountain.• Pretend and Learn-Explore balance using a scale.• Construction-Build an airport complete with towers and a runway.
• Gross Motor Area-Use masking tape to create a winding train track on the floor.• Pretend and Learn-Set up a bed and sitting area to represent the caboose of the train.• Construction-Make a train whistle with a paper towel tube.
LESSON COMPONENTS
Day 1 Day 2 Day 3 Day 5Day 4
• Demonstrates empathy and caring for others• Shows understanding by following two-step oral directions, and usually follows three-step directions• Combines onset and rime to form familiar one-syllable words without pictorial support• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Asks and answers appropriate questions about the book• Uses a wide variety of words to label and describe people, places, things, and actions• Uses category labels to understand how words and objects relate to each other• Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different• Counts up to ten items, and demonstrates that the last count indicates how many items were counted• Identifies equal and unequal sets• Collects data and organizes it in a graphic representation• Describes, observes, and investigates properties and characteristics of common objects• Investigates and describes position and motion of objects• Uses simple measuring devices to learn about
objects
• Begins to understand difference and connection between feelings and behaviors• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Demonstrates empathy and caring for others• Retells or reenacts a story after it is read aloud• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Demonstrates receptive vocabulary (three to four thousand words)• Uses sentences with more than one phrase• Initiates problem-solving strategies and seeks adult help when necessary• Engages in voting as a method for group decision making• Demonstrates awareness of one-to-one relationships• Identifies equal and unequal sets• Collects data and organizes it in a graphic representation• Shows increasing control of tasks that require eye-hand coordination• Shows understanding by following two-step oral directions, and ususally follows three-step directions• Uses art as a form of creative self-expression and representation
Learning Goals
• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Shows competence in initiating social interactions• Combines onset and rime to form familiar one-syllable words without pictorial support• Asks and answers appropriate questions about the book• Uses category labels to understand how words and objects relate to each other• Produces a word that rhymes with a given word• Practices good habits of personal safety• Demonstrates use of location words• Identifies equal and unequal sets.• Collects data and organizes it in a graphic representation• Shows awareness of areas of competence and describes self positively in what he is able to do
• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Demonstrates empathy and caring for others• Combines onset and rime to form familiar one-syllable words without pictorial support• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Shows understanding by responding appropriately.• Demonstrates receptive vocabulary (three to four thousand words)• Combines sentences that give detail, stays on topic, and clearly communicates• Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different• Identifies equal and unequal sets.• Collects data and organizes it in a graphic representation• Child investigates and describes position and motion of objects.• Describes, observes, and investigates properties and characteristics of common objects•Demonstrates coordination and balance in isolation
• Is aware of own feelings most of the time• Participates in classroom music activities• Demonstrates empathy and caring for others• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting • Demonstrates an understanding that others have perspectives and feelings that are different from her own.• Shows understanding by following two-step oral directions, and usually follows three-step directions
• Provides appropriate information for various situations• Coordinates sequence of movements to perform tasks• Demonstrates awareness of one-to-one relationships• Identifies equal and unequal sets• Collects data and organizes it in a graphic representation• Uses art as a form of creative self-expression and representation
Date Class
Literacy Math Data Analysis
English Vocabulary
Vocabulary, Oral Language
CharacterEducation
Self-reliance, Auto confianza Technology
Letter Knowledge
English-E, e, J, j, O, o, Q, qSpanish-E, e, J, j, O, o, Q, q
Lesson Plans for Things That Move- TransportationMarch 5-9, 2018 G2
aerodynamicaerodinámica
Wonderful Word Words, Words, Words; Frog Street Math-Measure ItX.A.1. X.A.2. II.D.1. V.D.1.
Giants Made by People • Gigantes hechos por el hombre• Discuss carnival rides• Distinguish different power sources
“Monster Coaster” • “Monstruosa, la montaña rusa”• Introduce idea of a round-trip• Think about what it means to be self-reliant
“Reagan’s Journal • El diario de Reagan”• Discuss travel safety measures• Respond to questions in text
Gram Is Coming to My House • Abuelita se viene a mi casa• Identify four-wheeled vehicles in story• Connect story to experience
Once Upon a Time in Dragon Land • Había una vez en Dragolandia• Develop airplane background and vocabulary• Share experiences about flying
Gram Is Coming to My House • Abuelita se viene a mi casa• Compare airplane to helicopter• Compare illustrations to photographs
Gram Is Coming to My House • Abuelita se viene a mi casa• Introduce fact-based fiction• Compare photograph to illustrations
“Engine Ninety-Nine” • “Locomotora Noventa y Nueve” listening story• Recall story details• Participate in storytelling
“I Saw a Ship A-Sailing” • “Yo vi un barquito que navegaba” participation story• Develop vocabulary• Pantomime story
“Wynken, Blynken, and Nod” • “Sueño de un niño” (Nursery Rhyme • Cuentos infantiles flip chart)• Recognize imagery in poem• Think about how boat is powered
Centers• Sensory Table-Explore ways to move sailboats• Creativity Station-Create a sailboat• ABC-Copy words in sand
Morning Message:Airplanes and helicopters move people through the air.Unite: Invite children to sing "I Been Working on the Railroad"Demo: Teach the calming strategyConnect: Invite children to sing "Get Ready !"; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
Morning Message:Trains move cargo quickly along the track.Unite: Invite children to sing "Huge Machines"Demo: Teach the calming strategyConnect: Invite children to sing "Hello Friends "; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
Morning Message:Boats and ships move cargo quickly.Unite: Invite children to sing "Down by the Station"Demo: Teach the calming strategyConnect: Invite children to sing "Friendship Chant"; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
LESSON COMPONENTS
Literacy (Oral Language, Phonics, Handwriting, Read Aloud)
• Develop vocabulary• Distinguish between and read road signs
Centers• Writer's Corner-Make a stop sign• Creativity Station- Color a picture city traffic• ABC Center-Make rubbings of license plates
.
Greeting Circle
Morning Message:Cars and buses transport us on roads.Unite: Invite children to sing "The Wheels on the Bus"Demo: Teach the thumb tracking calming strategyConnect: Invite children to sing "Good Morning !"; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
aerodynamic, airplane, bicycle, boats, cargo, Ferris wheel, freight, helicopter, horse, merry-go-round, object graph, people (real) graph, picture graph, roller coaster, ships, train, transportation, yacht
Day 1 Day 2 Day 3
• Develop background information about merry-go-rounds• Consider whether a round trip represents travel
Centers• Writer's Corner-Dictate story about carousel• Creativity Station-Color favorite carnival ride• Language and Literacy-Retell a story with props
Day 5
• Introduce concept of aerodynamics• Discuss and contrast flying vehicles
Centers• Fine Motor Center-Fold paper airplanes• Science Center-Cut and fold paper helicopters• Writer's Corner-Write in clouds (shaving cream)
• Discuss trains and the noises they make
Centers• ABC-Complete missing letter patterns with magnetic letters• Creativity Station-Paste paper shapes to construct a train• Library and Listening-Listen to a story
Morning Message:Everyone enjoys a carnival ride.Unite: Invite children to sing "Traveling is a Dream"Demo: Teach the calming strategyConnect: Invite children to sing "Sing Along with Me!"; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
Day 4
LESSON COMPONENTS
Day 1 Day 2 Day 3 Day 5Day 4
• Invite children to set up a carnival. Have a ball-tossing game, a go fishing game, and a duck draw. Suggest that children think of ways to make a pretend roller coaster (hold on to one another’s waist and twist and turn around the playground) and carousel (walk in a circle, dipping up and down).
Closing Circle• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Invite children to play Red Light, Green Light • Luz roja, luz verde (p. 204).
• Have children lie on their backs and watch for airplanes in the sky. Invite children to fly their paper airplanes.
• Invite children to connect tricycles to form a train or provide boxes (large enough to hold a child) for children to build a train.
• Use a parachute to demonstrate the resistance created by air. Lift the parachute up high and allow it to drift down. If it is a windy day, position the chute so that it is pushed by the air.
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
Outdoor Learning
Math and Science
• Compare tire tracks using positional words
Centers• Sensory Table-Compare play dough block impressions• Creativity Station-Make tracks with paint and toy cars
Centers• Math-Sort attribute buttons using Venn diagram• Science-Sort photo of moving things
Centers• Math-Practice using Venn diagram• Construction-Build train tracks
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
Centers• Science-Sort vehicles
Centers• Creativity Station-Replace photos with drawings• Science-Discover best tools for rowing
Weekly Learning Centers
• Gross Motor Area-Children use their bodies to make the letters in car, taxi, and bus• Pretend and Learn-Provide car games for the children to explore.• Construction-Build a town with roads and traffic signs.
• Gross Motor Area-Challenge a group of children to create a wave.• Pretend and Learn-Provide a large box to use as a pretend boat.• Construction-Create an ocean using blue fabric or paper.
• Gross Motor Area-Make a masking tape circle on the floor. Invite children to walk the tape, dipping like carousel horses.• Pretend and Learn-Provide a cardboard horse cutout and supplies to decorate a carousel horse.• Construction-Provide plastic horses and pizza trays as platforms for carousel horses.
Handwriting Without Tears
Review with Wood Pieces & Slate M N W
X Wood Pieces & Slate TGPK pg. 105
X Crayon Stroke GSS pg. 69
Y Wood Pieces & Slate TGPK pg. 106
Y Crayon Stroke GSS pg. 70
• Gross Motor Area-Cover a box with a white or brown towel to create a mountain.• Pretend and Learn-Explore balance using a scale.• Construction-Build an airport complete with towers and a runway.
• Gross Motor Area-Use masking tape to create a winding train track on the floor.• Pretend and Learn-Set up a bed and sitting area to represent the caboose of the train.• Construction-Make a train whistle with a paper towel tube.
LESSON COMPONENTS
Day 1 Day 2 Day 3 Day 5Day 4
• Demonstrates empathy and caring for others• Shows understanding by following two-step oral directions, and usually follows three-step directions• Combines onset and rime to form familiar one-syllable words without pictorial support• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Asks and answers appropriate questions about the book• Uses a wide variety of words to label and describe people, places, things, and actions• Uses category labels to understand how words and objects relate to each other• Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different• Counts up to ten items, and demonstrates that the last count indicates how many items were counted• Identifies equal and unequal sets• Collects data and organizes it in a graphic representation• Describes, observes, and investigates properties and characteristics of common objects• Investigates and describes position and motion of objects• Uses simple measuring devices to learn about
objects
• Begins to understand difference and connection between feelings and behaviors• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Demonstrates empathy and caring for others• Retells or reenacts a story after it is read aloud• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Demonstrates receptive vocabulary (three to four thousand words)• Uses sentences with more than one phrase• Initiates problem-solving strategies and seeks adult help when necessary• Engages in voting as a method for group decision making• Demonstrates awareness of one-to-one relationships• Identifies equal and unequal sets• Collects data and organizes it in a graphic representation• Shows increasing control of tasks that require eye-hand coordination• Shows understanding by following two-step oral directions, and ususally follows three-step directions• Uses art as a form of creative self-expression and representation
Learning Goals
• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Shows competence in initiating social interactions• Combines onset and rime to form familiar one-syllable words without pictorial support• Asks and answers appropriate questions about the book• Uses category labels to understand how words and objects relate to each other• Produces a word that rhymes with a given word• Practices good habits of personal safety• Demonstrates use of location words• Identifies equal and unequal sets.• Collects data and organizes it in a graphic representation• Shows awareness of areas of competence and describes self positively in what he is able to do
• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Demonstrates empathy and caring for others• Combines onset and rime to form familiar one-syllable words without pictorial support• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Shows understanding by responding appropriately.• Demonstrates receptive vocabulary (three to four thousand words)• Combines sentences that give detail, stays on topic, and clearly communicates• Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different• Identifies equal and unequal sets.• Collects data and organizes it in a graphic representation• Child investigates and describes position and motion of objects.• Describes, observes, and investigates properties and characteristics of common objects•Demonstrates coordination and balance in isolation
• Is aware of own feelings most of the time• Participates in classroom music activities• Demonstrates empathy and caring for others• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting • Demonstrates an understanding that others have perspectives and feelings that are different from her own.• Shows understanding by following two-step oral directions, and usually follows three-step directions
• Provides appropriate information for various situations• Coordinates sequence of movements to perform tasks• Demonstrates awareness of one-to-one relationships• Identifies equal and unequal sets• Collects data and organizes it in a graphic representation• Uses art as a form of creative self-expression and representation
Date Class
Literacy Math Data Analysis
English Vocabulary
Vocabulary, Oral Language
CharacterEducation
Self-reliance, Auto confianza Technology
Letter Knowledge
English-E, e, J, j, O, o, Q, qSpanish-E, e, J, j, O, o, Q, q
Lesson Plans for Things That Move- TransportationMarch 5-9, 2018 G3
aerodynamicaerodinámica
Wonderful Word Words, Words, Words; Frog Street Math-Measure ItX.A.1. X.A.2. II.D.1. V.D.1.
Giants Made by People • Gigantes hechos por el hombre• Discuss carnival rides• Distinguish different power sources
“Monster Coaster” • “Monstruosa, la montaña rusa”• Introduce idea of a round-trip• Think about what it means to be self-reliant
“Reagan’s Journal • El diario de Reagan”• Discuss travel safety measures• Respond to questions in text
Gram Is Coming to My House • Abuelita se viene a mi casa• Identify four-wheeled vehicles in story• Connect story to experience
Once Upon a Time in Dragon Land • Había una vez en Dragolandia• Develop airplane background and vocabulary• Share experiences about flying
Gram Is Coming to My House • Abuelita se viene a mi casa• Compare airplane to helicopter• Compare illustrations to photographs
Gram Is Coming to My House • Abuelita se viene a mi casa• Introduce fact-based fiction• Compare photograph to illustrations
“Engine Ninety-Nine” • “Locomotora Noventa y Nueve” listening story• Recall story details• Participate in storytelling
“I Saw a Ship A-Sailing” • “Yo vi un barquito que navegaba” participation story• Develop vocabulary• Pantomime story
“Wynken, Blynken, and Nod” • “Sueño de un niño” (Nursery Rhyme • Cuentos infantiles flip chart)• Recognize imagery in poem• Think about how boat is powered
Centers• Sensory Table-Explore ways to move sailboats• Creativity Station-Create a sailboat• ABC-Copy words in sand
Morning Message:Airplanes and helicopters move people through the air.Unite: Invite children to sing "I Been Working on the Railroad"Demo: Teach the calming strategyConnect: Invite children to sing "Get Ready !"; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
Morning Message:Trains move cargo quickly along the track.Unite: Invite children to sing "Huge Machines"Demo: Teach the calming strategyConnect: Invite children to sing "Hello Friends "; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
Morning Message:Boats and ships move cargo quickly.Unite: Invite children to sing "Down by the Station"Demo: Teach the calming strategyConnect: Invite children to sing "Friendship Chant"; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
LESSON COMPONENTS
Literacy (Oral Language, Phonics, Handwriting, Read Aloud)
• Develop vocabulary• Distinguish between and read road signs
Centers• Writer's Corner-Make a stop sign• Creativity Station- Color a picture city traffic• ABC Center-Make rubbings of license plates
.
