lesson plans for i build! i create! • construction terms
TRANSCRIPT
Date Teacher
Literacy MathLetter
Knowledge
English-R, r, T, t, I, i
Spanish-R, r, T, t, I, iGeometry and Spatial Sense
English Vocabularyangle, circle, comparison, cooperation, geometric, hexagon, octagon, oval, position, rectangle, rhombus, shapes, slanted, spatial, square, trapezoid, triangle
Lesson Plans for I Build! I Create! • Construction Terms (Week 1)February 11-15, 2019 Transitional Kindergarten
geometric, geométricoWonderful Word
Vocabulary and Alliteration
Character
Education
Cooperation, Colaboración
Intentionality, Intencionalidad Technology
ABC and XYZ; Reading Buddy
• Building community p. 40
Unite: Welcome each child by name and
introduce the shapes of the hexagon and
octagon. Sing "If You're Clever and You
Know It" (Appendix p. 184) focusing on
hexagons and octagons. Tell children that
they will continue to learn geometric forms.
Today they will learn about hexagons (six
sides) and octagons (eight sides).
Connect: Fanny Frog Rituals - Use Fanny
Frog to send well wishes to those friends
who are absent.Invite children to greet six
people with a high five and say the word
hexagon each time. Invite them to greet
eight different people with a pinky hug and
say the word octagon .
Commit: Safer Keeper Rituals- Remind
children that our classroom is a Safe Place.
Commitment Box - Use Commitment
Sticks - Ask children to make a
commitment for the day.
• Morning Message- Oscar the Octagon
has eight sides.
• Say the morning message and have
children identify words that begin with the
same sound as Oscar.
• Write the sentence.
• Display the letter cards. Ask children to
name the letters they know.
Greeting Circle
CM- p. 34 “Rainbow Dancers” ribbon
dance (Moving to Math CD-Appendix p.
189). Encourage the children to dance
wtih streamers.
OUT/GYM- p. 21 Provide colored
sheets of cellophane. Have children
create colored shadows on the
playground
CM- p. 28 “Three Straight Sides” ball-
rolling song. (Appendix p. 192) Have
children sit as the points to the triangle
to roll the ball back and forth.
OUT/GYM p. 21 Have the children
stand in a rectangle. Ask volunteers to
identify the long sides, short sides, and
angles. Count sides. Go on a rectangle
hunt outside around building or do
scavenger hunt in villagescape.
Moving and
Learning
CM- p. 22 Cooperative Musical Circle
game (Appendix p197) • Use the
colored circles and place them on floor.
Point out that he cirlces on the floor are
one of the shapes they will be learning
about today.
OUT/GYM- p. 21 Invite children to play
with Frisbees and Hula-hoops. Point
out that both items are circular. Have
children stand in a square.Ask a
volunteer to count the sides and to
identify the corners
• Building community p. 28
Unite: Welcome each child by name
and teach children to sing "Three
Straight Sides". (Appendix p192). Point
out that today they will be learning
abuot triangles. Ask a volunteer to find
a triangle in the classroom. Tell them
that they will learn about construction
words related to shapes, sizes, colors,
and positions.
Connect: Fanny Frog Rituals - Use
Fanny Frog to send well wishes to
those friends who are absent. Review
"Three Nice Mice" (Appendix p170).
Review words first and perform actions
with a partner.
Commit: Safer Keeper Rituals-
Remind children that our classroom is
a Safe Place.
Commitment Box - Use Commitment
Sticks - Ask children to make a
commitment for the day.
• Morning Message- Trixie Triangle
and Rudy Rectangle are friends.
• Say the morning message and have
children identify words that begin with
the same sound.
• Write the sentence.
• Display letter cards for the week and
ask volunteers to circle and say the
targeted letter names of /t/ and /r/.
• Building community p. 34
Unite: Welcome each child by name and
sing "Twinkle Twinkle Little Star" (Appendix
p. 193). Change the word diamond to
rhombus and draw the shape in the air as
you say the words in the song. Tell children
that rhombus is another word for the
diamond shape. Today they will focus on
rhombus and trapezoid .
Connect: Fanny Frog Rituals - Use Fanny
Frog to send well wishes to those friends
who are absent. Encourage children to
work in groups of three or four to form one
of the shapes they have learned about this
week and then to exchange a handshake.
Commit: Safer Keeper Rituals- Remind
children that our classroom is a Safe Place.
Commitment Box - Use Commitment
Sticks - Ask children to make a
commitment for the day.
• Morning Message- Renee Rhombus has
four equal sides.
• Say the morning message and identify
words that begin with the same sound as
Renee.
• Write the sentence.
• Display the letter cards. Ask them to
circle the targeted letters and other letters
they know.
• Building community p. 46
Unite: Welcome each child by name and
sing "Open Shut Them" (Songs of You
and Me CD-Appendix p. 187) Point out
the spatial and positional words in the
song (open, shut, in, up) Tell them that
today they will discuss words that tell
where something is located or should be
placed.
Connect: Fanny Frog Rituals - Use
Fanny Frog to send well wishes to those
friends who are absent. Have children
find a partner and perform "Here's the
Bunny" (Appendix p168)
Commit: Safer Keeper Rituals- Remind
children that our classroom is a Safe
Place.
Commitment Box - Use Commitment
Sticks - Ask children to make a
commitment for the day.
• Morning Message- I can put together
two rectangels and make a new shape.
• Say the morning message and identify
words that begin with the same sound as
/t/.
• Write sentence.
• Display the letter cards. Ask children to
name the letters they know.
CM- p. 40 “Little Ants" action song
(Appendix p. 186) Invite children to
perform the actions in the song as they
walk the perimeter of two hexagons.
OUT/GYM p. 21 Take a walk around
the school, looking for street signs.
Make a list of shapes the children find
(Make a street sign scavneger hunt in
the villagescape)
CM- p. 46 “Hands and Fingers”
(Moving to Math CD-Appendix p. 183)
action song. Encourage children to
listen carefully and follow the directions
provided by the lyrics.
OUT/GYM p. 21 Invite children to play
parachute games that focus on spatial
and positional vocabulary ex. under the
parachute, on the parachute etc.
Day 3 Day 5LESSON
COMPONENTSDay 4
• Building community p. 22
Unite: Welcome each child by name and
sing "If You're Clever and You Know It"
(Appendix p. 184) Ask children to name
some things that are circular. Explain that
this week they will be learning about terms
that describe colors, shapes, sizes, and
positions.
Connect: Fanny Frog Rituals - Use Fanny
Frog to send well wishes to those friends
who are absent. Play "My School Family"
(It Starts in the Heart CD-Appendix 180).
Have children form an inside circle and an
outside circle. Remind children that the
boom, boom, boom signals them to move
to the right to interact with a new partner.
Commit: Safer Keeper Rituals- Remind
children that our classroom is a Safe Place.
Commitment Box - Use Commitment
Sticks - Ask children to make a
commitment for the day.
• Morning Message- Cindy Circle and
Suzy Square like to sing.
• Say the morning message and identify
words that begin with the same sound as
Suzy and sing.
• Write the sentence.
• Display the letter cards for the week. Ask
them to name the letters.
Spanish Vocabularyángulo, círculo, comparación, colaboración, geométrico, hexágono, octágono, óvalo, posición, rectángulo, rombo, figuras, inclinado, espacial, cuadrado, trapecio,
triángulo
Day 1 Day 2
Day 3 Day 5LESSON
COMPONENTSDay 4Day 1 Day 2
Pretend and Learn - Arrange pretend
cookies on trays
Construction Center - Add large and
small boxes for building
ABC - Spell names with magnetic
letters
Construction Center - Build garages
“Song of the Kites” (Cultural Rhymes •
Rimas culturales flip book)
• Introduce rhombus • rombo
• Discuss experiences with kites
The Button Story • El cuento del botón
• Continue writing story
Can You See the Shapes? • ¿Ves las
figuras?
• Review geometric shapes
• Introduce hexagon and rhombus
“Smart Cookie’s Creative Cookies” •
“Las galletas creativas de Galletita
Lista” story folder
• Identify problem solving in story
• Recall story details
Writer's Corner - triangle and
rectangle
-Color and Shape Puzzles
Construction Center - Build only with
triangular and rectangular block
Writer's Corner - Make letters out of
playdough
Construction Center - Build only with
rectangular blocks
Literacy (Oral
Language, Read
Aloud)
Can You See the Shapes? • ¿Ves las
figuras?
• Discuss role of author and illustrator
• Introduce circle and square
The Button Story • El cuento del botón
• Discuss story illustrations
• Begin writing a story
Weekly Learning
Centers
Game Center - Play a beanbag tossing
game using shapes for the targets to
land on.
Construction Center - Build only with
square and circular blocks
Hands and Fingers • Manos y dedos
• Predict story content
• Supply position words in context
Twinkle, the Little Star • Chispita la
estrellita
• Note spatial words
• Recall story details
Coconut Theater-
Letters- R,r,T,t,I,I
Vocabulary Concepts- hexagon,
octagon, rhombus, oval, circle, square
& triangle
Focus and Develop p. 42
• Form shapes with bodies
• Match oral shape name to pattern
block
Coconut Theater-
Letters- R,r,T,t,I,I
Vocabulary Concepts- locate, position,
spatial, direction
Focus and Develop p. 48 Sing "The
Cool Bear Hunt" (Appendix p. 182 and
Dr. Jean on Frog Street CD)
• Develop purpose for directional words
• Follow directions that require
understanding position words
“Tillie the Triangle” • “Tita el Triángulo”
prop story
• Associate shapes with common foods
• Recognize letter T
Can You See the Shapes? • ¿Ves las
figuras?