Greeting Circle
Morning Message:Cars and buses transport us on roads.Unite: Invite children to sing "The Wheels on the Bus"Demo: Teach the thumb tracking calming strategyConnect: Invite children to sing "Good Morning !"; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
aerodynamic, airplane, bicycle, boats, cargo, Ferris wheel, freight, helicopter, horse, merry-go-round, object graph, people (real) graph, picture graph, roller coaster, ships, train, transportation, yacht
Day 1 Day 2 Day 3
• Develop background information about merry-go-rounds• Consider whether a round trip represents travel
Centers• Writer's Corner-Dictate story about carousel• Creativity Station-Color favorite carnival ride• Language and Literacy-Retell a story with props
Day 5
• Introduce concept of aerodynamics• Discuss and contrast flying vehicles
Centers• Fine Motor Center-Fold paper airplanes• Science Center-Cut and fold paper helicopters• Writer's Corner-Write in clouds (shaving cream)
• Discuss trains and the noises they make
Centers• ABC-Complete missing letter patterns with magnetic letters• Creativity Station-Paste paper shapes to construct a train• Library and Listening-Listen to a story
Morning Message:Everyone enjoys a carnival ride.Unite: Invite children to sing "Traveling is a Dream"Demo: Teach the calming strategyConnect: Invite children to sing "Sing Along with Me!"; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
Day 4
LESSON COMPONENTS
Day 1 Day 2 Day 3 Day 5Day 4
• Invite children to set up a carnival. Have a ball-tossing game, a go fishing game, and a duck draw. Suggest that children think of ways to make a pretend roller coaster (hold on to one another’s waist and twist and turn around the playground) and carousel (walk in a circle, dipping up and down).
Closing Circle• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Invite children to play Red Light, Green Light • Luz roja, luz verde (p. 204).
• Have children lie on their backs and watch for airplanes in the sky. Invite children to fly their paper airplanes.
• Invite children to connect tricycles to form a train or provide boxes (large enough to hold a child) for children to build a train.
• Use a parachute to demonstrate the resistance created by air. Lift the parachute up high and allow it to drift down. If it is a windy day, position the chute so that it is pushed by the air.
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
Outdoor Learning
Math and Science
• Compare tire tracks using positional words
Centers• Sensory Table-Compare play dough block impressions• Creativity Station-Make tracks with paint and toy cars
Centers• Math-Sort attribute buttons using Venn diagram• Science-Sort photo of moving things
Centers• Math-Practice using Venn diagram• Construction-Build train tracks
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
Centers• Science-Sort vehicles
Centers• Creativity Station-Replace photos with drawings• Science-Discover best tools for rowing
Weekly Learning Centers
• Gross Motor Area-Children use their bodies to make the letters in car, taxi, and bus• Pretend and Learn-Provide car games for the children to explore.• Construction-Build a town with roads and traffic signs.
• Gross Motor Area-Challenge a group of children to create a wave.• Pretend and Learn-Provide a large box to use as a pretend boat.• Construction-Create an ocean using blue fabric or paper.
• Gross Motor Area-Make a masking tape circle on the floor. Invite children to walk the tape, dipping like carousel horses.• Pretend and Learn-Provide a cardboard horse cutout and supplies to decorate a carousel horse.• Construction-Provide plastic horses and pizza trays as platforms for carousel horses.
Handwriting Without Tears
Review with Wood Pieces & Slate M N W
X Wood Pieces & Slate TGPK pg. 105
X Crayon Stroke GSS pg. 69
Y Wood Pieces & Slate TGPK pg. 106
Y Crayon Stroke GSS pg. 70
• Gross Motor Area-Cover a box with a white or brown towel to create a mountain.• Pretend and Learn-Explore balance using a scale.• Construction-Build an airport complete with towers and a runway.
• Gross Motor Area-Use masking tape to create a winding train track on the floor.• Pretend and Learn-Set up a bed and sitting area to represent the caboose of the train.• Construction-Make a train whistle with a paper towel tube.
LESSON COMPONENTS
Day 1 Day 2 Day 3 Day 5Day 4
• Demonstrates empathy and caring for others• Shows understanding by following two-step oral directions, and usually follows three-step directions• Combines onset and rime to form familiar one-syllable words without pictorial support• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Asks and answers appropriate questions about the book• Uses a wide variety of words to label and describe people, places, things, and actions• Uses category labels to understand how words and objects relate to each other• Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different• Counts up to ten items, and demonstrates that the last count indicates how many items were counted• Identifies equal and unequal sets• Collects data and organizes it in a graphic representation• Describes, observes, and investigates properties and characteristics of common objects• Investigates and describes position and motion of objects• Uses simple measuring devices to learn about
objects
• Begins to understand difference and connection between feelings and behaviors• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Demonstrates empathy and caring for others• Retells or reenacts a story after it is read aloud• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Demonstrates receptive vocabulary (three to four thousand words)• Uses sentences with more than one phrase• Initiates problem-solving strategies and seeks adult help when necessary• Engages in voting as a method for group decision making• Demonstrates awareness of one-to-one relationships• Identifies equal and unequal sets• Collects data and organizes it in a graphic representation• Shows increasing control of tasks that require eye-hand coordination• Shows understanding by following two-step oral directions, and ususally follows three-step directions• Uses art as a form of creative self-expression and representation
Learning Goals
• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Shows competence in initiating social interactions• Combines onset and rime to form familiar one-syllable words without pictorial support• Asks and answers appropriate questions about the book• Uses category labels to understand how words and objects relate to each other• Produces a word that rhymes with a given word• Practices good habits of personal safety• Demonstrates use of location words• Identifies equal and unequal sets.• Collects data and organizes it in a graphic representation• Shows awareness of areas of competence and describes self positively in what he is able to do
• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Demonstrates empathy and caring for others• Combines onset and rime to form familiar one-syllable words without pictorial support• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Shows understanding by responding appropriately.• Demonstrates receptive vocabulary (three to four thousand words)• Combines sentences that give detail, stays on topic, and clearly communicates• Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different• Identifies equal and unequal sets.• Collects data and organizes it in a graphic representation• Child investigates and describes position and motion of objects.• Describes, observes, and investigates properties and characteristics of common objects•Demonstrates coordination and balance in isolation
• Is aware of own feelings most of the time• Participates in classroom music activities• Demonstrates empathy and caring for others• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting • Demonstrates an understanding that others have perspectives and feelings that are different from her own.• Shows understanding by following two-step oral directions, and usually follows three-step directions
• Provides appropriate information for various situations• Coordinates sequence of movements to perform tasks• Demonstrates awareness of one-to-one relationships• Identifies equal and unequal sets• Collects data and organizes it in a graphic representation• Uses art as a form of creative self-expression and representation
Date Teacher
Literacy Math
adventure, airport, bus, car, diagonal, distance, horizontal, imagination, intersection, persistent, quadrant, self-reliant, subway station, suitcase, train station, transportation, travel, vertical
Greeting Circle• Building Community: "My Bonnie Lies over the Ocean"• Morning Message: We can travel to many locations.
• Act out and guess animal movements• Combine onset and rime to form movement words
Centers• Gross Motor Area-Travel path as different animals• Library and Listening-Listen to a story• ABC-Copy letters in movement words
HWT: Name Practice and Letter Z Roll-a- Dough
Gram Is Coming to My House • Abuelita se viene a mi casa• Describe grandparent’s travel• Recall story details
Giants Made by People • Gigantes hechos por el hombre• Identify vehicles used for travel• Discuss future travel
“Itsy Bitsy Spider” • “La araña chiquitita”story folder• Discuss real spiders• Develop concept of persistence and self-reliance
Can You Move With Me? • ¡Ven y muévete así!• Discuss ways that animals move• Record animal movements on T-chart
Position Words, Spatial Sense, Patterns
• Building Community: "Three White Mice"• Morning Message: Animals travel in all kinds of ways.
Vocabulary, Oral Language, ComprehensionLetter Knowledge: HWT: Z
English-K, k, W, w, A, aSpanish-K, k, W, w, A, a
Day 5LESSON COMPONENTS
Reading Buddy, Sounds and Rhymes, Tux Paint
Day 4
Self-reliance, Auto confianza
Day 2
aventura, aeropuerto, autobús, carro, diagonal, distancia, horizontal, imaginación, intersección, persistente, cuadrante, independiente, estación del tren subterráneo, maleta, estación del tren, transporte, viajar, vertical
English Vocabulary
adventure, aventuraWonderful Word
March 5-9 2018
CharacterEducation
Can You Move with Me? • ¡Ven y muévete así!• Move like different animals• Develop vocabulary describing animal movement
“Monster Coaster” • “Monstruosa, la montaña rusa” story folder Analyze character’s curiosity Introduce the concept of a cycle
Moving and Learning
“The Cool Bear Hunt” participation story
“Itsy Bitsy Spider” dance
• Building Community: "She'll Be Coming Round the Mountain"• Morning Message: We can pack a suitcase.
• Building Community: "Walk, Walk, Walk, Your Feet"• Morning Message: We can travel from here to there. .
Lesson Plans for Things That Move • Cosas que se mu even - Travel (Week 2) Garderie 4
Technology
Day 3
“The Three Little Pigs” • “Los tres cerditos” (Developmental Storybook )• Compare Gram’s suitcase to pigs’ backpacks• Think about source of pigs’ furniture
Gram is Coming to My House • Abuelita se viene a mi casa Compare vehicles used for travel Infer what character would pack
“The Ants Go Marching” • “Las hormigas marchan” (Nursery Rhyme • Cuentos infantiles flip chart)• Learn about ants’ navigation• Recognize rhyming words
“Wynken, Blynken, and Nod” • “Sueño de niño” (Nursery Rhyme • Cuentos infantiles flip chart)• Introduce the idea of metaphor• Recognize role of imagination
Spanish Vocabulary
Day 1
“Can You Move With Me?” • “¡Ven y muévete así!” action song
Literacy (Oral Language, Phonics, Handwriting, Read Aloud)
“Hands and Fingers” • “Manos y dedos” action song
• Building Community: "If I Had the Wings"• Morning Message: My imagination takes me to many places.
Bubble dance
• Define here , there , and in between• Note difference in travel and transportation
Centers• ABC-Circle Tt in newspaper ads• Library and Listening-Dance to song• Gross Motor Area-Walk different lines
HWT: Introduce the letter Z Self Portrait
• Introduce maps and globe• Draw a simple map to playground
Centers• Language and Literacy-Explore maps, atlas, and globe• Creativity Station-Decorate map to playground• Library and Listening-Listen to story
HWT: Letter Z Stamp and See
• Discuss the importance of planning• Read rebus poster to pack
Centers• Pretend and Learn-Pack a suitcase• Library and Listening-Predict character’s needs• Writer's Corner-Make a list for packing
HWT: Letter Z Green Workbook
• Use imagination to transform familiar objects• Visualize story events and details
Centers• Language and Literacy-Tell adventure stories• Creativity Station-Use imagination to create something• Writer's Corner-Create travel posterHWT: Letter Z Worksheet
1
• Challenge children to use their imagination to create a new parachute and move it across the playground or high in the air.
• Compare hotel to three-by-three grid• Place suitcases on grid
Centers• Pretend and Learn-Use location words while packing• Writer's Corner-Play tic-tac-toe
• Reflecting on the day• Check on CommitmentsWhat is a quadrant?
• Encourage children to draw their own hopscotch grids. Point out that a hopscotch grid is like a map. It tells you the direction of travel.
• Reflecting on the day• Check on CommitmentsWhat do you need to think about when packing for a trip.
• Invite children to play Pack-to-Travel Hopscotch • La rayuela de la maleta (p. 202).
• Encourage children to play One Elephant • Un elefante (p. 203).
PATHS- Lesson 24 feelings review Discuss behavior that is acceptable when visitors come to our house.
Review appropriate table manners.
Outdoor Learning
• Reflecting on the day• Check on CommitmentsShow me what we mean when we say two lines intersect.
• Play hopscotch. Have children navigate the grid, hopping from one to ten, and then turn around and travel backwards. Encourage children to describe their movements.
• Reflecting on the day• Check on CommitmentsWhat do we mean when we say we can travel anywhere when we use our imagination?
• Introduce term intersection• Move notes on grid as directed
Centers• Math-Move frog counters on giant grid• Creativity Station-Make string and paint collage
Character Education
• Orient pointer in various directions• Copy moves on a grid
Centers• Math-Move frog counters on grid• Sensory Table-Make model city in sand
PATHS- Turtle Technique
• Introduce vertical number line• Move frog counters on number line
Centers• Science-Wash frog down a slope• Math-Practice moving in a grid
• Reflecting on the day• Check on CommitmentsWhat can we learn from maps?
Role play sharing situations.
• Gross Motor Area-Construct an obstacle course for hopping, jumping, taking baby steps, and crawling.• Creativity Station-Invite children to draw a picture of children moving (walking, riding, hopping).• Writer's Corner-Children explore writing their name vertically and diagonally.
• Gross Motor Area-Draw a map of the obstacle course, showing how to navigate it.• Creativity Station-Draw a simple map.• Writer's Corner-Explore printed mazes.
• Gross Motor Area-Navigate the course while holding a small suitcase or bag.• Creativity Station-Invite children to pack a basket of art supplies they will use for outdoor painting. Help them prepare a list of the materials.• Writer's Corner-Make a pretend list of clothes to pack for a sleepover.
Closing Circle
Math and Science
• Gross Motor Area-Children pretend they are animals navigating the course.• Creativity Station-Make animal tracks in slabs of play dough.• Writer's Corner-Shape play dough snakes into letters.
• Follow directions• Place blocks on four-quadrant grid
Centers• Gross Motor Area-Hop in a four-quadrant frame• Creativity Station-Draw a bike
• Gross Motor Area-Use imagination to create a new course or to navigate the current course backwards.• Creativity Station-Draw a picture of Aryana the way children see her in their imagination.• Writer's Corner-Think of ways to draw if they could not use their hands.