• Review geometric shapes
• Find triangles on clothing
Fine Motor Skills &
Handwriting, Sight
Words, Weekly
Readers, Phonics
Literacy (Focus
and Development)
Coconut Theater-
Letters- R,r,T,t,I,i-
Vocabulary concepts- cooperation,
shapes, geometric, circle, circular,
& unity.
Photo Activity Card # 20
Focus and Development p. 24
• Learn a finger play about circles
• Introduce idea circle stands for
unity
Coconut Theater-
Letters R,r,T,t,I,I
Vocabualry concepts- triangle, shapes,
sizes, colors, positions, comparison &
attributes.
Photo activity Card # 23
Focus and Develop p. 30
• Introduce the prefix tri-(means 3)
Discus words that begin wit the suffix
"tri"
• Compare and describe attribute
buttons
Coconut Theater-
Letters R,r,T,t,I,I
Vocabulary Concepts - rhombus,
trapezoid, red, yellow, green, blue,
orange & purple.
Photo Activity Card #13,
#14,#15,#16,#17,#18
Focus and Develop P. 36- Sing "The
Color Song" (Appendix p. 181 and
Songs of Learning Fun CD)
• Identify colors in photographs
• Create lists of familiar color objects
Phonics- Phonics Workbook-Spelling
Handwriting- Handwriting Without
Tears Workbook letters Magic C & O
Sight Words- old, once, open, over,
put, round
Weekly Reader- "Tug and the Bug"
Phonics- Phonics Workbook-Spelling
Handwriting- Handwriting Without
Tears Workbook letters Magic Q & J
Sight Words- old, once, open, over,
put, round
Weekly Reader- "Tug and the Bug"
Phonics- Phonics Workbook-Spelling
Handwriting- Handwriting Without
Tears Workbook letters Magic C and C
Words
Sight Words- old, once, open, over,
put, round
Weekly Reader- "Tug and the Bug"
Phonics- Phonics Workbook-p. 75
Short vowel "a" class mural
Handwriting- Write and Illustrate an "I
Can" poster
Sight Words- old, once, open, over,
put, round
Weekly Reader- "Tug and the Bug"
Phonics- Phonics Workbook -p. 74
Finger paint pictures to match words
ex. apple, cat, dod, dad, ant.
Handwriting- Sight Words- spelling test -
old, once, open, over, put, round
Weekly Reader- "Tug and the Bug"
Day 3 Day 5LESSON
COMPONENTSDay 4Day 1 Day 2
Learning Goals
• Increasingly interacts and
communicates with peers to initiate
pretend play scenarios that share a
common plan and goal
• Produces a word that begins with the
same sound as a given pair of words
• Recognizes at least 20 letter sounds
• Uses a wide variety of words to label
and describe people, places, things,
and actions
• Combines ideas for complex
sentences
• Names common shapes
• Demonstrates understanding of terms
used in the instructional language of
the classroom
• Shows competence in initiating social
interactions
• Names at least 20 upper- and at least
20 lowercase letters
• Creates shapes
• Demonstrates use of location words
• Uses art as a form of creative self-
expression and representation
• Identifies equal and unequal sets
• Is aware of where own body is in
space, respects personal boundaries
• Increasingly interacts and
communicates with peers to initiate
pretend-play scenarios that share a
common plan and goal
• Recognizes at least 20 letter sounds
• Shows interest in books
• Asks and answers appropriate
questions about the book
• Recognizes at least 20 letter sounds
• Uses category labels to understand
how words and objects relate to each
other
• Provides appropriate information for
various situations
• Retells or reenacts a story after it is
read aloud
• Names common shapes
• Creates shapes
• Describes attributes
• Describes, observes, and investigates
properties and characteristics of
common objects
• Shows competence in initiating social
interactions
• Demonstrates receptive vocabulary
(three to four thousand words)
• Produces a word that begins with the
same sound as a given pair of words
• Provides appropriate information for
various situations
• Uses a wide variety of words to label
and describe people, places, things,
and actions
• Uses books and other written
materials to engage in prereading
behaviors
• Demonstrates understanding of terms
used in the instructional language of
the classroom
• Uses a wide variety of words to label
and describe people, places, things,
and actions• Recognizes and compares heights or
lengths of people or objects
• Shows understanding by responding
appropriately
• Initiates problem-solving strategies and
seeks adult help when necessary
• Produces a word that begins with the
same sound as a given pair of words
• Is able to increase or decrease
intensity of emotions more consistently
although adult guidance is sometimes
necessary
• Shows competence in initiating social
interactions
• Uses a wide variety of words to label
and describe people, places, things,
and actions
• Shows initiative in independent
situations and persists in attempting to
solve problems
• Demonstrates receptive vocabulary
(three to four thousand words)
• Creates shapes
• Demonstrates understanding that
when counting, the items can be
chosen in any order
• Identifies and creates common
features in her immediate environment
• Collects data and organizes it in a
graphic representation
• Is able to increase or decrease
intensity of emotions more consistently,
although adult guidance is sometimes
necessary
• Demonstrates use of location words
• Produces a word that begins with the
same sound as a given pair of words
• Uses category labels to understand
how words and objects relate to each
other
• Asks and answers appropriate
questions about the book
• Recognizes at least 20 letter sounds
• Shows understanding by responding
appropriately
• Shows understanding by following two-
step oral directions, and usually follows
three-step directions
• Coordinates sequence of movements
to perform tasks
• Participates in classroom music
activities
Closing Circle
• Reflecting on the day p. 51
• Check on Commitments
• Kindness Tree
• Family Connection- Encourage
children to teach someone at home
how to do Kite Breathing.
Conscious Discipline:
p. 46 Review Kite Breathing p. 168
Virtues and Values
Cooperation and Intentionality
P.A.T.H.S.
Lesson #24 "Feelings Review" - Send
Compliment List home for PATHS Kid
for Today. (USE VIDEO CAMERA FOR THIS
LESSON)
Conscious Discipline:
Make a kite shape with your hands and
fingers and practice "Kite Breathing"
(Appendix p. 168)
P.A.T.H.S.
Lesson #24 "Feelings Review" -
Feelings Music - Play different kinds of
music and talk about how it makes
everyone feel. (USE VIDEO CAMERA FOR
THIS LESSON)
Conscious Discipline:
p. 40 Invite a child to choose a calming
strategy, and perform it six times-once
for each side of a hexagon.
Manners and Etiquette:
Lesson #3
Review/Reinforce
The Third Rule of Introductions
Beginning Your Space at the Table
• Reflecting on the day p. 27
• Check on Commitments
• Kindness Tree
• Family Connection Challenge children
to find three circles and three squares
at home.
• Reflecting on the day p. 45
• Check on Commitments
• Kindness Tree
• Family Connection- Encourage
children to be shape detectives and
find shapes as they travel home.
• Reflecting on the day p. 33
• Check on Commitments
• Kindness Tree
• Family Connection- Change the angle
good bye wave
• Reflecting on the day p. 39
• Check on Commitments
• Kindness Tree
• Family Connection- Remind the
children that rhombus is another name
for a diamond. Have the children teach
this new word to their families.
Conscious Discipline:
p. 28 Collapsing Triangles
Manners and Etiquette:
Lesson #3
Review/Reinforce
The Third Rule of Introductions
Beginning Your Space at the Table Character
Eduation
Conscious Discipline:
p. 22 Invite the children to perform the
balloon.
P.A.T.H.S.
Lesson #24 "Feelings Review" - Use
the turtle puppet to introduce lesson.
Play Simon-Says Feelings Game (USE
VIDEO CAMERA FOR THIS LESSON)
Date Teacher
Literacy Math
tools, machinery, constructing, funnel, more, less, same, hammer, scissors, shovel, bulldoze, graders, move, push, pull, lift, inclined plane, pulley
Spanish Vocabularyherramientas, maquinaria, construir, embudo, más, menos, lo mismo, martillo, tijeras, pala, excavadora, niveladora, mover, empujar, jalar, levantar, plano inclinado,
polea
Day 1 Day 2 Day 3 Day 5
• Building community p. 82
Unite: Welcome each child by name and
teach the finger spelling for the letters d, s ,
and l . (see p.15 of Tools that Help Me). Sing
"Where is A?" (Appendix p. 192) using the
sign children have learned as characters for
the song. Explain that sign language and
finger spelling are tools used by people who
can't hear. Tell children that today they will
continue learning about tools and machines.
Today they will focus on tools and machiens
that are helpful for people with special needs.
Connect: Fanny Frog Rituals - Use Fanny
Frog to send well wishes to those friends
who are absent. Review the words and
movements and then sing "That Was Helpful"
(It Starts in the Heart CD -Appendix p176).
Discuss ways we can be helpful to our
friends with special needs.
Commit: Safer Keeper Rituals- Remind
children that our classroom is a Safe Place.
Commitment Box - Use Commitment Sticks -
Ask children to make a commitment for the
day.
• Morning Message- Hearing aids make
sound louder.
• Say the morning message and identify
words that begin with the same sound as
louder .
• Write sentence.
• Display the letter cards. Ask children to
name the letters they know.
Day 4
• Building community p. 64
Unite: Welcome each child by name and
teach children to sing "Johnny Works
with One Hammer". (Appendix p 184).
Ask children to list work tools or
household tools with which they are
familiar. Tell children that we will continue
learning about constructing and creating.
Today will will learn about work tools.
Connect: Fanny Frog Rituals - Use
Fanny Frog to send well wishes to those
friends who are absent. Review
"Georgie Porgie" (Appendix p172).
Encourage children to try this game in
groups of four to five people. Point out
that it will take cooperation.
Commit: Safer Keeper Rituals- Remind
children that our classroom is a Safe
Place.
Commitment Box - Use Commitment
Sticks - Ask children to make a
commitment for the day.
• Morning Message- Saws and
screwdrivers are tools.
• Say morning message and identify
another word in sentence that begins
with the same sound as screwdriver.
• Write the sentence.
• Display letter cards for the week and
ask volunteers to circle and say the
targeted letter names.
• Building community p. 70
Unite: Welcome each child by name and
sing "My Little Red Wagon" (Appendix p.
186). Point out that a wagon is a tool we
use to move things. It helps make work
easier. Tell children that they will continue
to learn about tools and machinery that
help them create and construct. Today they
will be learning about machines that make
work easier.
Connect: Fanny Frog Rituals - Use Fanny
Frog to send well wishes to those friends
who are absent. Review "Row, Row, Row
Your Boat" (Appendix p. 170). Ask chlldren
what tool we use to help power our
rowboat. (paddles). Invite children to think
of a place they might like to go in their boat.
Commit: Safer Keeper Rituals- Remind
children that our classroom is a Safe Place.
Commitment Box - Use Commitment
Sticks - Ask children to make a
commitment for the day.
• Morning Message- Which tools push and
pull?
• Say the morning message. Identify a
word that begins with the same sound as
push .
• Write the sentence.
• Display the letter cards. Ask them to
circle the targeted letters and other letters
they know.
CM / GYM - “Push, Pull, Swing” song
and pantomime (Appendix p. 188 &
Frog Street Friends CD) and YOGA
Poses.
OUT-p. 57 Find a spot on the playground
where children can dig. Provide digging tools
(shovels, hand shovels) and invite children to
dig. Encourage them to pay close attention to
things that are unearthed.
CM- p. 82 I Spy or Sounds Lotto Game-
(Appendix p. 197)
OUT- Look on the playground and
around the outside of the school for
handicap accessible modifications
(ramps, railings, door exits, height of
water fountains).
• Building community p. 76
Unite: Welcome each child by name and
teach children "Front-End Loader"
(Appendix p. 182). Show children the photo
of the front-end loader on p.12 & 13 of the
book. Ask children if they have seen this
machine. Tell children that they will
continue learning about tools and machines
used for constructing and creating. Today
they will learn about diggers and drillers.
Connect: Fanny Frog Rituals - Use Fanny
Frog to send well wishes to those friends
who are absent.Invite children to help
create an Automated Machine Greeting
(Appendix p. 172).
Commit: Safer Keeper Rituals- Remind
children that our classroom is a Safe Place.
Commitment Box - Use Commitment
Sticks - Ask children to make a
commitment for the day.
• Morning Message- Which tools dig and
drill?
• Say the morning message and have
children identify a word that begins with the
same sound as dig .
• Write the sentence.
• Display the letter cards. Ask children to
circle the targeted letters and other letters
they know. Have them name the letters
they know.
Greeting Circle
• Building community p. 58
Unite: Welcome each child by name and
sing "Someone's in the Kitchen with Dinaht"
(Appendix p. 190) Tell children that today
they will be leanring about tools they use in
the kitchen. Ask children what things are
prepared in the kitchen. Tell children that
they will continue learning about
construction. This week they will learn how
tools and machines help with creating and
constructing.
Connect: Fanny Frog Rituals - Use Fanny
Frog to send well wishes to those friends
who are absent. Play "I Wish You Well" (It
Starts in the Heart CD-Appendix 179).
Remind children that wishing others well
when they are ill or having a difficult time is
another tool we have learned. It helps us
build a strong and caring school family.
Commit: Safer Keeper Rituals- Remind
children that our classroom is a Safe Place.
Commitment Box - Use Commitment
Sticks - Ask children to make a
commitment for the day.
• Morning Message- List some kitchen tools
you like to use.
• Say the morning message and identify
words that begin with the same sound as list.
• Write the sentence.
• Display the letter cards for the week. Ask
them to name the letters.
Moving and
Learning
CM- p. 58 Sing “Peanut Butter and
Jelly” action song- YOGA Poses with
food names in .
GYM- Tool Relay Races - children will
pass a plastic hammer to their team
member.
OUT- p. 57 Provide funnels, colanders,
and strainers for sand play.
CM - “Push, Pull, Swing” action song
(Appendix p. 188 & Frog Street Friends
CD) and YOGA Poses.
GYM- Parachute Play
OUT - p. 57 Encourage children to use
chalk to create sidewalk art. Ask if the
chalk is a tool.
CM / GYM -p. 70 Tug-of-Peace game
(Appendix p. 198)
OUT- p. 57 Take out large construction
trucks for children to use on the
playground. Discuss playground
equipment in terms of tools and
machines.
LESSON
COMPONENTS
Lesson Plans for I Build! I Create! • Tools and Machines (Week 2)February 18 - 22, 2019 Transitional Kindergarten
machinery, maquinariaWonderful Word Sounds and Rhymes; Writer's Corner; Tux Paint
.
Oral Language and Phonological
Awareness (alliteration, compound words)
Character
Education
Cooperation, Colaboración
Intentionality, Intencionalidad Technology
Letter
Knowledge
English - D, d, S, s, L, l
Spanish - D, d, S, s, L, lMeasurement, Counting Non-standard Units
English Vocabulary
Day 1 Day 2 Day 3 Day 5Day 4LESSON
COMPONENTS
Phonics- (Focusing on Adjectives)
Handwriting- Practice Spelling Quiz
Journal - practice sight words
Weekly reader- Magic Treehouse #7:
Sunset of the Sabertooth
Sight Words- then, think, walk, when,
were, always
Phonics- (Focusing on Adjectives)
Handwriting- Spelling Quiz
Journal - spelling quiz
Weekly reader- Magic Treehouse #7:
Sunset of the Sabertooth
Sight Words- then, think, walk, when,
were, always
Coconut Theater-
Letters- d,s,l
Vocabulary Concepts - special needs,
wheelchair, hearing aids, hearing
impaired, deaf, visually impaired, blind,
Braille, senses & assisted technology
Focus and develop p. 84 Read "Our
Senses"
• Introduce tools for individuals with
special needs
• Demonstrate some of the tools
Phonics,
Handwriting,
Journal, Weekly
Reader and Sight
Words
Literacy (Focus
and Development)
Coconut Theater-
Letters- d,s,l
Vocabulary Concepts-tools, machines,
machinery, constructing, creating,
blenders, eggbeater, potato masher,
strainer, ladle, funnel & slotted spoon
Focus and Develop p. 60 One More
Scoop Take Home Storybook and CD
• Develop kitchen tool vocabulary
• Display a variety of tools and their
values
Phonics- (Introduction to Adjectives)
Handwriting- Write sight words 3
times
Journal - sight words
Weekly reader- Magic Treehouse #7:
Sunset of the Sabertooth
Sight Words- then, think, walk, when,
were, always
Literacy (Oral
Language, Read
Aloud)
Machines Large and Small • Máquinas
grandes y pequeñas
• Introduce tools that dig
• Compare shovels and front-end
loader
“Little Red Hen” • “La gallinita roja”
story folder
• Identify tools used in story
• Label wheelbarrow as compound
word
Coconut Theater-
Letters- d,s,l
Vocabulary Concepts front-end loader,
muck, debris, demolitions & aliteration
Photo Activity Card # 16
Focus and Develop p. 78
• Introduce alliteration
• Discuss front-end loader
Coconut Theater-
Letters- S,d,s,l
Vocabulary Concepts-hammer,
tools,machinery,rake,shovel,
dishwasher, silverware, vacuum,
telephone & paintbrush.
Focus and Develop p. 66
Photo Activity Card # 8 & # 70
Read A to Z Helping Hands
• Identify tools as those that build or
create.
Coconut Theater-
Letters- d,s,l
Vocabulary Concepts-Machinery,
wagon, construction, simple machines,
tools, lever, screw, inclined plane,
pulley & wedge
Focus and Dvelop p. 72 Read
"Machines Large and Small"
• Introduce simple machines
• Develop concept—machines make
work easier
*Construction Center- Explorations with
ramps
• Fine Motor-Identify objects using only
sense of touch
• Sensory Table-Explore tools that help
with vision
• Science-Demonstrate magnifying
sound
• Pretend and Learn-Pretend to be the
Little Red Hen baking her bread
• Science-Experiment with building and
using a ramp
• Fine Motor-Explore with sand and a
variety of digging tools
• Pretend and Learn-Explore a toolbox
of toy tools
• Science-Experiment with movement
Use plastic or wooden tools with
playdoh. Ex. rolling pins, wood mallots
etc.
Tools That Help Me • Herramientas
que me ayudan
• Introduce Table of Contents
• Discuss tools used by those with
special needs
Shubert’s New Friend
• Discuss tolerance and acceptance of
differences
• List how to help friends with special
needs
Phonics- (Focusing on Adjectives)
Handwriting- Write sentences using
sight words
Journal - sight words
Weekly reader- Magic Treehouse #7:
Sunset of the Sabertooth
Sight Words- then, think, walk, when,
were, always
Phonics- (Focusing on Adjectives)
Handwriting- Copy short story in
journal
Journal - short story
Weekly reader- Magic Treehouse #7:
Sunset of the Sabertooth
Sight Words- then, think, walk, when,
were, always
“Bake a Cake” • “Preparar un pastel”
action story
• Act out a story
• Distinguish between tools and
ingredients
“Make Tortillas” • “Preparar tortillas”
action story
• Recall story details
• Compare the way tortillas and cake
are made
“The Shoemaker and the Elves” • “El
zapatero y los duendes” story folder
• Learn about a shoemaker’s tools
• Compare a poem and a story
“My Grandmother’s Garden” • “El jardín
de mi abuelita” listening story
• Identify garden tools
• Discuss the value of garden tools
Machines Large and Small • Máquinas
grandes y pequeñas
• Introduce machines that move things
• Discuss opposites
“The Great Enormous Rock” • “Una
piedra enorme” story folder
• Change a story by introducing a new
element
• Match tools to a purpose
Weekly Learning
Centers
• Pretend and Learn-Make cookies with
play dough w/ rolling pins and spatulas
• Sensory Table-Experiment with sand
and funnels
• Writer's Corner-Copy a word with
writing tools
• Science -Explore kitchen tools
Construction Center-Match concrete
tools to shadows
• Pretend and Learn-Use an eggbeater
to create bubbles in a bucket of soapy
water
• Fine Motor-Provide nuts and bolts or
locks and keys for children to
manipulate
• Construction-Practice hammering
Day 1 Day 2 Day 3 Day 5Day 4LESSON
COMPONENTS
• Reflecting on the day p. 69
• Check on Commitments
• Kindness Tree
• Family Connection- Challenge
children to devise a way to determine
the middle of a pillow or book at home-
Review how you used connecting
cubes to determine the center of the
board.