Weekly Learning Centers
2
Learning Goals
• Demonstrates empathy and caring for others• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Combines onset and rime to form familiar one-syllable words without pictorial support• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Participates in activities to help them become aware of what it means to be a consumer• Initiates problem-solving strategies and seeks adult help when necessary• Uses category labels to understand how words and objects relate to each other• Seeks to understand print• Recognizes that information is accessible through the use of technology• Uses the verbal ordinal terms• Recognizes one-digit numerals 0 through 9• Demonstrates use of location words• Shows awareness of areas of competence and describes self positively in what he is able to do• Uses a large speaking vocabulary, adding several new words daily
• Assumes various roles and responsibilities as part of a classroom community• Is aware of where own body is in space; respects personal boundaries• Combines onset and rime to form familiar one-syllable words without pictorial support• Asks and answers appropriate questions about the book• Uses category labels to understand how words and objects relate to each other• Provides appropriate information for various situations• Uses a wide variety of words to label and describe people, places, things, and actions• Shows understanding by following two-step oral directions, and usually follows three-step directions• Is able to use language for different purposes• Recognizes one-digit numerals 0 through 9• Demonstrates use of location words• Investigates and describes position and motion of objects• Coordinates sequence of movements to perform tasks
• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Assumes various roles and responsibilities as part of a classroom community• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Asks and answers appropriate questions about the book • Produces a word that rhymes with a given word• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Initiates problem-solving strategies and seeks adult help when necessary• Combines sentences that give detail, stays on topic, and clearly communicates• Demonstrates use of location words•Slides, flips, and turns shapes to demonstrate that the shapesremain the same• Investigates and describes position and motion of objects• Creates or re-creates stories,moods, or experiences through dramatic representations
• Demonstrates empathy and caring for others• Coordinates sequence of movements to perform tasks• Combines onset and rime to form familiar one-syllable words without pictorial support• Uses a wide variety of words to label and describe people, places, things, and actions• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Identifies and describes the characteristics of organisms• Verbally identifies, without counting, the number of objects from 1 to 5• Recognizes one-digit numerals 0 through 9• Demonstrates use of location words• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal
• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Asks and answers appropriate questions about the book• Uses a wide variety of words to label and describe people, places, things, and actions• Uses sentences with more than one phrase• Demonstrates receptive vocabulary (three to four thousand words)• Identifies and creates common features in her immediate environment• Remains focused on engaging group activities for age appropriate range of time• Recognizes one-digit numerals 0 through 9• Demonstrates use of location words• Investigates and describes position and motion of objects• Recognizes that information is accessible through the use of technology• Coordinates sequence of movements to perform tasks
3
LESSON COMPONENTS
Language Development
Brain Start Way to Start the Day
Social Emotional Development
Eyes, Ears, Nose, and Mouth (SE36)Very slowly sing "Eyes, ears, nose, and mouth" to the tune of "Head, Shoulders, Knees, and Toes" (Frog Street Baby Songs CD) while pointing to each feature. Encourage the little ones to copy your movements. It is fine if they lag a bit behind your actions or just sit and watch. They will enjoy the fun interaction and benefit from the vocabulary exposure.
Unite: "Morning Greeting"Calm: BreathingConnect: Rock each baby in your arms.Book: Jack and JillPhoto Activity Card: #3 Face
Floor Covers (L36)Change a baby's environment by placing her on a color beach towel or blanket during floor time. Place a photo Activity Card on the towel or blanket. Sit with baby and talk with her about the image on the card. Ask her to point to the image on the card.
ThursdayUnite: "Row, Row, Row, Your Boat"Calm: Greet each baby with LilyConnect: Read a book to baby.Book: Little Boy BluePhoto Activity Card: #15 Bird
Tuesday Wednesday
Your Hands, My Hands (SE38)Compare your hands to a baby's hands. Talk about the things you do with your hands. On another day, compare your baby's feet.
Name that Emotion (SE37)Talk with little ones during the day about their emotions to help them identify if they are feeling sad, excited, angry, or happy.
My Family (SE39)Ask family members to provide some family photos. Place photos in the Frog Street Easel. Ask babies to point to a specific family member by saying, "Where is Mommy? Where is brother?" Ask infants 12 months and older to name family members.
Book Etiquette (L40)Sit with a little one in your lap and a book in your hand. Discuss holding the book in the correct position. Demonstrate how to turn the pages of the book. Point out that we must treat books gently. When you are finished, take the baby with you to the place where the books are stored and demonstrate putting the book where it belongs. repeat the rules often so that little ones can begin to internalize them.
Yes and No (SE40)Sing a song about yes and no. Use the appropriate head movements. Sing the song slowly so little ones can recognize the movements. Younger children may not be able to follow your lead or they may use the gestures without meaning. You will know when children understand what "no" means when they use it appropriately or when they stop what they are doing when they hear the word "no."
Feet (L38) Use an enthusiastic voice to read the Feet board book to children. Ask little ones to point to specific photos. Reread the book often. Observe children who begin to recognize the book by its cover. Follow up by playing "Walking My Baby Back Home" (Frog Street Baby Games CD).
Sensory Glove (L39)Place a sensory glove on your hand. Encourage little ones to feel each finger of the glove. Talk about the fell of each finger on the glove. At another time, wear the glove while you demonstrate hand actions such as waving, patting, squeezing, opening, and closing.
Unite: "Thank You" Calm: Count fingers and toesConnect: Roll a ball on the floor with baby.Book: FeetPhoto Activity Card: #21 Shoes
Take a Close Look (C40)Show a baby how to use a magnifying glass to get a closer look at interesting objects (leaf, rock, shell, pinecone, orange peel). Encourage him to tur the items to view different parts.
Eye on the Ball (C37)Have two children sit facing each other with their feet touching. Give them a ball to roll back and forth. Encourage them to say, "one, two, three," before releasing the ball. Ask them to watch the ball as it rolls. Observe their ability to follow the ball with their eye. Play the game with balls of different sizes and ask children to identify the bigger and smaller balls. Invite little ones to help you arrange the balls in order of size.
Ball Track Design (C38)Place a sheet of drawing paper inside a two inch deep box or cake pan. Dip a golf ball in paint and then place it in the box or pan. Show a baby how to move the box to roll the ball around. She will be thrilled to see the design emerging.
Much to Say (L37)Select an interesting toy from the toy box. Sit with baby on your lap and discuss the toy in detail. Point out how it is used, its color, its shape, and its texture. If the toy makes a noise discuss the sound. If the baby shows interest, do the activity again with another toy.
Cognitive Development
Peek-a-Boo Plate (C36)Draw eyes, a nose, and a smile on an 8" paper plate and attach it to a tongue depressor. Hold the plate in front of your face as you play Peek-a-Boo. Invite a little one to touch the face. Ask him to find the eyes, nose, and mouth. Hold the platy in front of a baby's face and play the game again.
Textured Finger Paint (C39)Place textured finger paint on the tabletop. Invite little ones to paint on the table. Talk about the paint as they work. Call attention to how different designs change as they move their hands in different ways.
Unite: "You Are My Sunshine"Calm: LaughingConnect: Play pat-a-cakeBook: Merry -Go-RoundPhoto Activity Card: #6 Blocks
Unite: "Good Morning to You"Calm: Shake a rattleConnect: "Open Shut Them"Book: Dora's DucksPhoto Activity Card: #4 Body
American Sign Language (ASL): Help
Monday
Date: March 5-9, 2018
Approach Towards Learning: Communication, Curiosity, Attention, Persistence
Spanish Vocabulary: cara, bloques, cuerpo, pajaro, zapatosEnglish Vocabulary: Face, Blocks, Body, Bird, Shoe
Parents as Partners: Letter 8
Infant Class: Infant A-2 & Infant B (6-12 Months)
Friday
Infant Program
LESSON COMPONENTS
Unite: "Morning Greeting"
ThursdayUnite: "Row, Row, Row, Your Boat"
Tuesday WednesdayUnite: "Thank You" Unite: "You Are My Sunshine" Unite: "Good Morning to You"
Monday Friday
PhysicalDevelopment
My Hands (P36)Read Hands. As you read, pause and invite a baby to do the same actions with her hands (clap, touch, pet, squeeze, explore, hug). Point out how we use our hands to help us do important things, such as eat and communicate. During lunch time and hand-washing time, point out how children use their hands for self-help.
Up and Down (P38)Play "The Grand Old Duke of York" (Frog Street Baby Games CD). Encourage walkers to walk to the first verse and to stand in one place and move up and down on the second verse. Assist non-walkers with movements as they hold onto your hands. Don't be surprised if children simply bend their knees and move up and down the entire song. Reinforce the concept of up and down. On another day read Merry-Go-Round. Invite the children to move up and down like the merry-go-round ponies.
Swinging (P37)Place a baby in a swing outdoors. Recite the rhyme while you begin to gently swing him. If indoor swings are available, place a baby in the swing and recite the rhyme. If swings are not available, rock a baby and sing "Rock-a-Bye Baby" (Frog Street Baby Songs CD).
Bubble Stomp (P40) Lay bubble wrap on the floor and tape it securely in place. Show little ones how to stomp on it with their feet to pop the bubbles. Show non-walkers how topo the bubbles with their fingers. Chant as children pop bubbles and remind them to stop popping when the chant directs them on the last line.
Twinkle Fingers (P39)Show children how to open an d close their hands to represent twinkling stars. Encourage them to make twinkling-star hand movements as you sing "Twinkle, Twinkle Little Star" (Frog Street Baby Songs CD). On another day, sing "Open, Shut Them" to practice hand movements.
C.3.d. Turns pages of a book.C.3.d. Makes sounds when looking at pictures in a book.D.1.b. Looks closely at small objects.D.2.b. Turns objects over to look at and handle from different positions.B.2.c. Makes choices by shaking head "no" or nodding "yes."B.3.c. Understands what "no" means.A.2.b. Moves body to achieve a goal.C.1.b. Follows simple request.Objectives
C.3.a. Points to pictures when named by an adult.D.3.b. Enjoys playing peek-a-booD.4.a. Coos, giggles, laughs when caregiver plays with themB.1.c. Engages in positive relationships and interactions with adults.B.4.a. Watches others and tracks their behaviorA.1.c. Begins to develop self-care skillsa.3.a. Develops control of small muscles for manipulations and exploration
C.1.c. Watches when others speak and then makes sounds themselves.C.2.a. Responds to caregiver's talk by babbling.D.1.b. Organizes three objects from small to large with help.D.2.d. Uses words such as big, little, more, and one, two, three.B.2.a. Expresses a variety of emotions.B.3.a. Show ability to cope with stress.A.2.a.Devlops control of large muscles for movement, navigation, and balance.B.1.c. Engages in positive relationships with adults.
C.3.a. Enjoys being read to and exploring books.C.3.a. Recognizes a favorite book by its cover.D.1.c. Shows interest in colors, shapes, patterns, and pictures.B.1.c. Engages in positive relationships and interactions with adults. B.2.b. Explores own hands and feet.A.2.a. Develops control of large muscles for movement, navigation, and exploration.A.2.b. Moves from one position to another while coordinating body movements.
C.1.a. Listens with interest to the language of others.D.1.b. Uses senses to investigate environment to discover what objects and people do, how things work, and how they can make things happen.B.1.a. Differentiates between familiar and unfamiliar adults.B.2.d. Enjoys pointing to or naming pictures of family members.A.3.a. Sits and uses hands.D.4.a. Imitates adult actions.
American Sign Language (ASL): Please, Thank you, eyes, more
Monday
�����������������������Infant ProgramDate: March 5-9, 2018
Approach Towards Learning: Attention , curiosity, Communication
Spanish Vocabulary: Seis, siete, ochoEnglish Vocabulary: Eyes, more, please, thank you
Parents as Partners: Giving your baby a smart start
Infant Class: Infants B (6-12 mo)
FridayUnite: This is the way Calm: Hands up Connect: Thank you!
C 24 Mimicking Games Obj: D4.a Coos, giggles, laughs when care giver plays games with them.
C 29 beep, ring, blink Obj: D.1.b Plays with objects that makes sounds.
C 24 Mimicking Games Obj: D4.a Coos, giggles, laughs when care giver plays games with them.
L 22 Copy Me Obj: C.1.b. Uses hands motions body movements in response to familiar word and phrases.
Cognitive Development
C 24 Mimicking Games Obj: D4.a Coos, giggles, laughs when care giver plays games with them.
C 29 beep, ring, blink Obj: D.1.b Plays with objects that makes sounds.
Unite: This is the way Calm: Hands up Connect: Thank you!
Unite: This is the way Calm: Hands up Connect: Thank you!
P 31 Shake, Shake, Shake Obj: A.3.a Shakes objects.
L 23 Alternative names Obj: C.3.c Playing with language like sounds.
P25 Tunnels Obj: A.2.b Crawls on hands and knees.
SE 40 Yes and No Obj: B2.c makes choices by shaking their heads no or nodding yes.
L 23 Alternative names Obj: C.3.c Playing with language like sounds.
L 22 Copy Me Obj: C.1.b. Uses hands motions body movements in response to familiar word and phrases.
ThursdayUnite: This is the way Calm: Hands up Connect: Thank you!
P 31 Shake, Shake, Shake Obj: A.3.a Shakes objects.
Tuesday Wednesday
SE 40 Yes and No Obj: B2.c makes choices by shaking their heads no or nodding yes.
P25 Tunnels Obj: A.2.b Crawls on hands and knees.
SE 37 Name that emotion Obj: B.2.a expresses a variety of emotion.
SE 37 Name that emotion Obj: B.2.a expresses a variety of emotion.
LESSON COMPONENTS
Language Development
Brain Start Way to Start the Day
Social Emotional Development
SE 40 Yes and No Obj: B2.c makes choices by shaking their heads no or nodding yes.
PhysicalDevelopment
P 31 Shake, Shake, Shake Obj: A.3.a Shakes objects.
Unite: This is the way Calm: Hands up Connect: Thank you!
L 23 Alternative names Obj: C.3.c Playing with language like sounds.
Unite: This is the way Calm: Hands up
C 24 Mimicking Games Obj: D4.a Coos, giggles, laughs when care giver plays games with them.
P 31 Shake, Shake, Shake Obj: A.3.a Shakes objects.
L 23 Alternative names Obj: C.3.c Playing with language like
SE 40 Yes and No Obj: B2.c makes choices by shaking their heads no or nodding yes.
American Sign Language (ASL): Please, Thank You, More
Monday
�����������������������Infant ProgramMarch 5-9 2018
Approach Towards Learning: Communication, Attention, Curiosity
Spanish Vocabulary: Pelo, Bloques, RojoEnglish Vocabulary: Hair, Blocks, Red
Parents as Partners: Helping Your Babies make Transitions
Infant C (12-18 months)
FridayUnite: "Rolling Numbers" Calm: Stretching Connect: Hug each baby .
C43 Color Day Obj: Shows interest in solor shapes and pictures.
C 60 Writing Tools Obj: Coordinate hand and body movements.
C 58 More or Less? Obj: Use words such as big, little, and more.
L 59 Please and Thank You Obj: Begin to understand rules.
Cognitive Development
C 58 More or Less? Obj: Use words such as big, little, and more.
C 60 Writing Tools Obj: Coordinate hand and body movements.
Unite: Good Morning to You Calm: Story time Connect: Greet each baby by name.
Unite: Who came to school Calm: Stretching Connect: Hug each baby .
L63 Three Little Pigs Obj: Engage with stories and books
SE 49 Hide-and- Seek Obj: Play side by side with others
L50 Ring around the Rosie Obj: Follow simple request
L 59 Please and Thank You Obj: Begin to understand rules.
ThursdayUnite: Good Morning to You Calm: Story time Connect: Greet each baby by name.
Tuesday Wednesday
SE 56 Peek- a- Boo Surprise Obj: Engage in positive relationships.
SE 57 Feeling Blocks Obj: Recognize and respond to the feelings of others.
SE 57 Feeling Blocks Obj: Recognize and respond to the feelings of others.
LESSON COMPONENTS
Language Development
Brain Start Way to Start the Day
Social Emotional Development
SE 56 Peek- a- Boo Surprise Obj: Engage in positive relationships.
Unite: Who came to school Calm: Stretching Connect: Hug each baby .
L50 Ring around the Rosie Obj: Follow simple request.
Monday FridayUnite: "Rolling Numbers" Unite: Good Morning to You Unite: Who came to school
ThursdayUnite: Good Morning to You
Tuesday WednesdayLESSON COMPONENTS
Unite: Who came to school P 42 Fill and Dump Obj: Coordinate hand and body.
P 53 Turn the Page Obj: Turns pages of a book.
P 41 This is my nose Obj: Points to pictures in books.