• Reflecting on the day p. 75
• Check on Commitments
• Kindness Tree
• Family Connection- Encourage
children to notice and report any big
machines that they see as they go to
and from school.
• Reflecting on the day p. 81
• Check on Commitments
• Kindness Tree
• Family Connection- Challenge
children to identify a digging job that
they have done with their families and
report back about the tools they used.
Conscious Discipline
p. 76 Demonstrate using a pretend
shovel. Have children copy your
movements using cross-lateral
energizing movements.
Manners and Etiquette
Lesson #4
Good Manners
Fourth Rule of Introduction
Place Setting
Conscious Discipline
p. 82 Ask children to practice a calming
strategy that wouild work for someone
who is restricted to a wheelchair. Ex.
Drain, S.T.A.R. and Kite Breathing.
Virtues and Values
Cooperation and Intentionality-Review
Cooperation- Introduce Intentionality- p.
45 Introduce vocabulary words and
what it means to make intentional
choices. p. 46
P.A.T.H.S
Lesson #25 - "Making Choices" - Send
home the PATHS Kid for Today. Play
"Stop and Think Before You Move" (USE VIDEO CAMERA FOR THIS LESSON)
Character
Education
Conscious Discipline
p. 58 Calming strategies are tools we
use each day to help us get rid of
stress and help us get our composure
when we are upset.
Social Studies
Content Connection p. 75 and 87-
Discuss simple machines and
machines powered by a variety of
power sources.
P.A.T.H.S
Lesson #25 - "Making Choices " - Use
the turtle to introduce the lesson. Play
"What's the Problem Here?" (USE VIDEO
CAMERA FOR THIS LESSON)
Conscious Discipline
p. 64 Choose a calming strategy and
and discuss with children that we are
being intentional, when we chose to
calm down.
Manners and Etiquette
Lesson #4
Good Manners
Fourth Rule of Introduction
Place Setting
Conscious Discipline
p. 70. Explain tha t pulleys are tools
that lift a heavy load. Teach children
"Pulley Breathing" (appendix p. 168)
Sing "Bye-bye,Crankies" (Appendix p.
173)
P.A.T.H.S
Lesson #25 - "Making Choices" - "To
Each His Own" - Ask each child a
question in which he or she has to
make a choice. (USE VIDEO CAMERA
FOR THIS LESSON)
Closing Circle
• Reflecting on the day p. 63
• Check on Commitments
• Kindness Tree
• Family Connection- Encourage
children to look in their own kitchens for
the kitchen tools introduced today.
• Increasingly interacts and communicates
with peers to initiate pretend-play scenarios
that share a common plan and goal
• Uses category labels to understand how
words and objects relate to each other
• Produces a word that begins with the
same sound as a given pair of words
• Uses information learned from books by
describing, relating, categorizing, or
comparing and contrasting
• Seeks to understand print
• Produces a word that begins with the
same sound as a given pair of words
• Recognizes at least 20 letter sounds
• Demonstrates receptive vocabulary (three
to four thousand words)
• Knows that objects or parts of an object
can be counted
• Counts up to ten items and demonstrates
that the last count indicates how many
items were counted
• Recognizes and compares heights or
lengths of people or objects
• Identifies and describes the
characteristics of organisms
• Recognizes, observes and discusses the
relationship of organisms to their
environments
• Demonstrates receptive vocabulary (three
to four thousand words)
• Demonstrates an understanding and
tolerance for unique characteristics of
others
• Demonstrates an understanding that
others have perspectives and feelings
that are different from her own
• Names at least 20 upper- and at least
20 lowercase letters
• Uses information learned from books
by describing, relating, categorizing, or
comparing and contrasting
• Seeks to understand print
• Demonstrates receptive vocabulary
(three to four thousand words)
• Counts up to ten items and
demonstrates that the last count
indicates how many items were
counted
• Recognizes and compares heights or
lengths of people or objects
• Collects data and organizes it in a
graphic representation
• Investigates and describes sources of
energy including light, heat, and
electricity
• Describes, observes, and investigates
properties and characteristics of
common objects
• Investigates and describes position
and motion of objects
Learning Goals
• Begins to understand difference and
connection between feelings and
behaviors
• Demonstrates empathy and caring for
others
• Produces a word that begins with the
same sound as a given pair of words
• 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
• Retells or reenacts a story after it is
read aloud
• Remains focused on engaging group
activities for age-appropriate range of
time
• Knows that objects or parts of an
object can be counted
• Recognizes how much can be placed
within an object
• Uses simple measuring devices to
learn about objects
• Participates in classroom music
activities
• Demonstrates coordination and
balance in operation
• Coordinates sequence of movements
to perform tasks
• 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
• Produces a word that begins with the same
sound as a given pair of words
• 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
• Combines words to make a compound word
• Identifies similarities and differences in
characteristics of families
• Knows that objects or parts of an object can be
counted
• Counts up to ten items and demonstrates that
the last count indicates how many items were
counted
• Recognizes and compares heights or lengths
of people or objects
• Shows initiative in independent situations and
persists in attempting to solve problems
• Initiates problem-solving strategies and seeks
adult help when necessary
• Describes, observes, and investigates
properties and characteristics of common
objects
• Begins to understand difference and
connection between feelings and
behaviors
• Demonstrates empathy and caring for
others
• Produces a word that begins with the
same sound as a given pair of words
• Uses information learned from books by
describing, relating, categorizing, or
comparing and contrasting
• Uses category labels to understand how
words and objects relate to each other
• Identifies, compares, discusses earth
materials and their properties and uses
• Provides appropriate information for
various situations
• Uses books and other written materials to
engage in prereading behaviors
• Recognizes and compares weights of
objects or people
• Sorts objects that are the same and
different into groups and uses language to
describe how the groups are similar and
different
• Investigates and describes position and
motion of objects
• Describes, observes, and investigates
properties and characteristics of common
objects
• Identifies and creates common features in
her immediate environment
• Reflecting on the day p. 87
• Check on Commitments
• Kindness Tree
• Family Connection- Encourage
children to teach someone "Pulley
Breathing" Send home the parent note
with the directions.
Date Teacher
Literacy Math
assemble, build, caring, category, cleverness, concrete, construction, cooperation, deeds, foundation, friend, habitats, homes, intentions, loquacious, model, raw
materials, sort, structure
Spanish Vocabularyensamblar, construir, cuidado, categoría, inteligencia, concreto, construcción, colaboración, acciones, cimiento, amigo, hábitats, casas, intenciones, locuaz, modelo,
materia prima, clasificar, estructura
Day 1 Day 2 Day 3 Day 5
• Building community p. 118
Unite: Welcome each child by name and
sing "Hello Friend" (Dr. Jean on Frog Street
CD-Appendix p. 183). Point out that the
children build friendships by spending time
with classmates and learning about things
they have in common. Today they will
continue learning about construction. They
will focus on constructing friendships.
Connect: Fanny Frog Rituals - Use Fanny
Frog to send well wishes to those friends
who are absent. Encourage children to sing
along with "Caring Friends" (It Starts in the
Heart CD -Appendix p172). Review the
words. Invite children to give examples of
helpful deeds.
Commit: Safer Keeper Rituals- Remind
children that our classroom is a Safe Place.
Remind children that we have worked all year
to build our friendships in our School Family.
Ask for examples of how we have built our
School Family.
Commitment Box - Use Commitment Sticks -
Ask children to make a commitment for the
day.
• Morning Message- Now we can build
friendships with our classmates.
• Say the morning message.
• Write sentence.
• Display the letter cards. Ask children to
name the letters they know. Invite them to
match uppercase letter cards to the
lowercase letter cards.
Day 4
• Building community p. 100
Unite: Welcome each child by name
and teach children to sing "Rectangles
and Squares". (Appendix p 188). Point
out that today we will be learning about
constructing with boxes. Most boxes
are rectangular or square, but there are
alos round boxes. Ask them to think of
something that comes in a round box.
Connect: Fanny Frog Rituals - Use
Fanny Frog to send well wishes to
those friends who are absent.
Commit: Safer Keeper Rituals-
Remind children that our classroom is
a Safe Place.
Commitment Box - Use Commitment
Sticks - Ask children to make a
commitment for the day.
• Morning Message- Building with
boxes can be fun.
• Say morning message and identify
another word in sentence that begins
with the same sound as building. Invite
children to produce additional words
that begin with the same sound.
• Write the sentence.
• Display letter cards for the week and
ask volunteers to circle and say the
targeted letter names.
• Building community p. 106
Unite: Welcome each child by name and
sing "When Sammy Put the Paper on the
Wall" (Appendix p. 193). Discuss things
children have done with paper and made
with paper. Tell children they will continue
learning about construciton. Today they will
learn about constructing things with paper
and odd materials with pumpkin shells.
Connect: Fanny Frog Rituals - Use Fanny
Frog to send well wishes to those friends
who are absent. Review "Peter, Peter"
(Appendix p. 170). Review the words and
movements. Have children select a partner
and perform the rhyme.