P 41 This is my nose Obj: Points to pictures in books.
PhysicalDevelopment
P 53 Turn the Page Obj: Turns pages of a book.
Unite: "Rolling Numbers" Calm: Stretching Connect: Hug each baby .
C43 Color Day Obj: Shows interest in solor shapes
L63 Three Little Pigs Obj: Engage with stories and books
SE 49 Hide-and- Seek Obj: Play side by side with others
Unite: "Rolling Numbers" P 42 Fill and Dump Obj: Coordinate hand and body.
Theme: Transportation Enrichment: Music Week: March 5-9, 2018
Day of the Week
Garderie 2
Garderie 3
Garderie4 Crème Prep
Transitional Kindergarten
Kindergarten
Monday
Sing & Read Transportation Book
Obj.– Students will sing
songs about different forms of transportation.
Sing & Read Transportation Book
Obj.– Students will sing
songs about different forms of transportation.
Sing & Read Transportation Book
Obj.– Students will sing
songs about different forms of transportation.
Sing & Read Transportation Book
Obj.– Students will sing
songs about different forms of transportation.
Tuesday
Laurie Berkner’s “Airplane Song”
Obj.– Children will
pretend to be airplanes and explore different
movements.
Laurie Berkner’s “Airplane Song”
Obj.– Children will
pretend to be airplanes and explore different
movements.
Laurie Berkner’s “Airplane Song”
Obj.– Children will
pretend to be airplanes and explore different
movements.
Laurie Berkner’s “Airplane Song”
Obj.– Children will
pretend to be airplanes and explore different
movements.
Laurie Berkner’s “Airplane Song”
Obj.– Children will
pretend to be airplanes and explore different
movements.
Wednesday
Listen & Move
Obj.– Children will listen and follow the directions
of the song.
Listen & Move
Obj.– Children will listen and follow the directions
of the song.
Listen & Move
Obj.– Children will listen and follow the directions
of the song.
Listen & Move
Obj.– Children will listen and follow the directions
of the song.
Thursday
Instrument Play…. Hand Bells
Obj.– Students will
explore the sounds of the hand bells.
Instrument Play…. Hand Bells
Obj.– Students will
explore the sounds of the hand bells.
Instrument Play…. Hand Bells
Obj.– Students will
explore the sounds of the hand bells.
Instrument Play…. Hand Bells
Obj.– Students will
explore the sounds of the hand bells.
Instrument Play…. Hand Bells
Obj.– Students will
explore the sounds of the hand bells.
Friday
Dance Party Friday!!!
Obj.– Students will improve gross motor
skills.
Dance Party Friday!!!
Obj.– Students will improve gross motor
skills.
Dance Party Friday!!!
Obj.– Students will improve gross motor
skills.
Dance Party Friday!!!
Obj.– Students will improve gross motor
skills.
Theme: Transportation/An Animal Is A Form Enrichment: Art Week: March 5-9, 2018 Day of the
Week
Garderie 2
Garderie 3 Garderie 4
Crème Prep 1 Crème Prep 2
TK
Kindergarten
Monday
Make Tracks With Paint And Toy Cars
FSP90
Obj.– Children will explore transportation
using art.
Make Tracks With Paint And Toy Cars FSP90
Obj.– Children will
explore transportation using art.
Make Tracks With Paint And Toy Cars FSP90
Obj.– Children will
explore transportation using art.
Discuss Animal Forms SRA75
Obj.- Children will identify four-legged
animals to be used as a sculpture.
Make Rough Draft Pic-ture For “Our Mothers
Are Special” Book Obj.– Children will
make and publish an original book.
Tuesday
Make A Train From Paper Shapes FSP91
Obj.– Children will
explore transportation using art.
Make A Train From Paper Shapes FSP91
Obj.– Children will
explore transportation using art.
Make A Train From Paper Shapes FSP91
Obj.– Children will
explore transportation using art.
Draw A Picture Of A Four-Legged Animal
SRA75 Obj.- Children will identify four-legged
animals to be used as a sculpture.
Wednesday
Create A Sailboat From Shapes FSP91
Obj.– Children will
explore transportation using art.
Create A Sailboat From Shapes FSP91
Obj.– Children will
explore transportation using art.
Create A Sailboat From Shapes FSP91
Obj.– Children will
explore transportation using art.
Create A Four-Legged Animal From Model
Magic SRA75 Obj.- Children will identify four-legged
animals to be used as a sculpture.
Begin Final Picture For “Our Mothers Are
Special” Book Obj.– Children will
make and publish an original book.
Thursday
Sensory Play: Rice Boxes And Kinetic Sand
Obj.– Children will
explore senses of sight and touch.
Sensory Play: Rice Boxes And Kinetic Sand
Obj.– Children will
explore senses of sight and touch.
Sensory Play: Rice Boxes And Kinetic Sand
Obj.– Children will
explore senses of sight and touch.
Paint Four-Legged Animal SRA 75
Obj.- Children will identify four-legged
animals to be used as a sculpture.
Friday
Play Dough Fun Day
Obj.– Children will manipulate play dough
to strengthen small muscles.
Play Dough Fun Day
Obj.– Children will manipulate play dough
to strengthen small muscles.
Play Dough Fun Day
Obj.– Children will manipulate play dough
to strengthen small muscles.
Play Dough Fun Day
Obj.– Children will manipulate play dough
to strengthen small muscles.
Finish The Final Picture For the Book
Obj.– Children will
make and publish an original book.
Day of the Week
Calendar Circle Time
Language Comprehension
Phonics Development
Handwriting
Math Operations
Social Studies/ Science
Values & Virtues Learning Centers
Monday
Calendar Number Song
Morning Message
Follow My Directions
(T134)
Photo-Essay/Expository
“On the Go”
(T136)
Obj: Make connections
Long a (T134)
Intro to /j/ (T135)
-ap word family
Obj: Blend word parts
Let’s Go Book (T138)
Magic “C” Mystery Letters
(HWT 28) Obj: Present ideas through drawings
Teddy Bear Posi-tions
(EDM 274)
Obj: Use position words to describe the location of an
object
Social Studies What kind of
Transportation? (T139)
Obj: match modes of transportation
Social Studies
What Kind of Transportation?
(T139)
Obj: Match modes of transportation
Tuesday
Calendar Number Song
Morning Message
Catch Me If You Can (T140)
“On the Go” (T142)
Obj: Recognize page numbers
Long a (T140)
Alphabetic Principle (T141)
-ap word family Obj: Blend word
parts
Let’s Go Book (T144)
Letter Size and Place
(HWT 29) Obj: Present ideas through drawings
Face Collage (EDM 276)
Obj: Explore
spatial relationships in the context of a
collage
Oh Deer! (GUW 48)
Obj: Children
explore the parts of habitat in a
physical activity
Health and Development
Simon Says:
In, On, Behind Obj: Understand position words
Wednesday
Calendar Number Song
Morning Message First, Middle, Last
(T146)
Poetry
“Traffic Jam” (T148)
Obj: Use
visualization
Segmentation (T146)
Intro to /f/ (T147)
“Over in the Meadow”
(T147) Obj: Associate the names of letters
Let’s Go Book (T150)
Lowercase u (HWT 30)
Obj: Present ideas through drawings
Pattern-Block Puzzles I
(EDM 278)
Obj: Build pictures, designs, and other
shapes from geometric shapes
Oh Deer!
Favorite Animal Habitat
(GUW 49) Obj: Children
explore the parts of habitat in a
physical activity
Art
J for Jewels (T141)
Obj: Demonstrate knowledge of the
alphabet
Thursday
Calendar Number Song
Morning Message Does It Rhyme?
(T152)
Fantasy
“The Little School Bus”
(T154) Obj: Ask and
answer questions
Segmentation (T152)
Alphabetic Principle (T153)
Ready to Read (T153)
Obj: Identify word parts
Let’s Go Book (T156)
Capital U Lowercase u (HWT 31)
Obj: Present ideas through drawings
Where, Oh Where Has My Little Dog
Gone? (EDM 280)
Obj: Use position words to describe the location of an
object
Social Studies
Chinese New Year Year of the Sheep
Obj: Explore a
holiday
Art
F is for Feathers (T153)
Obj: Demonstrate knowledge of the
alphabet
Friday
Calendar Number Song
Morning Message What is the Letter?
(T158)
“The Little School Bus”
(T160)
Obj: Identify the beginning and end
of the book
Long e (T158)
Review sounds (T159)
Ready to Read (T159)
-ap word family Obj: Blend word
parts
Spelling Test
Publish: Let’s Go Book
(T162)
Obj: Complete book
Obstacle Course (EDM 282)
Obj: Follow a
sequence of steps
Oh Deer!
Healthy Me! My Habitat (GUW 49)
Obj: Children will explore the parts of
habitat in a physical activity
Fine Arts
“The Wheels on the Bus”
(T163)
Obj: Preform a finger play
Theme: Let’s Go (Week 2) Class: Crème Prep Week: March 5-9, 2018
Date Class
Literacy Math Data Analysis
English Vocabulary
Vocabulary, Oral Language
CharacterEducation
Self-reliance, Auto confianza Technology
Letter Knowledge
English-E, e, J, j, O, o, Q, qSpanish-E, e, J, j, O, o, Q, q
Lesson Plans for Things That Move- TransportationMarch 5-9, 2018 G2
aerodynamicaerodinámica
Wonderful Word Words, Words, Words; Frog Street Math-Measure ItX.A.1. X.A.2. II.D.1. V.D.1.
Giants Made by People • Gigantes hechos por el hombre• Discuss carnival rides• Distinguish different power sources
“Monster Coaster” • “Monstruosa, la montaña rusa”• Introduce idea of a round-trip• Think about what it means to be self-reliant
“Reagan’s Journal • El diario de Reagan”• Discuss travel safety measures• Respond to questions in text
Gram Is Coming to My House • Abuelita se viene a mi casa• Identify four-wheeled vehicles in story• Connect story to experience
Once Upon a Time in Dragon Land • Había una vez en Dragolandia• Develop airplane background and vocabulary• Share experiences about flying
Gram Is Coming to My House • Abuelita se viene a mi casa• Compare airplane to helicopter• Compare illustrations to photographs
Gram Is Coming to My House • Abuelita se viene a mi casa• Introduce fact-based fiction• Compare photograph to illustrations
“Engine Ninety-Nine” • “Locomotora Noventa y Nueve” listening story• Recall story details• Participate in storytelling
“I Saw a Ship A-Sailing” • “Yo vi un barquito que navegaba” participation story• Develop vocabulary• Pantomime story
“Wynken, Blynken, and Nod” • “Sueño de un niño” (Nursery Rhyme • Cuentos infantiles flip chart)• Recognize imagery in poem• Think about how boat is powered
Centers• Sensory Table-Explore ways to move sailboats• Creativity Station-Create a sailboat• ABC-Copy words in sand
Morning Message:Airplanes and helicopters move people through the air.Unite: Invite children to sing "I Been Working on the Railroad"Demo: Teach the calming strategyConnect: Invite children to sing "Get Ready !"; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
Morning Message:Trains move cargo quickly along the track.Unite: Invite children to sing "Huge Machines"Demo: Teach the calming strategyConnect: Invite children to sing "Hello Friends "; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
Morning Message:Boats and ships move cargo quickly.Unite: Invite children to sing "Down by the Station"Demo: Teach the calming strategyConnect: Invite children to sing "Friendship Chant"; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
LESSON COMPONENTS
Literacy (Oral Language, Phonics, Handwriting, Read Aloud)
• Develop vocabulary• Distinguish between and read road signs
Centers• Writer's Corner-Make a stop sign• Creativity Station- Color a picture city traffic• ABC Center-Make rubbings of license plates
.
Greeting Circle
Morning Message:Cars and buses transport us on roads.Unite: Invite children to sing "The Wheels on the Bus"Demo: Teach the thumb tracking calming strategyConnect: Invite children to sing "Good Morning !"; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
aerodynamic, airplane, bicycle, boats, cargo, Ferris wheel, freight, helicopter, horse, merry-go-round, object graph, people (real) graph, picture graph, roller coaster, ships, train, transportation, yacht
Day 1 Day 2 Day 3
• Develop background information about merry-go-rounds• Consider whether a round trip represents travel
Centers• Writer's Corner-Dictate story about carousel• Creativity Station-Color favorite carnival ride• Language and Literacy-Retell a story with props
Day 5
• Introduce concept of aerodynamics• Discuss and contrast flying vehicles
Centers• Fine Motor Center-Fold paper airplanes• Science Center-Cut and fold paper helicopters• Writer's Corner-Write in clouds (shaving cream)
• Discuss trains and the noises they make
Centers• ABC-Complete missing letter patterns with magnetic letters• Creativity Station-Paste paper shapes to construct a train• Library and Listening-Listen to a story
Morning Message:Everyone enjoys a carnival ride.Unite: Invite children to sing "Traveling is a Dream"Demo: Teach the calming strategyConnect: Invite children to sing "Sing Along with Me!"; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
Day 4
LESSON COMPONENTS
Day 1 Day 2 Day 3 Day 5Day 4
• Invite children to set up a carnival. Have a ball-tossing game, a go fishing game, and a duck draw. Suggest that children think of ways to make a pretend roller coaster (hold on to one another’s waist and twist and turn around the playground) and carousel (walk in a circle, dipping up and down).
Closing Circle• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Invite children to play Red Light, Green Light • Luz roja, luz verde (p. 204).
• Have children lie on their backs and watch for airplanes in the sky. Invite children to fly their paper airplanes.
• Invite children to connect tricycles to form a train or provide boxes (large enough to hold a child) for children to build a train.
• Use a parachute to demonstrate the resistance created by air. Lift the parachute up high and allow it to drift down. If it is a windy day, position the chute so that it is pushed by the air.
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
Outdoor Learning
Math and Science
• Compare tire tracks using positional words
Centers• Sensory Table-Compare play dough block impressions• Creativity Station-Make tracks with paint and toy cars
Centers• Math-Sort attribute buttons using Venn diagram• Science-Sort photo of moving things
Centers• Math-Practice using Venn diagram• Construction-Build train tracks
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
Centers• Science-Sort vehicles
Centers• Creativity Station-Replace photos with drawings• Science-Discover best tools for rowing
Weekly Learning Centers
• Gross Motor Area-Children use their bodies to make the letters in car, taxi, and bus• Pretend and Learn-Provide car games for the children to explore.• Construction-Build a town with roads and traffic signs.
• Gross Motor Area-Challenge a group of children to create a wave.• Pretend and Learn-Provide a large box to use as a pretend boat.• Construction-Create an ocean using blue fabric or paper.
• Gross Motor Area-Make a masking tape circle on the floor. Invite children to walk the tape, dipping like carousel horses.• Pretend and Learn-Provide a cardboard horse cutout and supplies to decorate a carousel horse.• Construction-Provide plastic horses and pizza trays as platforms for carousel horses.
Handwriting Without Tears
Review with Wood Pieces & Slate M N W
X Wood Pieces & Slate TGPK pg. 105
X Crayon Stroke GSS pg. 69
Y Wood Pieces & Slate TGPK pg. 106
Y Crayon Stroke GSS pg. 70
• Gross Motor Area-Cover a box with a white or brown towel to create a mountain.• Pretend and Learn-Explore balance using a scale.• Construction-Build an airport complete with towers and a runway.