Commit: Safer Keeper Rituals- Remind
children that our classroom is a Safe Place.
Invite children todance to "Shubert Shuffle"
("It Starts in the Heart CD-Appendix p.178)
Point out that a dance is something we
construct.
Commitment Box - Use Commitment
Sticks - Ask children to make a
commitment for the day. Ask children to
commit to being respectful today.• Morning Message- What can we build now
with newspaper?
• Say the morning message. Identify a word that
begins with the same sound as now.
• Write the sentence.
• Display the letter cards. Ask them to circle the
targeted letters and other letters they know.
CM- p. 112 Play "One Dinosaur"
(Moving to Math CD-Appendix p. 198)
Create a YOGA dinosaur pose.
GYM/Out p. 93 Provide a card board
play structure and let children use
markers to decorate the building
CM- p. 118 Follow musical directions for
greeting friends "Shake a Hand" (Appendix
p. 190 & Dr. Jean on Frog Street CD)
GYM/Out p. 93 Play cooperative games
(Appendix p. 197) with the parachute.
• Building community p. 112
Unite: Welcome each child by name and
teach children "The Green Grass Grew All
Around" (Songs of Our Earth-Appendix p.
184). Point out that the sentences in this
song grow too, just like the grass. Read the
words in the last sentence of the first verse
and then the words in the last sentence in
the last verse. Tell children that we will
continue learning about construction. Today
they will learn about constructing
sentences.
Connect: Fanny Frog Rituals - Use Fanny
Frog to send well wishes to those friends
who are absent.
Commit: Safer Keeper Rituals- Remind
children that our classroom is a Safe Place.
Point out that we construct our sentences
as we think about what we want to say.
Practice using this sentence structure to
help children learn how to use an assertive
voice.
Commitment Box - Use Commitment
Sticks - Ask children to commit to using
Big Voices today.
• Morning Message- I can build.
• Say the morning message.
• Write the sentence.
• Invite children to help you build on your
sentence. Ask questions to help them
formulate their thoughts. What can you
build? Who might help you? What
materials might you use?
Greeting Circle
• Building community p. 94
Unite: Welcome each child by name and
sing "Stack the Blocks" (Feeling Froggy CD
- Appendix p. 188) Ask children about
things they have constructed with blocks.
Tell them that this week they will continue
learning about construction. Today they will
learn about constructing things with blocks.
Connect: Fanny Frog Rituals - Use Fanny
Frog to send well wishes to those friends
who are absent. Play "It Starts in the Heart"
(It Starts in the Heart CD-Appendix 177).
Point out that the lyrics mention building a
bridge. Explain that building and
constructing mean the same thing. The
bridge in the song is not an actual bridge, it
is a way of saying we want to connect our
hearts with the hearts of our friends.
Commit: Safer Keeper Rituals- Remind
children that our classroom is a Safe Place.
Commitment Box - Use Commitment
Sticks - Ask children to make a
commitment for the day.
• Morning Message- I can build with blocks.
• Say the morning message and identify
words that begin with the same sound as
build.
• Write the sentence.
• Display the letter cards for the week. Ask
them to name the letters.
Moving and
Learning
CM- p. 94 Tell children they are going
to create a music ensemble.
Encourage children to listen to the
rhythm of others in their group.
GYM/Out- p. 93 Provide indoor blocks
for outdoor building.
CM- p. 100 Invite children to drum on
the bottom of boxes as they listen to
marching music.
GYM/Out p. 93 Encourage children to
build box towers and knock them down
with balls.
CM p. 106 Dance with streamers
GYM/Out p. 93 Add paper bag blocks
to the cardboard boxes for building.
LESSON
COMPONENTS
Lesson Plans for I Build! I Create! • I Can Build (Week 3) February 25-March 1,
2019 Transitional Kindergarten
construct , construirWonderful Word Words, Words, Words; Reading Buddy; Tux Paint
Sentence Structure, Vocabulary, Oral Language
Character
Education
Cooperation, Colaboración
Intentionality, Intencionalidad Technology
Letter
Knowledge
English-C, c, N, n, B, b
Spanish-C, c, N, n, B, bClassifying, Data Analysis
English Vocabulary
Day 1 Day 2 Day 3 Day 5Day 4LESSON
COMPONENTS
Phonics- (Review nouns, verbs,
adjectives) worksheet over nouns,
verbs, and adjectives.
Handwriting- Practice Spelling Quiz
Journal - practice sight words
Weekly reader- Magic Treehouse #8:
Midnight on the Moon
Sight Words- around, because, been,
before, best, both
Phonics- (Review nouns, verbs,
adjectives) worksheet over nouns,
verbs, and adjectives.
Handwriting- Spelling Quiz
Journal - spelling quiz
Weekly reader- Magic Treehouse #8:
Midnight on the Moon
Sight Words- around, because, been,
before, best, both
Coconut Theater
Letters C,c,N,n,B,b
Vocabulary Concepts friendships,
classmates, caring, deeds & friend
Focus and Develop p. 120
Photo Activity Cards #20, #21, #22
Develop a word web about friends
• Friends are?....A friend looks like?....
A friend feels?.... A friend sounds
like?.....
Phonics,
Handwriting,
Journal, Weekly
Reader and Sight
Words
Literacy (Focus
and Development)
Coconut Theater
Letters C,c,N,n,B,b
Vocabulary Concepts- construct,
constructing, construction,frame, slab,
door, window & lot
Focus and Develop p. 96
Photo Activity Card # 120
*Discuss different types of homes
Read Giants Made by People big book
• Discuss building projects around the
world
• Introduce construct
Phonics- (Review nouns, verbs,
adjectives) worksheet over nouns,
verbs, and adjectives.
Handwriting- Write sight words 3
times
Journal - sight words
Weekly reader- Magic Treehouse #8:
Midnight on the Moon
Sight Words- around, because, been,
before, best, both
Literacy (Oral
Language, Read
Aloud)
“Jack the Builder” • “Juan el
constructor”
(Nursery Rhyme • Cuentos de
Infantiles flip chart)
• Analyze sentence construction
• Identify rhyming words
“Animal Habitats and Homes” • "Los
hábitats y las casas de los animales”
story folder
• Discuss terms—habitats and homes
• Describe raw materials used to build
homes
Coconut Theater
Letters C,c,N,n,B,b
Vocabulary Concepts- sentence,
construction, assertive, loquacious
(people who talk in long sentences)
Focus and Develop p. 114
Look at the Animal Friends wordless
book.
• Explain to the children that they will
use their words to construct sentences
to create the story. Build long
sentences
• Write a story for a wordless book
Coconut Theater
Letters C,c,N,n,B,b
Vocabulary Concepts- cooperation,
construction, boxes, cooperative &
creativity.
Focus and Develop p. 102
Read "What's in the Box? (Appendix p.
204)
*Have children guess what's in the
box?
• Brainstorm uses for a box
Coconut Theater
Letters C,c,N,n,B,b
Vocabulary Concepts-newspaper,
construction paper, odd, contemplate &
constructed
Focus and Develop p. 108
Read poem "If All the World Were
Paper"- p.108
Explore different kinds of paper
• Answer what if questions
• Construction-Build a house to share
with a friend
• Creativity Station-Paint a group mural
• Fine Motor-String beads for friendship
bracelets
• Writer's Corner-Trace letters using gel
bag
• Fine Motor-Play tic-tac-toe
• Construction-Build sentences with
word blocks
• Creativity Station-Make a collage
using environmental print (magazines
or newspapers)
• Fine Motor-Work with name puzzles
• Writer's Corner-Draw or write in
journal
• Language and Literacy-Construct
sentences with word cards
• Construction-Make rainbow makers
• Creativity Station-Make tissue paper
shape collages
• Writer's Corner-Make paper dolls
• Fine Motor-Construct paper chains
“The Giants of the City” • “Los gigantes
de la ciudad” listening story
• List structures in city
• Introduce idea of building friendships
The Do-Nothing Machine • La máquina
de no hacer nada
• Identify building materials
• Name the machine
Phonics- (Review nouns, verbs,
adjectives) worksheet over nouns,
verbs, and adjectives.
Handwriting- Write sentences using
sight words
Journal - sight words
Weekly reader- Magic Treehouse #8:
Midnight on the Moon
Sight Words- around, because, been,
before, best, both
Phonics- (Review nouns, verbs,
adjectives) worksheet over nouns,
verbs, and adjectives.
Handwriting- Copy short story in
journal
Journal - short story
Weekly reader- Magic Treehouse #8:
Midnight on the Moon
Sight Words- around, because, been,
before, best, both
This Way to Pre-K • Camino a Pre-
Kinder
• Introduce title page, author,
photographer
• Compare book with classroom
The Do-Nothing Machine • La máquina
de no hacer nada
• Introduce vocabulary in context
• Compare tools in book with classroom
tools
Homes for Everyone • Casas de todos
clases
• Compare theme project to structures
• Introduce composition
Giants Made by People • Gigantes
hechos por el hombre
• Identify purposes of structures
• Introduce model and intentionality
“Reagan’s Journal” • “El diario de
Reagan” (Appendix p161)
• Read journal and connect
experiences with journal entry
• Think about solving construction
problems
“The Baby Bluebird Story” • “El cuento
del pajarito bebé azul” fold-and-cut
story (Appendix p206-207)
• Enjoy a creative story experience
• Ask children about things they made
from paper.