• Gross Motor Area-Use masking tape to create a winding train track on the floor.• Pretend and Learn-Set up a bed and sitting area to represent the caboose of the train.• Construction-Make a train whistle with a paper towel tube.
LESSON COMPONENTS
Day 1 Day 2 Day 3 Day 5Day 4
• Demonstrates empathy and caring for others• Shows understanding by following two-step oral directions, and usually follows three-step directions• Combines onset and rime to form familiar one-syllable words without pictorial support• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Asks and answers appropriate questions about the book• Uses a wide variety of words to label and describe people, places, things, and actions• Uses category labels to understand how words and objects relate to each other• Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different• Counts up to ten items, and demonstrates that the last count indicates how many items were counted• Identifies equal and unequal sets• Collects data and organizes it in a graphic representation• Describes, observes, and investigates properties and characteristics of common objects• Investigates and describes position and motion of objects• Uses simple measuring devices to learn about
objects
• Begins to understand difference and connection between feelings and behaviors• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Demonstrates empathy and caring for others• Retells or reenacts a story after it is read aloud• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Demonstrates receptive vocabulary (three to four thousand words)• Uses sentences with more than one phrase• Initiates problem-solving strategies and seeks adult help when necessary• Engages in voting as a method for group decision making• Demonstrates awareness of one-to-one relationships• Identifies equal and unequal sets• Collects data and organizes it in a graphic representation• Shows increasing control of tasks that require eye-hand coordination• Shows understanding by following two-step oral directions, and ususally follows three-step directions• Uses art as a form of creative self-expression and representation
Learning Goals
• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Shows competence in initiating social interactions• Combines onset and rime to form familiar one-syllable words without pictorial support• Asks and answers appropriate questions about the book• Uses category labels to understand how words and objects relate to each other• Produces a word that rhymes with a given word• Practices good habits of personal safety• Demonstrates use of location words• Identifies equal and unequal sets.• Collects data and organizes it in a graphic representation• Shows awareness of areas of competence and describes self positively in what he is able to do
• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Demonstrates empathy and caring for others• Combines onset and rime to form familiar one-syllable words without pictorial support• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Shows understanding by responding appropriately.• Demonstrates receptive vocabulary (three to four thousand words)• Combines sentences that give detail, stays on topic, and clearly communicates• Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different• Identifies equal and unequal sets.• Collects data and organizes it in a graphic representation• Child investigates and describes position and motion of objects.• Describes, observes, and investigates properties and characteristics of common objects•Demonstrates coordination and balance in isolation
• Is aware of own feelings most of the time• Participates in classroom music activities• Demonstrates empathy and caring for others• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting • Demonstrates an understanding that others have perspectives and feelings that are different from her own.• Shows understanding by following two-step oral directions, and usually follows three-step directions
• Provides appropriate information for various situations• Coordinates sequence of movements to perform tasks• Demonstrates awareness of one-to-one relationships• Identifies equal and unequal sets• Collects data and organizes it in a graphic representation• Uses art as a form of creative self-expression and representation
Date Class
Literacy Math Data Analysis
English Vocabulary
Vocabulary, Oral Language
CharacterEducation
Self-reliance, Auto confianza Technology
Letter Knowledge
English-E, e, J, j, O, o, Q, qSpanish-E, e, J, j, O, o, Q, q
Lesson Plans for Things That Move- TransportationMarch 5-9, 2018 G2
aerodynamicaerodinámica
Wonderful Word Words, Words, Words; Frog Street Math-Measure ItX.A.1. X.A.2. II.D.1. V.D.1.
Giants Made by People • Gigantes hechos por el hombre• Discuss carnival rides• Distinguish different power sources
“Monster Coaster” • “Monstruosa, la montaña rusa”• Introduce idea of a round-trip• Think about what it means to be self-reliant
“Reagan’s Journal • El diario de Reagan”• Discuss travel safety measures• Respond to questions in text
Gram Is Coming to My House • Abuelita se viene a mi casa• Identify four-wheeled vehicles in story• Connect story to experience
Once Upon a Time in Dragon Land • Había una vez en Dragolandia• Develop airplane background and vocabulary• Share experiences about flying
Gram Is Coming to My House • Abuelita se viene a mi casa• Compare airplane to helicopter• Compare illustrations to photographs
Gram Is Coming to My House • Abuelita se viene a mi casa• Introduce fact-based fiction• Compare photograph to illustrations
“Engine Ninety-Nine” • “Locomotora Noventa y Nueve” listening story• Recall story details• Participate in storytelling
“I Saw a Ship A-Sailing” • “Yo vi un barquito que navegaba” participation story• Develop vocabulary• Pantomime story
“Wynken, Blynken, and Nod” • “Sueño de un niño” (Nursery Rhyme • Cuentos infantiles flip chart)• Recognize imagery in poem• Think about how boat is powered
Centers• Sensory Table-Explore ways to move sailboats• Creativity Station-Create a sailboat• ABC-Copy words in sand
Morning Message:Airplanes and helicopters move people through the air.Unite: Invite children to sing "I Been Working on the Railroad"Demo: Teach the calming strategyConnect: Invite children to sing "Get Ready !"; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
Morning Message:Trains move cargo quickly along the track.Unite: Invite children to sing "Huge Machines"Demo: Teach the calming strategyConnect: Invite children to sing "Hello Friends "; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
Morning Message:Boats and ships move cargo quickly.Unite: Invite children to sing "Down by the Station"Demo: Teach the calming strategyConnect: Invite children to sing "Friendship Chant"; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
LESSON COMPONENTS
Literacy (Oral Language, Phonics, Handwriting, Read Aloud)
• Develop vocabulary• Distinguish between and read road signs
Centers• Writer's Corner-Make a stop sign• Creativity Station- Color a picture city traffic• ABC Center-Make rubbings of license plates
.
Greeting Circle
Morning Message:Cars and buses transport us on roads.Unite: Invite children to sing "The Wheels on the Bus"Demo: Teach the thumb tracking calming strategyConnect: Invite children to sing "Good Morning !"; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
aerodynamic, airplane, bicycle, boats, cargo, Ferris wheel, freight, helicopter, horse, merry-go-round, object graph, people (real) graph, picture graph, roller coaster, ships, train, transportation, yacht
Day 1 Day 2 Day 3
• Develop background information about merry-go-rounds• Consider whether a round trip represents travel
Centers• Writer's Corner-Dictate story about carousel• Creativity Station-Color favorite carnival ride• Language and Literacy-Retell a story with props
Day 5
• Introduce concept of aerodynamics• Discuss and contrast flying vehicles
Centers• Fine Motor Center-Fold paper airplanes• Science Center-Cut and fold paper helicopters• Writer's Corner-Write in clouds (shaving cream)
• Discuss trains and the noises they make
Centers• ABC-Complete missing letter patterns with magnetic letters• Creativity Station-Paste paper shapes to construct a train• Library and Listening-Listen to a story
Morning Message:Everyone enjoys a carnival ride.Unite: Invite children to sing "Traveling is a Dream"Demo: Teach the calming strategyConnect: Invite children to sing "Sing Along with Me!"; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
Day 4
LESSON COMPONENTS
Day 1 Day 2 Day 3 Day 5Day 4
• Invite children to set up a carnival. Have a ball-tossing game, a go fishing game, and a duck draw. Suggest that children think of ways to make a pretend roller coaster (hold on to one another’s waist and twist and turn around the playground) and carousel (walk in a circle, dipping up and down).
Closing Circle• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Invite children to play Red Light, Green Light • Luz roja, luz verde (p. 204).
• Have children lie on their backs and watch for airplanes in the sky. Invite children to fly their paper airplanes.
• Invite children to connect tricycles to form a train or provide boxes (large enough to hold a child) for children to build a train.
• Use a parachute to demonstrate the resistance created by air. Lift the parachute up high and allow it to drift down. If it is a windy day, position the chute so that it is pushed by the air.
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
Outdoor Learning
Math and Science
• Compare tire tracks using positional words
Centers• Sensory Table-Compare play dough block impressions• Creativity Station-Make tracks with paint and toy cars
Centers• Math-Sort attribute buttons using Venn diagram• Science-Sort photo of moving things
Centers• Math-Practice using Venn diagram• Construction-Build train tracks
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
Centers• Science-Sort vehicles
Centers• Creativity Station-Replace photos with drawings• Science-Discover best tools for rowing
Weekly Learning Centers
• Gross Motor Area-Children use their bodies to make the letters in car, taxi, and bus• Pretend and Learn-Provide car games for the children to explore.• Construction-Build a town with roads and traffic signs.
• Gross Motor Area-Challenge a group of children to create a wave.• Pretend and Learn-Provide a large box to use as a pretend boat.• Construction-Create an ocean using blue fabric or paper.
• Gross Motor Area-Make a masking tape circle on the floor. Invite children to walk the tape, dipping like carousel horses.• Pretend and Learn-Provide a cardboard horse cutout and supplies to decorate a carousel horse.• Construction-Provide plastic horses and pizza trays as platforms for carousel horses.
Handwriting Without Tears
Review with Wood Pieces & Slate M N W
X Wood Pieces & Slate TGPK pg. 105
X Crayon Stroke GSS pg. 69
Y Wood Pieces & Slate TGPK pg. 106
Y Crayon Stroke GSS pg. 70
• Gross Motor Area-Cover a box with a white or brown towel to create a mountain.• Pretend and Learn-Explore balance using a scale.• Construction-Build an airport complete with towers and a runway.
• Gross Motor Area-Use masking tape to create a winding train track on the floor.• Pretend and Learn-Set up a bed and sitting area to represent the caboose of the train.• Construction-Make a train whistle with a paper towel tube.
LESSON COMPONENTS
Day 1 Day 2 Day 3 Day 5Day 4
• Demonstrates empathy and caring for others• Shows understanding by following two-step oral directions, and usually follows three-step directions• Combines onset and rime to form familiar one-syllable words without pictorial support• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Asks and answers appropriate questions about the book• Uses a wide variety of words to label and describe people, places, things, and actions• Uses category labels to understand how words and objects relate to each other• Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different• Counts up to ten items, and demonstrates that the last count indicates how many items were counted• Identifies equal and unequal sets• Collects data and organizes it in a graphic representation• Describes, observes, and investigates properties and characteristics of common objects• Investigates and describes position and motion of objects• Uses simple measuring devices to learn about
objects
• Begins to understand difference and connection between feelings and behaviors• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Demonstrates empathy and caring for others• Retells or reenacts a story after it is read aloud• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Demonstrates receptive vocabulary (three to four thousand words)• Uses sentences with more than one phrase• Initiates problem-solving strategies and seeks adult help when necessary• Engages in voting as a method for group decision making• Demonstrates awareness of one-to-one relationships• Identifies equal and unequal sets• Collects data and organizes it in a graphic representation• Shows increasing control of tasks that require eye-hand coordination• Shows understanding by following two-step oral directions, and ususally follows three-step directions• Uses art as a form of creative self-expression and representation
Learning Goals
• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Shows competence in initiating social interactions• Combines onset and rime to form familiar one-syllable words without pictorial support• Asks and answers appropriate questions about the book• Uses category labels to understand how words and objects relate to each other• Produces a word that rhymes with a given word• Practices good habits of personal safety• Demonstrates use of location words• Identifies equal and unequal sets.• Collects data and organizes it in a graphic representation• Shows awareness of areas of competence and describes self positively in what he is able to do
• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Demonstrates empathy and caring for others• Combines onset and rime to form familiar one-syllable words without pictorial support• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Shows understanding by responding appropriately.• Demonstrates receptive vocabulary (three to four thousand words)• Combines sentences that give detail, stays on topic, and clearly communicates• Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different• Identifies equal and unequal sets.• Collects data and organizes it in a graphic representation• Child investigates and describes position and motion of objects.• Describes, observes, and investigates properties and characteristics of common objects•Demonstrates coordination and balance in isolation
• Is aware of own feelings most of the time• Participates in classroom music activities• Demonstrates empathy and caring for others• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting • Demonstrates an understanding that others have perspectives and feelings that are different from her own.• Shows understanding by following two-step oral directions, and usually follows three-step directions
• Provides appropriate information for various situations• Coordinates sequence of movements to perform tasks• Demonstrates awareness of one-to-one relationships• Identifies equal and unequal sets• Collects data and organizes it in a graphic representation• Uses art as a form of creative self-expression and representation
Date Class
Literacy Math Data Analysis
English Vocabulary
Vocabulary, Oral Language
CharacterEducation
Self-reliance, Auto confianza Technology
Letter Knowledge
English-E, e, J, j, O, o, Q, qSpanish-E, e, J, j, O, o, Q, q
Lesson Plans for Things That Move- TransportationMarch 5-9, 2018 G3
aerodynamicaerodinámica
Wonderful Word Words, Words, Words; Frog Street Math-Measure ItX.A.1. X.A.2. II.D.1. V.D.1.
Giants Made by People • Gigantes hechos por el hombre• Discuss carnival rides• Distinguish different power sources
“Monster Coaster” • “Monstruosa, la montaña rusa”• Introduce idea of a round-trip• Think about what it means to be self-reliant
“Reagan’s Journal • El diario de Reagan”• Discuss travel safety measures• Respond to questions in text
Gram Is Coming to My House • Abuelita se viene a mi casa• Identify four-wheeled vehicles in story• Connect story to experience
Once Upon a Time in Dragon Land • Había una vez en Dragolandia• Develop airplane background and vocabulary• Share experiences about flying
Gram Is Coming to My House • Abuelita se viene a mi casa• Compare airplane to helicopter• Compare illustrations to photographs
Gram Is Coming to My House • Abuelita se viene a mi casa• Introduce fact-based fiction• Compare photograph to illustrations
“Engine Ninety-Nine” • “Locomotora Noventa y Nueve” listening story• Recall story details• Participate in storytelling
“I Saw a Ship A-Sailing” • “Yo vi un barquito que navegaba” participation story• Develop vocabulary• Pantomime story
“Wynken, Blynken, and Nod” • “Sueño de un niño” (Nursery Rhyme • Cuentos infantiles flip chart)• Recognize imagery in poem• Think about how boat is powered
Centers• Sensory Table-Explore ways to move sailboats• Creativity Station-Create a sailboat• ABC-Copy words in sand
Morning Message:Airplanes and helicopters move people through the air.Unite: Invite children to sing "I Been Working on the Railroad"Demo: Teach the calming strategyConnect: Invite children to sing "Get Ready !"; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
Morning Message:Trains move cargo quickly along the track.Unite: Invite children to sing "Huge Machines"Demo: Teach the calming strategyConnect: Invite children to sing "Hello Friends "; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
Morning Message:Boats and ships move cargo quickly.Unite: Invite children to sing "Down by the Station"Demo: Teach the calming strategyConnect: Invite children to sing "Friendship Chant"; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
LESSON COMPONENTS
Literacy (Oral Language, Phonics, Handwriting, Read Aloud)
• Develop vocabulary• Distinguish between and read road signs
Centers• Writer's Corner-Make a stop sign• Creativity Station- Color a picture city traffic• ABC Center-Make rubbings of license plates
.
Greeting Circle
Morning Message:Cars and buses transport us on roads.Unite: Invite children to sing "The Wheels on the Bus"Demo: Teach the thumb tracking calming strategyConnect: Invite children to sing "Good Morning !"; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
aerodynamic, airplane, bicycle, boats, cargo, Ferris wheel, freight, helicopter, horse, merry-go-round, object graph, people (real) graph, picture graph, roller coaster, ships, train, transportation, yacht
Day 1 Day 2 Day 3
• Develop background information about merry-go-rounds• Consider whether a round trip represents travel
Centers• Writer's Corner-Dictate story about carousel• Creativity Station-Color favorite carnival ride• Language and Literacy-Retell a story with props
Day 5
• Introduce concept of aerodynamics• Discuss and contrast flying vehicles
Centers• Fine Motor Center-Fold paper airplanes• Science Center-Cut and fold paper helicopters• Writer's Corner-Write in clouds (shaving cream)
• Discuss trains and the noises they make
Centers• ABC-Complete missing letter patterns with magnetic letters• Creativity Station-Paste paper shapes to construct a train• Library and Listening-Listen to a story
Morning Message:Everyone enjoys a carnival ride.Unite: Invite children to sing "Traveling is a Dream"Demo: Teach the calming strategyConnect: Invite children to sing "Sing Along with Me!"; Absent Child Ritual& Welcome Back RitualCommit: Safe Keeper Ritual & the Daily Commitment Ritual
Day 4
LESSON COMPONENTS
Day 1 Day 2 Day 3 Day 5Day 4
• Invite children to set up a carnival. Have a ball-tossing game, a go fishing game, and a duck draw. Suggest that children think of ways to make a pretend roller coaster (hold on to one another’s waist and twist and turn around the playground) and carousel (walk in a circle, dipping up and down).
Closing Circle• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Invite children to play Red Light, Green Light • Luz roja, luz verde (p. 204).
• Have children lie on their backs and watch for airplanes in the sky. Invite children to fly their paper airplanes.
• Invite children to connect tricycles to form a train or provide boxes (large enough to hold a child) for children to build a train.
• Use a parachute to demonstrate the resistance created by air. Lift the parachute up high and allow it to drift down. If it is a windy day, position the chute so that it is pushed by the air.
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
Outdoor Learning
Math and Science
• Compare tire tracks using positional words
Centers• Sensory Table-Compare play dough block impressions• Creativity Station-Make tracks with paint and toy cars
Centers• Math-Sort attribute buttons using Venn diagram• Science-Sort photo of moving things
Centers• Math-Practice using Venn diagram• Construction-Build train tracks
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
Centers• Science-Sort vehicles
Centers• Creativity Station-Replace photos with drawings• Science-Discover best tools for rowing
Weekly Learning Centers
• Gross Motor Area-Children use their bodies to make the letters in car, taxi, and bus• Pretend and Learn-Provide car games for the children to explore.• Construction-Build a town with roads and traffic signs.
• Gross Motor Area-Challenge a group of children to create a wave.• Pretend and Learn-Provide a large box to use as a pretend boat.• Construction-Create an ocean using blue fabric or paper.
• Gross Motor Area-Make a masking tape circle on the floor. Invite children to walk the tape, dipping like carousel horses.• Pretend and Learn-Provide a cardboard horse cutout and supplies to decorate a carousel horse.• Construction-Provide plastic horses and pizza trays as platforms for carousel horses.
Handwriting Without Tears
Review with Wood Pieces & Slate M N W
X Wood Pieces & Slate TGPK pg. 105
X Crayon Stroke GSS pg. 69
Y Wood Pieces & Slate TGPK pg. 106
Y Crayon Stroke GSS pg. 70
• Gross Motor Area-Cover a box with a white or brown towel to create a mountain.• Pretend and Learn-Explore balance using a scale.• Construction-Build an airport complete with towers and a runway.
• Gross Motor Area-Use masking tape to create a winding train track on the floor.• Pretend and Learn-Set up a bed and sitting area to represent the caboose of the train.• Construction-Make a train whistle with a paper towel tube.
LESSON COMPONENTS
Day 1 Day 2 Day 3 Day 5Day 4
• Demonstrates empathy and caring for others• Shows understanding by following two-step oral directions, and usually follows three-step directions• Combines onset and rime to form familiar one-syllable words without pictorial support• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Asks and answers appropriate questions about the book• Uses a wide variety of words to label and describe people, places, things, and actions• Uses category labels to understand how words and objects relate to each other• Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different• Counts up to ten items, and demonstrates that the last count indicates how many items were counted• Identifies equal and unequal sets• Collects data and organizes it in a graphic representation• Describes, observes, and investigates properties and characteristics of common objects• Investigates and describes position and motion of objects• Uses simple measuring devices to learn about
objects
• Begins to understand difference and connection between feelings and behaviors• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Demonstrates empathy and caring for others• Retells or reenacts a story after it is read aloud• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Demonstrates receptive vocabulary (three to four thousand words)• Uses sentences with more than one phrase• Initiates problem-solving strategies and seeks adult help when necessary• Engages in voting as a method for group decision making• Demonstrates awareness of one-to-one relationships• Identifies equal and unequal sets• Collects data and organizes it in a graphic representation• Shows increasing control of tasks that require eye-hand coordination• Shows understanding by following two-step oral directions, and ususally follows three-step directions• Uses art as a form of creative self-expression and representation
Learning Goals
• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Shows competence in initiating social interactions• Combines onset and rime to form familiar one-syllable words without pictorial support• Asks and answers appropriate questions about the book• Uses category labels to understand how words and objects relate to each other• Produces a word that rhymes with a given word• Practices good habits of personal safety• Demonstrates use of location words• Identifies equal and unequal sets.• Collects data and organizes it in a graphic representation• Shows awareness of areas of competence and describes self positively in what he is able to do
• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Demonstrates empathy and caring for others• Combines onset and rime to form familiar one-syllable words without pictorial support• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Shows understanding by responding appropriately.• Demonstrates receptive vocabulary (three to four thousand words)• Combines sentences that give detail, stays on topic, and clearly communicates• Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different• Identifies equal and unequal sets.• Collects data and organizes it in a graphic representation• Child investigates and describes position and motion of objects.• Describes, observes, and investigates properties and characteristics of common objects•Demonstrates coordination and balance in isolation
• Is aware of own feelings most of the time• Participates in classroom music activities• Demonstrates empathy and caring for others• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting • Demonstrates an understanding that others have perspectives and feelings that are different from her own.• Shows understanding by following two-step oral directions, and usually follows three-step directions
• Provides appropriate information for various situations• Coordinates sequence of movements to perform tasks• Demonstrates awareness of one-to-one relationships• Identifies equal and unequal sets• Collects data and organizes it in a graphic representation• Uses art as a form of creative self-expression and representation
Date Teacher
Literacy Math
adventure, airport, bus, car, diagonal, distance, horizontal, imagination, intersection, persistent, quadrant, self-reliant, subway station, suitcase, train station, transportation, travel, vertical
Greeting Circle• Building Community: "My Bonnie Lies over the Ocean"• Morning Message: We can travel to many locations.
• Act out and guess animal movements• Combine onset and rime to form movement words
Centers• Gross Motor Area-Travel path as different animals• Library and Listening-Listen to a story• ABC-Copy letters in movement words
HWT: Name Practice and Letter Z Roll-a- Dough
Gram Is Coming to My House • Abuelita se viene a mi casa• Describe grandparent’s travel• Recall story details
Giants Made by People • Gigantes hechos por el hombre• Identify vehicles used for travel• Discuss future travel
“Itsy Bitsy Spider” • “La araña chiquitita”story folder• Discuss real spiders• Develop concept of persistence and self-reliance
Can You Move With Me? • ¡Ven y muévete así!• Discuss ways that animals move• Record animal movements on T-chart
Position Words, Spatial Sense, Patterns
• Building Community: "Three White Mice"• Morning Message: Animals travel in all kinds of ways.
Vocabulary, Oral Language, ComprehensionLetter Knowledge: HWT: Z
English-K, k, W, w, A, aSpanish-K, k, W, w, A, a
Day 5LESSON COMPONENTS
Reading Buddy, Sounds and Rhymes, Tux Paint
Day 4
Self-reliance, Auto confianza
Day 2
aventura, aeropuerto, autobús, carro, diagonal, distancia, horizontal, imaginación, intersección, persistente, cuadrante, independiente, estación del tren subterráneo, maleta, estación del tren, transporte, viajar, vertical
English Vocabulary
adventure, aventuraWonderful Word
March 5-9 2018
CharacterEducation
Can You Move with Me? • ¡Ven y muévete así!• Move like different animals• Develop vocabulary describing animal movement
“Monster Coaster” • “Monstruosa, la montaña rusa” story folder Analyze character’s curiosity Introduce the concept of a cycle
Moving and Learning
“The Cool Bear Hunt” participation story
“Itsy Bitsy Spider” dance
• Building Community: "She'll Be Coming Round the Mountain"• Morning Message: We can pack a suitcase.
• Building Community: "Walk, Walk, Walk, Your Feet"• Morning Message: We can travel from here to there. .
Lesson Plans for Things That Move • Cosas que se mu even - Travel (Week 2) Garderie 4
Technology
Day 3
“The Three Little Pigs” • “Los tres cerditos” (Developmental Storybook )• Compare Gram’s suitcase to pigs’ backpacks• Think about source of pigs’ furniture
Gram is Coming to My House • Abuelita se viene a mi casa Compare vehicles used for travel Infer what character would pack
“The Ants Go Marching” • “Las hormigas marchan” (Nursery Rhyme • Cuentos infantiles flip chart)• Learn about ants’ navigation• Recognize rhyming words
“Wynken, Blynken, and Nod” • “Sueño de niño” (Nursery Rhyme • Cuentos infantiles flip chart)• Introduce the idea of metaphor• Recognize role of imagination
Spanish Vocabulary
Day 1
“Can You Move With Me?” • “¡Ven y muévete así!” action song
Literacy (Oral Language, Phonics, Handwriting, Read Aloud)
“Hands and Fingers” • “Manos y dedos” action song
• Building Community: "If I Had the Wings"• Morning Message: My imagination takes me to many places.
Bubble dance
• Define here , there , and in between• Note difference in travel and transportation
Centers• ABC-Circle Tt in newspaper ads• Library and Listening-Dance to song• Gross Motor Area-Walk different lines
HWT: Introduce the letter Z Self Portrait
• Introduce maps and globe• Draw a simple map to playground
Centers• Language and Literacy-Explore maps, atlas, and globe• Creativity Station-Decorate map to playground• Library and Listening-Listen to story
HWT: Letter Z Stamp and See
• Discuss the importance of planning• Read rebus poster to pack
Centers• Pretend and Learn-Pack a suitcase• Library and Listening-Predict character’s needs• Writer's Corner-Make a list for packing
HWT: Letter Z Green Workbook
• Use imagination to transform familiar objects• Visualize story events and details
Centers• Language and Literacy-Tell adventure stories• Creativity Station-Use imagination to create something• Writer's Corner-Create travel posterHWT: Letter Z Worksheet
1
• Challenge children to use their imagination to create a new parachute and move it across the playground or high in the air.
• Compare hotel to three-by-three grid• Place suitcases on grid
Centers• Pretend and Learn-Use location words while packing• Writer's Corner-Play tic-tac-toe
• Reflecting on the day• Check on CommitmentsWhat is a quadrant?
• Encourage children to draw their own hopscotch grids. Point out that a hopscotch grid is like a map. It tells you the direction of travel.
• Reflecting on the day• Check on CommitmentsWhat do you need to think about when packing for a trip.
• Invite children to play Pack-to-Travel Hopscotch • La rayuela de la maleta (p. 202).
• Encourage children to play One Elephant • Un elefante (p. 203).
PATHS- Lesson 24 feelings review Discuss behavior that is acceptable when visitors come to our house.
Review appropriate table manners.
Outdoor Learning
• Reflecting on the day• Check on CommitmentsShow me what we mean when we say two lines intersect.
• Play hopscotch. Have children navigate the grid, hopping from one to ten, and then turn around and travel backwards. Encourage children to describe their movements.
• Reflecting on the day• Check on CommitmentsWhat do we mean when we say we can travel anywhere when we use our imagination?
• Introduce term intersection• Move notes on grid as directed
Centers• Math-Move frog counters on giant grid• Creativity Station-Make string and paint collage
Character Education
• Orient pointer in various directions• Copy moves on a grid
Centers• Math-Move frog counters on grid• Sensory Table-Make model city in sand
PATHS- Turtle Technique
• Introduce vertical number line• Move frog counters on number line
Centers• Science-Wash frog down a slope• Math-Practice moving in a grid
• Reflecting on the day• Check on CommitmentsWhat can we learn from maps?
Role play sharing situations.
• Gross Motor Area-Construct an obstacle course for hopping, jumping, taking baby steps, and crawling.• Creativity Station-Invite children to draw a picture of children moving (walking, riding, hopping).• Writer's Corner-Children explore writing their name vertically and diagonally.
• Gross Motor Area-Draw a map of the obstacle course, showing how to navigate it.• Creativity Station-Draw a simple map.• Writer's Corner-Explore printed mazes.
• Gross Motor Area-Navigate the course while holding a small suitcase or bag.• Creativity Station-Invite children to pack a basket of art supplies they will use for outdoor painting. Help them prepare a list of the materials.• Writer's Corner-Make a pretend list of clothes to pack for a sleepover.
Closing Circle
Math and Science
• Gross Motor Area-Children pretend they are animals navigating the course.• Creativity Station-Make animal tracks in slabs of play dough.• Writer's Corner-Shape play dough snakes into letters.
• Follow directions• Place blocks on four-quadrant grid
Centers• Gross Motor Area-Hop in a four-quadrant frame• Creativity Station-Draw a bike
• Gross Motor Area-Use imagination to create a new course or to navigate the current course backwards.• Creativity Station-Draw a picture of Aryana the way children see her in their imagination.• Writer's Corner-Think of ways to draw if they could not use their hands.