Weekly Learning
Centers
• Gross motor-Have stacking races with
foam/plastic blocks
• Fine Motor-Build with smaller blocks
• Writer's Corner-Form letters with
blocks
• Construction-Build a home
• Construction-Build using small boxes
• Gross Motor-Have box races
• Creativity Station-Create something
from a box
• Pretend and Learn-Wrap a box like a
gift
Day 1 Day 2 Day 3 Day 5Day 4LESSON
COMPONENTS
• Reflecting on the day p. 105
• Check on Commitments
• Kindness Tree
• Family Connection: Challenge
children at home to identify something
at home that is made out of a box.
• Reflecting on the day p. 111
• Check on Commitments
• Kindness Tree
• Family Connection Encourage
children to teach someone at home
how to fold a fan (p. 108)
• Reflecting on the day p. 117
• Check on Commitments
• Kindness Tree
• Family Connection: After counting the
letters in their names, suggest children
count the letters in family members'
names and make a chart to compare
the lengths of the names
Conscious Discipline
p.112 Practice S.T.A.R.(p. 168)
Manners and Etiquette
Lesson #5
Good Manners
Use of Fork
Thank You Note
Conscious Discipline
p.118 Have children choose a calming
strategy that can be implemented with
a friend. (p. 168-169)
Virtues and Values
Continue discussion on Cooperation
and Intentionality. Review vocabulary
concepts and point out examples of
intentional thinking. Discuss the
importance of thinking about what we
want to do and what we want to
accomplish. p. 47
P.A.T.H.s
Lesson #26 - "Solving Problems" -
Send home the PATHS Kid for Today
home. Play "Card Sort". (USE VIDEO
CAMERA FOR THIS LESSON)
Character
Education
Conscious Discipline
p. 94 Have children choose a calming
strategy to perform (Appendix p. 168-
169)
P.A.T.H.s
Lesson #26 - "Solving Problems " - Use
Twiggle and Hedgehog to introduce
lesson: Solving Problems by
distinguishing berween OK choices and
not OK choices. (USE VIDEO CAMERA
FOR THIS LESSON)
Conscious Discipline
p.100 Calming strategies (Appendix p.
168-169) Teach children calming
affirmations to use when they are
upset: I am safe. I am calm. I can
handle this, and remind them they
always have a choice and chosing to
calm down before acting when they are
upset is a smart and helpful choice.
Manners and Etiquette
Lesson #5
Good Manners
Use of Fork
Thank You Note
Conscious Discipline
p.106 Encourage children to choose
and perform a calming strategy.
P.A.T.H.s
Lesson #26 - "Solving Problems" - Use
the drawings 26-1a to 26-2c to discuss
which choices are OK and which
choices are NOT OK. (USE VIDEO
CAMERA FOR THIS LESSON)
Closing Circle
• Reflecting on the day p. 99
• Check on Commitments
• Kindness Tree
• Family Connection
• Uses sentences with more than one
phrase
• Assumes various roles and
responsibilities as part of a classroom
community
• Uses some appropriate writing
conventions when writing or giving
dictation
• Combines ideas for complex
sentences
• Uses information learned from books
by describing, relating, categorizing, or
comparing and contrasting
• Uses a wide variety of words to label
and describe people, places, things,
and actions
• 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
• Combines ideas for complex
sentences
• Provides appropriate information for
various situations
• Demonstrates empathy and caring for
others
• Participates in classroom music activities
• Names at least 20 upper- and at least 20
lowercase letters
• Uses a large speaking vocabulary, adding
several new words daily
• Uses some appropriate writing
conventions when writing or giving dictation
• Uses information learned from books by
describing, relating, categorizing, or
comparing and contrasting
• Begins to have meaningful friends
• Uses a wide variety of words to label and
describe people, places, things, and
actions
• Describes attributes
• Sorts objects that are the same and
different into groups and uses language to
describe how the groups are similar and
different
• Collects data and organizes it in a graphic
representation
• Coordinates sequence of movements to
perform tasks
• Initiates problem solving strategies and
seeks adult help when necessary
• Increasingly interacts and communicates
with peers to initiate pretend-play scenarios
that share a
common plan and goal
Learning Goals
• Is aware of own feelings most of the
time
• Demonstrates empathy and caring for
others
• Names at least 20 upper- and at least
20 lowercase letters• Demonstrates receptive vocabulary (three to
four thousand words)
• Asks and answers appropriate questions about
the book
• Combines sentences that give detail, stays on
topic, and clearly communicates
• 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
• Combines syllables into words
• Slides, flips, and turns shapes to demonstrate
that the shapes remain the same
• Describes attributes
• Sorts objects that are the same and different
into groups and uses language to describe how
the groups are similar and different
• Assumes various roles and responsibilities as
part of a classroom community
• Increasingly interacts and communicates with
peers to initiate pretend-play scenarios that
share a common plan and goal
• Shows understanding by responding
appropriately
• Is aware of own feelings most of the time
• Produces a word that begins with the same
sound as a given pair of words
• Names at least 20 upper- and at least 20
lowercase letters
• Uses information learned from books by
describing, relating, categorizing, or comparing
and contrasting
• Uses a large speaking vocabulary, adding
several new words daily
• Shows initiative in independent situations and
persists in attempting to solve problems
• Uses a wide variety of words to label and
describe people, places, things, and actions
• Initiates problem-solving strategies and seeks
adult help when necessary
• Describes, observes, and investigates
properties and characteristics of common
objects
• Describes attributes
• Names common shapes
• Sorts objects that are the same and different
into groups and uses language to describe how
the groups are similar and different
• Demonstrates an understanding that others
have
perspectives and feelings that are different from
her own
• Shows initiative in independent situations
and persists in attempting to solve problems
• Initiates problem-solving strategies and seeks
adult help when necessary
• Increasingly interacts and communicates with
peers to initiate pretend-play scenarios that
share a common plan and goal
• Demonstrates empathy and caring for others
• Names at least 20 upper- and at least 20
lowercase letters
• Demonstrates receptive vocabulary (three to
four thousand words)
• Uses information learned from books by
describing, relating, categorizing, or comparing
and contrasting
• Asks and answers appropriate questions about
the book
• Produces a word that rhymes with a given word
• Combines ideas for complex sentences
• Verbally identifies, without counting, the
number of objects from 1 to 5
• Slides, flips, and turns shapes to demonstrate
that the shapes remain the same
• Sorts objects that are the same and different
into groups and uses language to describe how
the groups are similar and different
• Describes, observes, and investigates
properties and characteristics of common
objects
• Provides appropriate information for various
situations
• Reflecting on the day p. 123
• Check on Commitments
• Kindness Tree
• Family Connection- Send home note
encouraging children to teach family
members the calming affirmations to
use when they are upset- I am safe, I
am calm & I can handle this(Home
Connections CD)
Date Teacher
Literacy Math
Spanish Vocabularyaliteración, atributo, collages, transmitir, crear, extraordinario, aplanar, agradecido, imágenes, imaginativo, inspirado , intención , numeral, pentágono , cuadrilátero,
escultura, gratitud, estrategia
Day 1 Day 2 Day 3
• Building community p. 154
Unite: Welcome each child by name.
Display Skidamarink book. Tell children
that the publisher of this book used a song
as text and had an illustrator create
illustrations to match the words. Invite
children to sing the text of the book. Tell
children that they will continue learning
about constructing and creating. Today
they will learn about creating books.
Connect: Fanny Frog Rituals - Use Fanny
Frog to send well wishes to those friends
who are absent. Review the words and
movements to "Get Ready!" (It Starts in
the Heart CD -Appendix p173) and invite
the children to sing the song.
Commit: Safer Keeper Rituals- Remind
children that our classroom is a Safe Place.
Commitment Box - Use Commitment
Sticks - Ask children to make a
commitment for the day.
• Morning Message- Please make a book
from the paper in the center.
• Say the morning message. Repeat the
work paper , emphasizing the initial /p/.
Invite children to produce additional words
that begin with the same sound
• Write sentence.
• Display the letter cards. Ask children to
name the letters they know. Invite them to
match uppercase letter cards to the
lowercase letter cards.
LESSON
COMPONENTS
Moving and
Learning
Greeting Circle
• Building community p. 148
Unite: Welcome each child by name and
invite children to sing along with "Lizzie
Leaping Lizard" (Leaping Literacy CD-
Appendix p. 185). Tell the children that
today we will learn about creating words to
communicate. Encourage children to
perform one of the calming strategies from
this week.
Connect: Fanny Frog Rituals - Use Fanny
Frog to send well wishes to those friends
who are absent. Explain that there are
many ways to communicate. We use
words, gestures, facial expressions, and
sometimes sign language. Ask a volunteer
to demonstrate the sign for family .
Commit: Safer Keeper Rituals- Remind
children that our classroom is a Safe Place.
Commitment Box - Use Commitment
Sticks - Ask children to commit to using
Big Voices today.
• Morning Message- Pencils and markers
are tools for writing.
• Say the morning message. Repeat the
work markers , emphasizing the initial /m/.
Invite children to produce additional words
that begin with the same sound.
• Write the sentence.
• Display the letter cards. Ask them to
circle the targeted letters and other letters
they know.
CM- p.142 Play "Freeze" Encourage
children to dance freely to the music. When
the music stops, they must hold their
position.
GYM/Out -p. 129 Turn a strip of masking
tape backwards and place it on children’s
arms to make a bracelet. Encourage
children to create a bracelet using items
they find outdoors (leaves, bark, twigs,
pebbles).
CM- p. 148 Read and Pantomime
Body Talk in Rhyme Big Book
GYM/Out p. 129 • Provide colorful
sheets of cellophane and challenge
children to create colorful shadows.
CM- p. 130 “Put Your Little Foot”
(appendix p. 200) Point out the series
of steps that make up the dance.
GYM/Out- p. 129 Take rhythm band
instruments outdoors.
Invite children to have a parade.
• Building community p. 136
Unite: Welcome each child by name and
sing "Look What I Create". (Appendix p
185). Ask children about things they have
painted. Tell children that they will learn
about creating drawings and paintings
today.