Weekly Learning Centers
2
Learning Goals
• Demonstrates empathy and caring for others• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Combines onset and rime to form familiar one-syllable words without pictorial support• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Participates in activities to help them become aware of what it means to be a consumer• Initiates problem-solving strategies and seeks adult help when necessary• Uses category labels to understand how words and objects relate to each other• Seeks to understand print• Recognizes that information is accessible through the use of technology• Uses the verbal ordinal terms• Recognizes one-digit numerals 0 through 9• Demonstrates use of location words• Shows awareness of areas of competence and describes self positively in what he is able to do• Uses a large speaking vocabulary, adding several new words daily
• Assumes various roles and responsibilities as part of a classroom community• Is aware of where own body is in space; respects personal boundaries• Combines onset and rime to form familiar one-syllable words without pictorial support• Asks and answers appropriate questions about the book• Uses category labels to understand how words and objects relate to each other• Provides appropriate information for various situations• Uses a wide variety of words to label and describe people, places, things, and actions• Shows understanding by following two-step oral directions, and usually follows three-step directions• Is able to use language for different purposes• Recognizes one-digit numerals 0 through 9• Demonstrates use of location words• Investigates and describes position and motion of objects• Coordinates sequence of movements to perform tasks
• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Assumes various roles and responsibilities as part of a classroom community• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Asks and answers appropriate questions about the book • Produces a word that rhymes with a given word• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Initiates problem-solving strategies and seeks adult help when necessary• Combines sentences that give detail, stays on topic, and clearly communicates• Demonstrates use of location words•Slides, flips, and turns shapes to demonstrate that the shapesremain the same• Investigates and describes position and motion of objects• Creates or re-creates stories,moods, or experiences through dramatic representations
• Demonstrates empathy and caring for others• Coordinates sequence of movements to perform tasks• Combines onset and rime to form familiar one-syllable words without pictorial support• Uses a wide variety of words to label and describe people, places, things, and actions• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Identifies and describes the characteristics of organisms• Verbally identifies, without counting, the number of objects from 1 to 5• Recognizes one-digit numerals 0 through 9• Demonstrates use of location words• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal
• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Asks and answers appropriate questions about the book• Uses a wide variety of words to label and describe people, places, things, and actions• Uses sentences with more than one phrase• Demonstrates receptive vocabulary (three to four thousand words)• Identifies and creates common features in her immediate environment• Remains focused on engaging group activities for age appropriate range of time• Recognizes one-digit numerals 0 through 9• Demonstrates use of location words• Investigates and describes position and motion of objects• Recognizes that information is accessible through the use of technology• Coordinates sequence of movements to perform tasks
3
LESSON COMPONENTS
Language Development
Brain Start Way to Start the Day
Social Emotional Development
Eyes, Ears, Nose, and Mouth (SE36)Very slowly sing "Eyes, ears, nose, and mouth" to the tune of "Head, Shoulders, Knees, and Toes" (Frog Street Baby Songs CD) while pointing to each feature. Encourage the little ones to copy your movements. It is fine if they lag a bit behind your actions or just sit and watch. They will enjoy the fun interaction and benefit from the vocabulary exposure.
Unite: "Morning Greeting"Calm: BreathingConnect: Rock each baby in your arms.Book: Jack and JillPhoto Activity Card: #3 Face
Floor Covers (L36)Change a baby's environment by placing her on a color beach towel or blanket during floor time. Place a photo Activity Card on the towel or blanket. Sit with baby and talk with her about the image on the card. Ask her to point to the image on the card.
ThursdayUnite: "Row, Row, Row, Your Boat"Calm: Greet each baby with LilyConnect: Read a book to baby.Book: Little Boy BluePhoto Activity Card: #15 Bird
Tuesday Wednesday
Your Hands, My Hands (SE38)Compare your hands to a baby's hands. Talk about the things you do with your hands. On another day, compare your baby's feet.
Name that Emotion (SE37)Talk with little ones during the day about their emotions to help them identify if they are feeling sad, excited, angry, or happy.
My Family (SE39)Ask family members to provide some family photos. Place photos in the Frog Street Easel. Ask babies to point to a specific family member by saying, "Where is Mommy? Where is brother?" Ask infants 12 months and older to name family members.
Book Etiquette (L40)Sit with a little one in your lap and a book in your hand. Discuss holding the book in the correct position. Demonstrate how to turn the pages of the book. Point out that we must treat books gently. When you are finished, take the baby with you to the place where the books are stored and demonstrate putting the book where it belongs. repeat the rules often so that little ones can begin to internalize them.
Yes and No (SE40)Sing a song about yes and no. Use the appropriate head movements. Sing the song slowly so little ones can recognize the movements. Younger children may not be able to follow your lead or they may use the gestures without meaning. You will know when children understand what "no" means when they use it appropriately or when they stop what they are doing when they hear the word "no."
Feet (L38) Use an enthusiastic voice to read the Feet board book to children. Ask little ones to point to specific photos. Reread the book often. Observe children who begin to recognize the book by its cover. Follow up by playing "Walking My Baby Back Home" (Frog Street Baby Games CD).
Sensory Glove (L39)Place a sensory glove on your hand. Encourage little ones to feel each finger of the glove. Talk about the fell of each finger on the glove. At another time, wear the glove while you demonstrate hand actions such as waving, patting, squeezing, opening, and closing.
Unite: "Thank You" Calm: Count fingers and toesConnect: Roll a ball on the floor with baby.Book: FeetPhoto Activity Card: #21 Shoes
Take a Close Look (C40)Show a baby how to use a magnifying glass to get a closer look at interesting objects (leaf, rock, shell, pinecone, orange peel). Encourage him to tur the items to view different parts.
Eye on the Ball (C37)Have two children sit facing each other with their feet touching. Give them a ball to roll back and forth. Encourage them to say, "one, two, three," before releasing the ball. Ask them to watch the ball as it rolls. Observe their ability to follow the ball with their eye. Play the game with balls of different sizes and ask children to identify the bigger and smaller balls. Invite little ones to help you arrange the balls in order of size.
Ball Track Design (C38)Place a sheet of drawing paper inside a two inch deep box or cake pan. Dip a golf ball in paint and then place it in the box or pan. Show a baby how to move the box to roll the ball around. She will be thrilled to see the design emerging.
Much to Say (L37)Select an interesting toy from the toy box. Sit with baby on your lap and discuss the toy in detail. Point out how it is used, its color, its shape, and its texture. If the toy makes a noise discuss the sound. If the baby shows interest, do the activity again with another toy.
Cognitive Development
Peek-a-Boo Plate (C36)Draw eyes, a nose, and a smile on an 8" paper plate and attach it to a tongue depressor. Hold the plate in front of your face as you play Peek-a-Boo. Invite a little one to touch the face. Ask him to find the eyes, nose, and mouth. Hold the platy in front of a baby's face and play the game again.
Textured Finger Paint (C39)Place textured finger paint on the tabletop. Invite little ones to paint on the table. Talk about the paint as they work. Call attention to how different designs change as they move their hands in different ways.
Unite: "You Are My Sunshine"Calm: LaughingConnect: Play pat-a-cakeBook: Merry -Go-RoundPhoto Activity Card: #6 Blocks
Unite: "Good Morning to You"Calm: Shake a rattleConnect: "Open Shut Them"Book: Dora's DucksPhoto Activity Card: #4 Body
American Sign Language (ASL): Help
Monday
Date: March 5-9, 2018
Approach Towards Learning: Communication, Curiosity, Attention, Persistence
Spanish Vocabulary: cara, bloques, cuerpo, pajaro, zapatosEnglish Vocabulary: Face, Blocks, Body, Bird, Shoe
Parents as Partners: Letter 8
Infant Class: Infant A-2 & Infant B (6-12 Months)
Friday
Infant Program
LESSON COMPONENTS
Unite: "Morning Greeting"
ThursdayUnite: "Row, Row, Row, Your Boat"
Tuesday WednesdayUnite: "Thank You" Unite: "You Are My Sunshine" Unite: "Good Morning to You"
Monday Friday
PhysicalDevelopment
My Hands (P36)Read Hands. As you read, pause and invite a baby to do the same actions with her hands (clap, touch, pet, squeeze, explore, hug). Point out how we use our hands to help us do important things, such as eat and communicate. During lunch time and hand-washing time, point out how children use their hands for self-help.
Up and Down (P38)Play "The Grand Old Duke of York" (Frog Street Baby Games CD). Encourage walkers to walk to the first verse and to stand in one place and move up and down on the second verse. Assist non-walkers with movements as they hold onto your hands. Don't be surprised if children simply bend their knees and move up and down the entire song. Reinforce the concept of up and down. On another day read Merry-Go-Round. Invite the children to move up and down like the merry-go-round ponies.
Swinging (P37)Place a baby in a swing outdoors. Recite the rhyme while you begin to gently swing him. If indoor swings are available, place a baby in the swing and recite the rhyme. If swings are not available, rock a baby and sing "Rock-a-Bye Baby" (Frog Street Baby Songs CD).
Bubble Stomp (P40) Lay bubble wrap on the floor and tape it securely in place. Show little ones how to stomp on it with their feet to pop the bubbles. Show non-walkers how topo the bubbles with their fingers. Chant as children pop bubbles and remind them to stop popping when the chant directs them on the last line.
Twinkle Fingers (P39)Show children how to open an d close their hands to represent twinkling stars. Encourage them to make twinkling-star hand movements as you sing "Twinkle, Twinkle Little Star" (Frog Street Baby Songs CD). On another day, sing "Open, Shut Them" to practice hand movements.
C.3.d. Turns pages of a book.C.3.d. Makes sounds when looking at pictures in a book.D.1.b. Looks closely at small objects.D.2.b. Turns objects over to look at and handle from different positions.B.2.c. Makes choices by shaking head "no" or nodding "yes."B.3.c. Understands what "no" means.A.2.b. Moves body to achieve a goal.C.1.b. Follows simple request.Objectives
C.3.a. Points to pictures when named by an adult.D.3.b. Enjoys playing peek-a-booD.4.a. Coos, giggles, laughs when caregiver plays with themB.1.c. Engages in positive relationships and interactions with adults.B.4.a. Watches others and tracks their behaviorA.1.c. Begins to develop self-care skillsa.3.a. Develops control of small muscles for manipulations and exploration
C.1.c. Watches when others speak and then makes sounds themselves.C.2.a. Responds to caregiver's talk by babbling.D.1.b. Organizes three objects from small to large with help.D.2.d. Uses words such as big, little, more, and one, two, three.B.2.a. Expresses a variety of emotions.B.3.a. Show ability to cope with stress.A.2.a.Devlops control of large muscles for movement, navigation, and balance.B.1.c. Engages in positive relationships with adults.
C.3.a. Enjoys being read to and exploring books.C.3.a. Recognizes a favorite book by its cover.D.1.c. Shows interest in colors, shapes, patterns, and pictures.B.1.c. Engages in positive relationships and interactions with adults. B.2.b. Explores own hands and feet.A.2.a. Develops control of large muscles for movement, navigation, and exploration.A.2.b. Moves from one position to another while coordinating body movements.
C.1.a. Listens with interest to the language of others.D.1.b. Uses senses to investigate environment to discover what objects and people do, how things work, and how they can make things happen.B.1.a. Differentiates between familiar and unfamiliar adults.B.2.d. Enjoys pointing to or naming pictures of family members.A.3.a. Sits and uses hands.D.4.a. Imitates adult actions.
American Sign Language (ASL): Please, Thank you, eyes, more
Monday
�����������������������Infant ProgramDate: March 5-9, 2018
Approach Towards Learning: Attention , curiosity, Communication
Spanish Vocabulary: Seis, siete, ochoEnglish Vocabulary: Eyes, more, please, thank you
Parents as Partners: Giving your baby a smart start
Infant Class: Infants B (6-12 mo)
FridayUnite: This is the way Calm: Hands up Connect: Thank you!
C 24 Mimicking Games Obj: D4.a Coos, giggles, laughs when care giver plays games with them.
C 29 beep, ring, blink Obj: D.1.b Plays with objects that makes sounds.
C 24 Mimicking Games Obj: D4.a Coos, giggles, laughs when care giver plays games with them.
L 22 Copy Me Obj: C.1.b. Uses hands motions body movements in response to familiar word and phrases.
Cognitive Development
C 24 Mimicking Games Obj: D4.a Coos, giggles, laughs when care giver plays games with them.
C 29 beep, ring, blink Obj: D.1.b Plays with objects that makes sounds.
Unite: This is the way Calm: Hands up Connect: Thank you!
Unite: This is the way Calm: Hands up Connect: Thank you!
P 31 Shake, Shake, Shake Obj: A.3.a Shakes objects.
L 23 Alternative names Obj: C.3.c Playing with language like sounds.
P25 Tunnels Obj: A.2.b Crawls on hands and knees.
SE 40 Yes and No Obj: B2.c makes choices by shaking their heads no or nodding yes.
L 23 Alternative names Obj: C.3.c Playing with language like sounds.
L 22 Copy Me Obj: C.1.b. Uses hands motions body movements in response to familiar word and phrases.
ThursdayUnite: This is the way Calm: Hands up Connect: Thank you!
P 31 Shake, Shake, Shake Obj: A.3.a Shakes objects.
Tuesday Wednesday
SE 40 Yes and No Obj: B2.c makes choices by shaking their heads no or nodding yes.
P25 Tunnels Obj: A.2.b Crawls on hands and knees.
SE 37 Name that emotion Obj: B.2.a expresses a variety of emotion.
SE 37 Name that emotion Obj: B.2.a expresses a variety of emotion.
LESSON COMPONENTS
Language Development
Brain Start Way to Start the Day
Social Emotional Development
SE 40 Yes and No Obj: B2.c makes choices by shaking their heads no or nodding yes.
PhysicalDevelopment
P 31 Shake, Shake, Shake Obj: A.3.a Shakes objects.
Unite: This is the way Calm: Hands up Connect: Thank you!
L 23 Alternative names Obj: C.3.c Playing with language like sounds.
Unite: This is the way Calm: Hands up
C 24 Mimicking Games Obj: D4.a Coos, giggles, laughs when care giver plays games with them.
P 31 Shake, Shake, Shake Obj: A.3.a Shakes objects.
L 23 Alternative names Obj: C.3.c Playing with language like
SE 40 Yes and No Obj: B2.c makes choices by shaking their heads no or nodding yes.
American Sign Language (ASL): Please, Thank You, More
Monday
�����������������������Infant ProgramMarch 5-9 2018
Approach Towards Learning: Communication, Attention, Curiosity
Spanish Vocabulary: Pelo, Bloques, RojoEnglish Vocabulary: Hair, Blocks, Red
Parents as Partners: Helping Your Babies make Transitions
Infant C (12-18 months)
FridayUnite: "Rolling Numbers" Calm: Stretching Connect: Hug each baby .
C43 Color Day Obj: Shows interest in solor shapes and pictures.
C 60 Writing Tools Obj: Coordinate hand and body movements.
C 58 More or Less? Obj: Use words such as big, little, and more.
L 59 Please and Thank You Obj: Begin to understand rules.
Cognitive Development
C 58 More or Less? Obj: Use words such as big, little, and more.
C 60 Writing Tools Obj: Coordinate hand and body movements.
Unite: Good Morning to You Calm: Story time Connect: Greet each baby by name.
Unite: Who came to school Calm: Stretching Connect: Hug each baby .
L63 Three Little Pigs Obj: Engage with stories and books
SE 49 Hide-and- Seek Obj: Play side by side with others
L50 Ring around the Rosie Obj: Follow simple request
L 59 Please and Thank You Obj: Begin to understand rules.
ThursdayUnite: Good Morning to You Calm: Story time Connect: Greet each baby by name.
Tuesday Wednesday
SE 56 Peek- a- Boo Surprise Obj: Engage in positive relationships.
SE 57 Feeling Blocks Obj: Recognize and respond to the feelings of others.
SE 57 Feeling Blocks Obj: Recognize and respond to the feelings of others.
LESSON COMPONENTS
Language Development
Brain Start Way to Start the Day
Social Emotional Development
SE 56 Peek- a- Boo Surprise Obj: Engage in positive relationships.
Unite: Who came to school Calm: Stretching Connect: Hug each baby .
L50 Ring around the Rosie Obj: Follow simple request.
Monday FridayUnite: "Rolling Numbers" Unite: Good Morning to You Unite: Who came to school
ThursdayUnite: Good Morning to You
Tuesday WednesdayLESSON COMPONENTS
Unite: Who came to school P 42 Fill and Dump Obj: Coordinate hand and body.
P 53 Turn the Page Obj: Turns pages of a book.
P 41 This is my nose Obj: Points to pictures in books.