Connect: Fanny Frog Rituals - Use
Fanny Frog to send well wishes to those
friends who are absent. Encourage
children to find a partner. Have one
partner be a painter and the other the
canvas. Demonstrate gentle touches
before beginning. Swith roles.
Commit: Safer Keeper Rituals- Remind
children that our classroom is a Safe
Place.
Commitment Box - Use Commitment
Sticks - Ask children to make a
commitment for the day.
• Morning Message- I create fantastic
paintings and murals.
• Say morning message. Repeat the
word fantastic emphasizing the initial /f/.
Invite children to produce additional
words that begin with the same sound.
• Write the sentence.
• Display letter cards for the week and
ask volunteers to circle and say the
targeted letter names.
• Building community p. 142
Unite: Welcome each child by name and
sing "I Can Be a Pretzel" (Appendix p. 171)
while performing Pretzel. Point out that the
children are shaping their bodies like a
pretzel in the same way a baker shapes a
pretzel that we eat. Tell them that today we
will learn about creating sculptures from
dough and clay and collages from fabric
and paper. Connect: Fanny Frog
Rituals - Use Fanny Frog to send well
wishes to those friends who are absent.
Play "People to People" (It Starts in the
Heart CD-Appendix p. 175). Discuss
working with others. Point out that
cooperation makes work easier and adds
to the fun of the activity. Ask children to
name creative activities they can do with a
friend.
Commit: Safer Keeper Rituals- Remind
children that our classroom is a Safe Place.
Commitment Box - Use Commitment
Sticks - Ask children to make a
commitment for the day. • Morning Message- It is fun to sculpt and mold
play dough.
• Say the morning message. Repeat the word
mold, emphasizing the initial /m/. Invite children
to produce additional words that begin with the
same sound.
• Write the sentence.
• Display the letter cards. Ask them to circle the
targeted letters and other letters they know.
Lesson Plans for I Build! I Create! • I Can Create (Week 4)March 4 - 8, 2019 Transitional Kindergarten
inspiration, inspiraciónWonderful Word TechnologyFrog Street Math; Reading Buddy; Tux PaintCharacter
Education
Cooperation, Colaboración
Intentionality, Intencionalidad
Letter
Knowledge
English-M, m, P, p, F, f
Spanish-M, m, P, p, F, f
Day 4
alliteration, attribute, collages, convey, create, extraordinary, flatten, grateful, gratitude, images, imaginative, inspired , intentionality , numeral, pentagon, quadrilateral,
sculpture, strategy
CM- p. 154 Follow directions to “Shake
Your Reader Ribbons”(Appendix p. 191
and Leaping Literacy CD)
GYM/Out p. 129• Invite children to write
the story for a wordless book outdoors.
• Building community p. 130
Unite: Welcome each child by name and
sing "This Old Man is Rockin' On"
(Appendix p. 192) Ask children about
things they have used to create music.
Tell them that they will continue learning
about constructing and creating. Today
they will focus on music, singing, and
dancing.
Connect: Fanny Frog Rituals - Use
Fanny Frog to send well wishes to those
friends who are absent. Invite children to
dance to "Shubert Shuffle" (It Starts in
the Heart CD-Appendix 178). Point out
that this is a dance of respect. Ask
volunteers to give examples of respect.
Commit: Safer Keeper Rituals- Remind
children that our classroom is a Safe
Place.
Commitment Box - Use Commitment
Sticks - Ask children to make a
commitment for the day.
• Morning Message- I can make up and
perform fancy dances!.
• Say the morning message and repeat the
word perform . Invite children to produce
additional words that begin with the same
sound.
• Write the sentence.
• Display the letter cards for the week. Ask
them to name the letters.
Day 5
CM-p. 136 Dance with streamers and
pretend they are paintbrushes making
strokes
GYM/Out p. 129 Invite children to draw
pictures on easel paper (or take easels
outdoors) and encourage children to
paint an outdoor scene.
Identifying and Labeling SetsOral Language, Phonological Awareness
English Vocabulary
Day 1 Day 2 Day 3LESSON
COMPONENTSDay 4 Day 5
Phonics- Conjuctions (Combining
sentences). Workshet over
conjunctions.
Handwriting- Write sentences using
sight words.
Journal - sight words
Weekly reader- Magic Treehouse #9:
Dolphins at Daybreak
Sight Words- buy, call, cold, does,
don't, fast
Phonics- Conjuctions (Combining
sentences). Workshet over
conjunctions.
Handwriting- Copy short story in
journal.
Journal - sight words
Weekly reader- Magic Treehouse #9:
Dolphins at Daybreak
Sight Words- buy, call, cold, does,
don't, fast
Phonics- Conjuctions (Combining
sentences). Workshet over
conjunctions.
Handwriting- Practice spelling quiz
Journal - sight words
Weekly reader- Magic Treehouse #9:
Dolphins at Daybreak
Sight Words- buy, call, cold, does,
don't, fast
Phonics- Conjuctions (Combining
sentences). Workshet over
conjunctions.
Handwriting- Spelling quiz
Journal - Free writing in journal.
Weekly reader- Magic Treehouse #9:
Dolphins at Daybreak
Sight Words- buy, call, cold, does,
don't, fast
Phonics,
Handwriting,
Journal, Weekly
Reader and Sight
Words
Literacy (Focus
and Development)
Coconut Theater:
Letters M,m,P,p,F,f
Vocabualry concepts- imaginative,
create, respect, wiggle, tap, twist, float
and soar.
Focus and Develop p. 132- Display
pages 14 & 15 of Dance. Dances are
created with repeatative steps.
• Create a chart of dance moves
• Participate in telling the story
Coconut Theater-
Letters-M,m,P,p,F,f
Vocabulary Concepts- painting,
strokes, gentle, touch, intentionality and
color
Focus and Develop p. 138 Display p. 7
of My Senses. What were the
inspirations for the painting? What are
examples of art tools? Show various
examples of illustrations in books-
Mysterious Movers- (watercolors), A
Chance for Esperanza (oils), Three
Bear's Rap (collage) and the Do
Nothing Machine(drawings)
• Introduce idea of intentionality
Coconut Theater-
Letters-M,m,P,p,F,f
Vocabulary Concepts- sculpture,
sculpt, sculptor, chiseled, modeled,
cast, and collages
Focus and Develop p. 144 Display pgs.
6 & 7 Giants Made by People.
Photo Activity Card # 4
• Discuss three deminsional works of
art & sculptures
• Describe clay sculptures and the
process and too used to create them
Phonics- Conjuctions (Combining
sentences). Workshet over
conjunctions.
Handwriting- Write sight words 3
times
Journal - sight words
Weekly reader- Magic Treehouse #9:
Dolphins at Daybreak
Sight Words- buy, call, cold, does,
don't, fast
• Fine Motor-Use markers to copy short
sentences
• Creativity Station-Paint a design using
the child's name
• Construction-Build towns and then
create signage for streets and buildings
Literacy (Oral
Language, Read
Aloud)
Dance! • ¡A bailar!
• Make story predictions
• Contrast ordinary and extraordinary
“The Runaway Cookie Parade” • “Las
galletitas que se escaparon”
participation story
• Develop action word vocabulary
• Participate in telling a story
Skidamarink • ¡Es amor!
• Discuss meaning of love
• Introduce inspire
“The Surprise” • “La sorpresa” chalk
and prop story
• Describe illustrations
• Make inferences
Twinkle, the Little Star • Chispita la
estrellita
• Create a prop for story
• Play the role of Twinkle
Three Bears’ Rap • El rap de los tres
osos
• Introduce collage as style of
illustration
• Compare collages to other
illustrations
• Fine Motor-Create various hues of
green by mixing food coloring or
fingerpaint
• Creativity Station-Draw with various
mediums
• Construction-Decorate paper bag
blocks with markers
• Construction-Make play dough
creations using buttons, lace, beads,
pipe cleaners or plastic manipulatives
• Creativity Station-Make torn-paper
collages
• Construction-• ABC-Shape letters with
clay
.
Coconut Theater-
Letters-M,m,P,p,F,f
Vocabulary Concepts- communicate,
sign language, onomonpoeia,
alliteration, rhyme, construct, creativity
and power.
Focus and Develop p. 150
*Dicuss the power of words. *Discuss
onomatopoeia (sound words) and
alliteration (repetitive sound words)
Nature’s Giants • Gigantes de la
naturaleza
• Recognize descriptions as creations
• Discuss inspiration for descriptions
Fanny Frog’s Fantastic Poems and
Rhymes • Salta, saltarín
• Experience poetry
• Introduce elements of poetry
Animal Friends • Amigos animales
• Identify characters in wordless book
• Dictate a story for the book
This Way to Pre-K • Camino a Pre-
Kinder
• Develop story walk chart
• Retell story using chart
Weekly Learning
Centers
• Fine Motor-Make music using ways
other than instruments
• Creativity Station-Draw or paint
covers for their musical instruments
• Construction-Make musical
instruments
• Fine Motor-Practice the directions of
the How to Care for Books • Cómo
cuidar los libros rebus poster using
books
• Creativity Station-Illustrate pretend
books
• Construction-Add a few small books
to the center. Encourage children to
build bookshelves for the books.
Coconut Theater-
Letters-M,m,P,p,F,f
Vocabulary Concepts- classmates,
grateful, and gratitude
Focus and Develop p. 156
• Develop concept of gratitude
• Write and draw a cooperative book
Day 1 Day 2 Day 3LESSON
COMPONENTSDay 4 Day 5
Conscious Discipline
p. 154 Teach Gratitude Attitude
(Appendix p. 168) Discus being grateful
and give examples (home, food, family
etc.)
Virtues and Values
Use video TV camera and allow
children to express what they are each
grateful for.