P 41 This is my nose Obj: Points to pictures in books.
PhysicalDevelopment
P 53 Turn the Page Obj: Turns pages of a book.
Unite: "Rolling Numbers" Calm: Stretching Connect: Hug each baby .
C43 Color Day Obj: Shows interest in solor shapes
L63 Three Little Pigs Obj: Engage with stories and books
SE 49 Hide-and- Seek Obj: Play side by side with others
Unite: "Rolling Numbers" P 42 Fill and Dump Obj: Coordinate hand and body.
Theme: Transportation Enrichment: Music Week: March 5-9, 2018
Day of the Week
Garderie 2
Garderie 3
Garderie4 Crème Prep
Transitional Kindergarten
Kindergarten
Monday
Sing & Read Transportation Book
Obj.– Students will sing
songs about different forms of transportation.
Sing & Read Transportation Book
Obj.– Students will sing
songs about different forms of transportation.
Sing & Read Transportation Book
Obj.– Students will sing
songs about different forms of transportation.
Sing & Read Transportation Book
Obj.– Students will sing
songs about different forms of transportation.
Tuesday
Laurie Berkner’s “Airplane Song”
Obj.– Children will
pretend to be airplanes and explore different
movements.
Laurie Berkner’s “Airplane Song”
Obj.– Children will
pretend to be airplanes and explore different
movements.
Laurie Berkner’s “Airplane Song”
Obj.– Children will
pretend to be airplanes and explore different
movements.
Laurie Berkner’s “Airplane Song”
Obj.– Children will
pretend to be airplanes and explore different
movements.
Laurie Berkner’s “Airplane Song”
Obj.– Children will
pretend to be airplanes and explore different
movements.
Wednesday
Listen & Move
Obj.– Children will listen and follow the directions
of the song.
Listen & Move
Obj.– Children will listen and follow the directions
of the song.
Listen & Move
Obj.– Children will listen and follow the directions
of the song.
Listen & Move
Obj.– Children will listen and follow the directions
of the song.
Thursday
Instrument Play…. Hand Bells
Obj.– Students will
explore the sounds of the hand bells.
Instrument Play…. Hand Bells
Obj.– Students will
explore the sounds of the hand bells.
Instrument Play…. Hand Bells
Obj.– Students will
explore the sounds of the hand bells.
Instrument Play…. Hand Bells
Obj.– Students will
explore the sounds of the hand bells.
Instrument Play…. Hand Bells
Obj.– Students will
explore the sounds of the hand bells.
Friday
Dance Party Friday!!!
Obj.– Students will improve gross motor
skills.
Dance Party Friday!!!
Obj.– Students will improve gross motor
skills.
Dance Party Friday!!!
Obj.– Students will improve gross motor
skills.
Dance Party Friday!!!
Obj.– Students will improve gross motor
skills.
Curriculum Legend: FS – Frog Street Curriculum FC- Flash Cards Video – Video PPP – Power Point Presentation Pup – Puppets VEE – Viva el Español! (learning Book)
Objectives: Review every day of the week the knowledge about vocabulary related with the week theme in Spanish and repeat numbers every day.
Weekly: Letter : E-F-G Numbers: Counting by tens. Color: Verde- Green Shape: Triangulo -Triangle
Theme: Class Specific Class: Spanish Spanish Lesson Plan Week: March 5-9 2018
Day of the Week
Toddler’s
Club
Garderie 2
Garderie 3
Garderie 4
Crème Prep
Kindergarten
Après
Monday
Uno, dos,tres, cuatro, cinco ”/“One, two, three, four, five” Counting rhyme
Obj: To introduce new vocabulary
“Abuelita se viene a mi casa ”/”Gram is
coming to my house” Book
Obj: To introduce new vocabulary.
“Abuelita se viene a mi casa ”/”Gram is
coming to my house” Book
Obj: To introduce new vocabulary.
“Abuelita se viene a mi casa ”/”Gram is
coming to my house” Book
Obj: To introduce new vocabulary.
“Abuelita se viene a mi casa ”/”Gram is
coming to my house” Book
Obj: To introduce new vocabulary..
Los Numeros /Numbers
Obj: To introduce new vocabulary.
Tuesday
“Me gusta el rojo”/“I like red” Book
“Juan y Josefina”/ “Jack and Jill” Rhyme Obj: To introduce new
vocabulary
“Habia una vez en dragolandia”/“Once upon a time in dragon
land” Book Obj: To introduce new
vocabulary
“Habia una vez en dragolandia”/“Once upon a time in dragon
land” Book Obj: To introduce new
vocabulary
“Habia una vez en dragolandia”/“Once upon a time in dragon
land” Book Obj: To introduce new
vocabulary
“Habia una vez en dragolandia”/“Once upon a time in dragon
land” Book Obj: To introduce new
vocabulary
Vocales y colores/vowels and colors review Obj: To introduce new vocabulary
Vocales y colores/vowels and
colors review Obj: To introduce new vocabulary
Wednesday
“Dos pajaritos negros”/“Two little blackbirds” Rhyme “Cinco monitos”/ “Five little monkeys”
finger play Obj: To introduce new
vocabulary.
“Locomotora noventa y nueve”/“Engine ninety-nine”Listening
Story Obj: To introduce new
vocabulary.
Locomotora noventa y nueve”/“Engine ninety-nine”Listening Story Obj: To introduce new
vocabulary.
Locomotora noventa y nueve”/“Engine ninety-nine”Listening Story Obj: To introduce new
vocabulary..
Locomotora noventa y nueve”/“Engine ninety-nine”Listening Story Obj: To introduce new
vocabulary..
Partes del cuerpo/Parts of the
body Obj: To introduce new vocabulary
Thursday
“Corazon”/“Hearth” Book
“Chocolate”/ “Chocolate” Rhyme
Obj: To introduce new vocabulary
“Gigantes hechos por el hombre”/“Giants made by people” Book Obj: To introduce new
vocabulary
“Gigantes hechos por el hombre”/“Giants made by people” Book Obj: To introduce new
vocabulary
“Gigantes hechos por el hombre”/“Giants made by people” Book Obj: To introduce new
vocabulary
“Gigantes hechos por el hombre”/“Giants made by people” Book Obj: To introduce new
vocabulary
Partes del cuerpo/Parts of
the body Obj: To introduce new vocabulary
Vocales/vowels Obj: To introduce new vocabulary
Friday
“La arana chiquitita”/”Itsy bitsy
spider” Song Obj: To introduce new
vocabulary.
“Monstruosa la Montana rusa”/
“Monster coaster” Story folder
Obj: To introduce new vocabulary
“Monstruosa la Montana rusa”/
“Monster coaster” Story folder
Obj: To introduce new vocabulary
“Monstruosa la Montana rusa”/
“Monster coaster” Story folder
Obj: To introduce new vocabulary
“Monstruosa la Montana rusa”/
“Monster coaster” Story folder
Obj: To introduce new vocabulary
Figuras/Shapes Obj: To introduce new vocabulary
Theme: Transportation/An Animal Is A Form Enrichment: Art Week: March 5-9, 2018 Day of the
Week
Garderie 2
Garderie 3 Garderie 4
Crème Prep 1 Crème Prep 2
TK
Kindergarten
Monday
Make Tracks With Paint And Toy Cars
FSP90
Obj.– Children will explore transportation
using art.
Make Tracks With Paint And Toy Cars FSP90
Obj.– Children will
explore transportation using art.
Make Tracks With Paint And Toy Cars FSP90
Obj.– Children will
explore transportation using art.
Discuss Animal Forms SRA75
Obj.- Children will identify four-legged
animals to be used as a sculpture.
Make Rough Draft Pic-ture For “Our Mothers
Are Special” Book Obj.– Children will
make and publish an original book.
Tuesday
Make A Train From Paper Shapes FSP91
Obj.– Children will
explore transportation using art.
Make A Train From Paper Shapes FSP91
Obj.– Children will
explore transportation using art.
Make A Train From Paper Shapes FSP91
Obj.– Children will
explore transportation using art.
Draw A Picture Of A Four-Legged Animal
SRA75 Obj.- Children will identify four-legged
animals to be used as a sculpture.
Wednesday
Create A Sailboat From Shapes FSP91
Obj.– Children will
explore transportation using art.
Create A Sailboat From Shapes FSP91
Obj.– Children will
explore transportation using art.
Create A Sailboat From Shapes FSP91
Obj.– Children will
explore transportation using art.
Create A Four-Legged Animal From Model
Magic SRA75 Obj.- Children will identify four-legged
animals to be used as a sculpture.
Begin Final Picture For “Our Mothers Are
Special” Book Obj.– Children will
make and publish an original book.
Thursday
Sensory Play: Rice Boxes And Kinetic Sand
Obj.– Children will
explore senses of sight and touch.
Sensory Play: Rice Boxes And Kinetic Sand
Obj.– Children will
explore senses of sight and touch.
Sensory Play: Rice Boxes And Kinetic Sand
Obj.– Children will
explore senses of sight and touch.
Paint Four-Legged Animal SRA 75
Obj.- Children will identify four-legged
animals to be used as a sculpture.
Friday
Play Dough Fun Day
Obj.– Children will manipulate play dough
to strengthen small muscles.
Play Dough Fun Day
Obj.– Children will manipulate play dough
to strengthen small muscles.
Play Dough Fun Day
Obj.– Children will manipulate play dough
to strengthen small muscles.
Play Dough Fun Day
Obj.– Children will manipulate play dough
to strengthen small muscles.
Finish The Final Picture For the Book
Obj.– Children will
make and publish an original book.
Day of the Week
Calendar Circle Time
Language Comprehension
Phonics Development
Handwriting
Math Operations
Social Studies/ Science
Values & Virtues Learning Centers
Monday
Calendar Number Song
Morning Message
Follow My Directions
(T134)
Photo-Essay/Expository
“On the Go”
(T136)
Obj: Make connections
Long a (T134)
Intro to /j/ (T135)
-ap word family
Obj: Blend word parts
Let’s Go Book (T138)
Magic “C” Mystery Letters
(HWT 28) Obj: Present ideas through drawings
Teddy Bear Posi-tions
(EDM 274)
Obj: Use position words to describe the location of an
object
Social Studies What kind of
Transportation? (T139)
Obj: match modes of transportation
Social Studies
What Kind of Transportation?
(T139)
Obj: Match modes of transportation
Tuesday
Calendar Number Song
Morning Message
Catch Me If You Can (T140)
“On the Go” (T142)
Obj: Recognize page numbers
Long a (T140)
Alphabetic Principle (T141)
-ap word family Obj: Blend word
parts
Let’s Go Book (T144)
Letter Size and Place
(HWT 29) Obj: Present ideas through drawings
Face Collage (EDM 276)
Obj: Explore
spatial relationships in the context of a
collage
Oh Deer! (GUW 48)
Obj: Children
explore the parts of habitat in a
physical activity
Health and Development
Simon Says:
In, On, Behind Obj: Understand position words
Wednesday
Calendar Number Song
Morning Message First, Middle, Last
(T146)
Poetry
“Traffic Jam” (T148)
Obj: Use
visualization
Segmentation (T146)
Intro to /f/ (T147)
“Over in the Meadow”
(T147) Obj: Associate the names of letters
Let’s Go Book (T150)
Lowercase u (HWT 30)
Obj: Present ideas through drawings
Pattern-Block Puzzles I
(EDM 278)
Obj: Build pictures, designs, and other
shapes from geometric shapes
Oh Deer!
Favorite Animal Habitat
(GUW 49) Obj: Children
explore the parts of habitat in a
physical activity
Art
J for Jewels (T141)
Obj: Demonstrate knowledge of the
alphabet
Thursday
Calendar Number Song
Morning Message Does It Rhyme?
(T152)
Fantasy
“The Little School Bus”
(T154) Obj: Ask and
answer questions
Segmentation (T152)
Alphabetic Principle (T153)
Ready to Read (T153)
Obj: Identify word parts
Let’s Go Book (T156)
Capital U Lowercase u (HWT 31)
Obj: Present ideas through drawings
Where, Oh Where Has My Little Dog
Gone? (EDM 280)
Obj: Use position words to describe the location of an
object
Social Studies
Chinese New Year Year of the Sheep
Obj: Explore a
holiday
Art
F is for Feathers (T153)
Obj: Demonstrate knowledge of the
alphabet
Friday
Calendar Number Song
Morning Message What is the Letter?
(T158)
“The Little School Bus”
(T160)
Obj: Identify the beginning and end
of the book
Long e (T158)
Review sounds (T159)
Ready to Read (T159)
-ap word family Obj: Blend word
parts
Spelling Test
Publish: Let’s Go Book
(T162)
Obj: Complete book
Obstacle Course (EDM 282)
Obj: Follow a
sequence of steps
Oh Deer!
Healthy Me! My Habitat (GUW 49)
Obj: Children will explore the parts of
habitat in a physical activity
Fine Arts
“The Wheels on the Bus”
(T163)
Obj: Preform a finger play
Theme: Let’s Go (Week 2) Class: Crème Prep Week: March 5-9, 2018
Theme: Transportation Enrichment: STEM Week: March 5-9,2018
Day of the Week
Garderie 2
Garderie 3
Garderie 4
Crème Prep
TK/Private Kindergarten
Apres School
Monday
Travelling Lines Gross Motor Activi-
ty Obj: Children will be encourage to travel lines placed with
masking tape using baby steps.
Travelling Lines Gross Motor Activity Obj: Children will be
encourage to travel lines placed with masking
tape using baby steps.
Transportation Grid
Obj: Children will use a chart to separate the
different forms of trans-portation by water, land
or air.
Transportation Grid
Obj: Children will use a chart to separate the
different forms of trans-portation by water, land
or air.
Transportation Grid
Obj: Children will use a chart to separate the
different forms of trans-portation by water, land
or air.
N/A
Tuesday
Four Quadrant Frame
Obj: Children will learn how to describe
direction using the terms: left, right, up,
or down.
Four Quadrant Frame
Obj: Children will learn how to describe direc-
tion using the terms: left, right, up, or down.
Four Quadrant Frame
Obj: Children will learn how to describe direc-tion using the terms:
left, right, up, or down. .
Four Quadrant Frame
Obj: Children will learn how to describe direc-tion using the terms:
left, right, up, or down.
Four Quadrant Frame
Obj: Children will learn how to describe direc-tion using the terms:
left, right, up, or down.
N/A
Wednesday
Smartboard Skills Obj: Children practice using the smartboard.
Smartboard Skills Obj: Children practice using the smartboard.
Smartboard Skills Obj: Children practice using the smartboard.
Smartboard Skills Obj: Children practice using the smartboard.
Smartboard Skills Obj: Children practice using the smartboard.
Smartboard Skills Obj: Children practice using the smartboard.
Thursday
Chef It Up! Quesadillas
Chef It Up! Quesadillas
Chef It Up! Quesadillas
Chef It Up! Quesadillas
Chef It Up! Quesadillas
N/A
Friday
STEM Centers Obj: Children will use
centers to review STEM material.
STEM Centers Obj: Children will use
centers to review STEM material.
STEM Centers Obj: Children will use
centers to review STEM material.
STEM Centers Obj: Children will use
centers to review STEM material.
STEM Centers Obj: Children will use
centers to review STEM material.
STEM Centers Obj: Children will use
centers to review STEM material.