P.A.T.H.s
Lesson #27 - "Solving Problems with
Friends" - Send home the Compliment
List with the PATHS Kid for Today.
Play "Working Together".
Conscious Discipline
p. 130 "Look at Me" (appendix p. 174 & It
Starts in the Heart CD #9) Use this phrase:
You____, so that________. That was
helpful.
Social Studies:
Discuss Dr. Seuss's Birthday - When was
it?? Have one of your kiddos come and
tell me! Name some of his books and
which are the most famous and
recognizable ones. (WHICH IS MS. RITA'S
FAVORITE DR SEUSS'S BOOK????)
(USE VIDEO CAMERA FOR THIS
LESSON)
P.A.T.H.s
Lesson #27 - "Solving Problems with
Friends" - Use the turtle, hedgehog and
duck puppets to introduce the lesson.
Conscious Discipline
p. 136 Introduce the Calming Painter's
Reach (Appendix p. 169)
Manners & Etiquette
Lesson #6
Using the Knife and Fork
Learning the Home Address
Conscious Discipline
p. 142 Invite children to from the
Pretzel (Appendix p. 171)
Social Studies:
Content Connection p. 141 Display
pictures of art work from the masters
(Picasso, Mondrian, VanGogh and
Seurat) What techniques and tools did
they use? What were their inspirations?
P.A.T.H.s
Lesson #27 - "Solving Problems with
Friends" - "Waiting for My Turn" song.
Play the "Cooperative Challenges".
Conscious Discipline
p.148 Perform Painter's Reach or
Pretzel and breathing to music
Manners & Etiquette
Lesson #6
Using the Knife and Fork
Learning the Home Address
• Increasingly interacts and
communicates with peers to initiate
pretend-play scenarios that share a
common plan and goal
• Demonstrates knowledge of
nonverbal conversational rules
• Names at least 20 upper- and at least
20 lowercase letters
• Uses a wide variety of words to label
and describe people, places, things,
and actions
• Demonstrates receptive vocabulary
(three to four thousand words)
• Asks and answers appropriate
questions about the book
• Recognizes at least 20 letter sounds• Produces a word that begins with the
same sound as a given pair of words
• Demonstrates that the order of the
counting sequence is always the same
regardless of what is counted
• Recognizes one-digit numerals 0 through
9
• Describes attributes
• Produces a word that begins with the
same sound as a given pair of words
• Perceives differences between similar-
sounding words
• Shows understanding by responding
appropriately
• Reflecting on the day p. 141
• Check on Commitments
• Kindness Tree
• Family Connection- Create a gallery
showing the children's creative work
this week, or frame a special piece of
art to take home to families.
Character
Education
• Reflecting on the day p. 147
• Check on Commitments
• Kindness Tree
• Family Connection- Challenge
children and families to look for
sculptures as they travel to and from
school
• Reflecting on the day p. 153
• Check on Commitments
• Kindness Tree
• Family Connection- Challenge
children to use onomatopeia words to
name the sounds they will hear on their
way home. (honk, beep, screech etc.)
• Is aware of own feelings most of the time
• Demonstrates empathy and caring for
others
• Produces a word that begins with the
same sound as a given pair of words
• Uses a wide variety of words to label and
describe people, places, things, and
actions
• Combines ideas for complex sentences
• Retells or reenacts a story after it is read
aloud
• Provides appropriate information for
various situations
• Combines sentences that give detail,
stays on topic, and clearly communicates
• Counts up to ten items and demonstrates
that the last count indicates how many
items were counted
• Recognizes one-digit numerals 0 through
9
• Collects data and organizes it in a graphic
representation
• Assumes various roles and
responsibilities as part of a classroom
community
• Uses books and other written materials to
engage in prereading behaviors
• Seeks to understand print
Learning Goals
• Is able to increase or decrease
intensity of emotions more consistently,
although adult guidance is sometimes
necessary
• Demonstrates empathy and caring for
others
• Produces a word that begins with the
same sound as a given pair of words
• Demonstrates receptive vocabulary
(three to four thousand words)
• Retells or reenacts a story after it is
read aloud
• Uses information learned from books
by describing, relating, categorizing, or
comparing and contrasting
• Uses some appropriate writing
conventions when writing or giving
dictation• Coordinates sequence of movements to
perform tasks
• Counts up to ten items and demonstrates
that the last count indicates how many
items were counted
• Verbally identifies, without counting, the
number of objects from 1 to 5
• Recognizes one-digit numerals 0 through
9
• Responds to different musical styles
through movement and play
• Increasingly interacts and
communicates with peers to initiate
pretend-play scenarios that share a
common plan and goal
• Produces a word that begins with the
same sound as a given pair of words
• Uses a variety of art materials and
activities for sensory experience and
exploration
• Demonstrates interest in and shows
appreciation for the creative work of
others
• Asks and answers appropriate
questions about the book• Shows understanding by responding
appropriately
• Uses information learned from books by
describing, relating, categorizing, or
comparing and contrasting
• Combines words to make a compound
word
• Counts one to ten items, with one count
per item
• Verbally identifies, without counting, the
number of objects from 1 to 5
• Recognizes one-digit numerals 0 through
9
• Uses art as a form of creative self-
expression and representation
• 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
• Produces a word that begins with the same
sound as a given pair of words
• Retells or reenacts a story after it is read aloud
• Uses a wide variety of words to label and
describe people, places, things, and actions
• Demonstrates interest in and shows
appreciation for the creative work of others
• Demonstrates receptive vocabulary (three to
four thousand words)
• Independently writes letters on request
• Counts up to ten items and demonstrates that
the last count indicates how many items were
counted
• Recognizes one-digit numerals 0 through 9
• Creates shapes
• Investigates and describes sources of energy
including light, heat, and electricity
• Describes, observes, and investigates
properties and characteristics of common
objects
• Initiates problem-solving strategies and seeks
adult help when necessary
• Reflecting on the day p. 159
• Check on Commitments
• Kindness Tree
• Family Connection- Encourage
children to talk with someone at home
about what they are grateful for.
Closing CircleTime:
• Reflecting on the day p. 135
• Check on Commitments
• Kindness Tree
• Family Connection- Encourage
children to show their favorite dance
moves to their families.
Transitional Kindergarten Lesson Plan
Theme: Scents of the Season March 11-15, 2019
Day of the Week /
Objectives
Calendar
Circle Time
Language
Comprehension
Phonics
Development
Handwriting
Enrichment
PATHS/Manners
and Etiquette/
Social Studies
Curriculum
Centers
Monday
To begin to dictate
words and sentences
to record on paper
- Introduce the theme
- Sing “Spring is here”
- Morning Message:
What are some signs
of spring?
-Calendar / Weather
- Ask the children to
tell you what they
know about spring
-Use a Venn
Diagram to compare
and contrast
Autumn and Spring
-Phonics Workbook
-Read a book about
spring and discuss the
topic
-Review your
EXISTING sight words
- Write an experience
story about spring.
Allow the children to
complete the sentences
- PATHS lesson#28
-Talk about the
season spring. Tell
them that when it’s
spring here, it may be
another season in
other countries
-Go for a spring walk
outside
-Pretend to pick up a
bouquet of flowers on
your walk
-what colors do you
see?
Tuesday
To begin to engage
in conversation
- Tell children there
are 4 seasons
- Sing “Rain rain go
away”
- Morning Message:
What can we do
during rainy days?
-Calendar / Weather
- Talk about spring
weather
- What does the
weather feel like?
What does the sky
look like? What are
the clouds doing?
-Phonics Workbook
-Create a springtime
word web about spring
-Sing “Oh Mister Sun”
- Review sight words
-Have children write
the words from the
word web
-Manners and
Etiquette Lesson #.6
(review again)
Raindrop race with
eyedropper
-Use dropper to place
2 drops of water side
by side. Tilt paper and
let raindrops race to
the bottom
Wednesday
To use language for
a variety of purposes
Ask children what
season it is today?
- Sing “I love the
mountains”
-Morning Message:
What is your favorite
flower and color for
spring?
-Calendar / Weather
-Show the children
a plant seed. Tell
them that plants and
flowers originate
from a seed.
-Talk about the
plant cycle using the
Sequence Cards
-Phonics Workbook
- Review your
EXISTING sight words
-Handwriting without
Tears workbook
activity
-write words that have
to do with spring :
warm birds, puddles,
flowers
-PATHS lesson #28
-Discuss Helen
Keller: who was she
and what kind of
obstacles did she
have growing up
-Pretend to be a florist
with plastic flowers
- Have children draw
and color flowers for
their class book
Thursday
To ask questions
related to the current
topic of discussion
-Talk about different
animals and bugs you
see in spring
-Sing “ Baby Bumble
Bee”
-Morning Message:
The baby bumblebee
says buzz.
-Calendar / Weather
-Tell the children
that in spring, a lot
of baby animals are
born
-Name some baby
animals that you
might see in the
spring
-Review consonants p,
q, v
Read The Very Hungry
Caterpillar
-Discuss the book and
see if they can list what
the caterpillar ate
-Write 5 sentences
using your EXISTING
sight words on
handwriting paper
-Manners and
Etiquette Lesson #6
(review again)
-Rubber ducks in the
water
-Pretend to be the
Very Hungry
Caterpillar
-Bumblebees buzzing
around the room
Friday
To produce speech
sounds with
increasing ease
-Review the season of
spring
-Sing “
-Morning Message:
Spring is almost here!
-Calendar / Weather
-Talk about all the
different spring
activities that we
can do outside
-What does a
shamrock represent?
-Phonics Workbook
-Review words that
begin with sp and sh
-Have shamrock
pattern ready for
children to color and
cut
-PATHS lesson #28
Talk about St.
Patrick’s day
-Make a kite
-Puzzles
-Reading Center