theme: winter s.t.e.m enrichment: stem week: january 8 ...€¦ · theme: winter s.t.e.m...
TRANSCRIPT
Theme: Winter S.T.E.M Enrichment: STEM Week: January 8– 12, 2018
Day of the Week
Garderie 2
Garderie 3
Garderie 4
Crème Prep
TK/Private Kindergarten
Apres School
Monday
Color and Number sorting
Obj: Children will practice sorting by number and color.
Snow flake Symmetry Obj: Children will learn about symmetry while learning about snow-
flakes.
Snow flake Symmetry Obj: Children will learn about symmetry while learning about snow-
flakes.
Snow flake Symmetry Obj: Children will learn about symmetry while learning about snow-
flakes.
Snow flake Symmetry Obj: Children will learn about symmetry while learning about snow-
flakes.
N/A
Tuesday
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.
N/A
Wednesday
Build A Igloo Obj: Children will
construct a igloo with marshmallows.
Build A Igloo Obj: Children will con-
struct a igloo with marshmallows.
Build A Igloo Obj: Children will con-
struct a igloo with marshmallows.
Build A Igloo Obj: Children will con-
struct a igloo with marshmallows.
Build A Igloo Obj: Children will con-
struct a igloo with marshmallows.
Build A Igloo Obj: Children will con-
struct a igloo with marshmallows.
Thursday
Bottle Crush Magic Trick
Obj: Children will
review subjects learned this week in
learning centers.
Bottle Crush Magic Trick
Obj: Children will re-view subjects learned this week in learning
centers.
Bottle Crush Magic Trick
Obj: Children will re-view subjects learned this week in learning
centers.
Bottle Crush Magic Trick
Obj: Children will re-view subjects learned this week in learning
centers.
Bottle Crush Magic Trick
Obj: Children will re-view subjects learned this week in learning
centers.
Friday
Chef It Up! Fairy bread
Chef It Up! Fairy bread
Chef It Up! Fairy bread
Chef It Up! Fairy bread
Chef It Up! Fairy bread
Chef It Up! Fairy bread
Theme: Fairy Tales/Colors & Feelings Enrichment: Art Week: January 8-12, 2018 Day of the
Week
Garderie 2
Garderie 3 Garderie 4
Crème Prep 1 Crème Prep 2/3
TK
Kindergarten
Monday
Make “The Frog Prince” From Pre-Cut
Forms FSP90
Obj.– Children will become familiar with fairy tales using art.
Make “The Frog Prince” From Pre-Cut Forms
FSP90
Obj.– Children will become familiar with fairy tales using art.
Make “The Frog Prince” From Pre-Cut Forms
FSP90
Obj.– Children will become familiar with fairy tales using art.
Make Water Color Blotches on Paper SRA58
Obj.– Children will use
colors to express feelings.
Make Water Color Blotches on Paper SRA58
Obj.– Children will use colors to
express feelings.
Tuesday
Make “The Gingerbread Man”
FSP91
Obj.– Children will become familiar with fairy tales using art.
Make “The Gingerbread Man”
FSP91
Obj.– Children will become familiar with fairy tales using art.
Make “The Gingerbread Man”
FSP91
Obj.– Children will become familiar with fairy tales using art.
Outline Water Color Blotches To Make A
Creature SRA 58
Obj.– Children will use colors to express feelings.
Wednesday
“The Elves and The Shoemaker” Collage
FSP91
Obj.– Children will become familiar with fairy tales using art.
“The Elves and The Shoemaker” Collage
FSP91
Obj.– Children will become familiar with fairy tales using art.
“The Elves and The Shoemaker” Collage
FSP91
Obj.– Children will become familiar with fairy tales using art.
Make A Picture Using Color To Show “Happy”
SRA58
Obj.– Children will use colors to express feelings.
Outline Water Color Blotches To Make A
Creature SRA 58
Obj.– Children will use colors to express feelings.
Thursday
Table Painting
Obj.– Children will engage in open-ended
art.
Table Painting
Obj.– Children will engage in open-ended
art.
Table Painting
Obj.– Children will engage in open-ended
art.
Table Painting
Obj.– Children will engage in open-ended art.
Friday
Play Dough Fun Day
Obj.– Children will manipulate playdough
to strengthen small muscles.
Play Dough Fun Day
Obj.– Children will manipulate playdough to
strengthen small muscles.
Play Dough Fun Day
Obj.– Children will manipulate playdough to strengthen small muscles.
Play Dough Fun Day
Obj.– Children will manipulate playdough to strengthen small muscles.
Play Dough Fun Day
Obj.– Children will manipulate playdough to strengthen small muscles.
Theme: Ballads, Fables & Folk Tales Enrichment: Computer Week: January 8-12,2018 Day Garderie 2 Garderie 3 Crème Prep Tk Kindergarten Après School
Monday
Reading center Cinderella
Obj– students will enhance literacy with the online
Library.
Reading center Cinderella
Obj– students will en-hance literacy with the
online Library.
Open book and Journals
Obj– interactive soft-ware to teach students advanced computer skills & literacy.
Open book and Journals
Obj– interactive soft-ware to teach students advanced computer skills & literacy.
Open book and Journals
Obj– interactive soft-ware to teach students advanced computer skills & literacy.
Reading center Pinocchio
Obj– students will enhance literacy with
the online Library.
Tuesday
Abc review
Obj– Students will review alphabets online with interac-
tive software.
Frogstreet Literacy
Obj– students will en-hance computer navi-
gation skills.
Open book and Journals
Obj– interactive soft-ware to teach students advanced computer skills & literacy.
Open book and Journals
Obj– interactive soft-ware to teach students advanced computer skills & literacy.
Brainpop.com What is new years? Obj– students will
watch an educational clip on new years.
Wednesday
-Reading center -computer -Puzzles
Obj– students will choose favorite ac-
tivity.
-Frogstreet Literacy
Obj– students will en-hance computer navi-
gation skills.
Open book and Journals
Obj– interactive soft-ware to teach students advanced computer skills & literacy.
Open book and Journals
Obj– interactive soft-ware to teach students advanced computer skills & literacy.
Open book and Journals
Obj– interactive soft-ware to teach students advanced computer skills & literacy.
-Reading center -Starfall -Puzzles
Obj– students will choose favorite activ-
ity.
Thursday
Letters and num-bers
Starfall.com
Obj– online letter review.
Frogstreet Literacy
Obj– students will en-hance computer navi-
gation skills.
Reading center Cinderella
Obj– students will en-hance literacy with the
online Library.
Reading center Cinderella
Obj– students will en-hance literacy with the
online Library.
Reading center Cinderella
Obj– students will enhance literacy with
the online Library.
Friday
Friday Fun Day -Reading center
-Starfall -Puzzles
Obj– students will choose favorite ac-
tivity.
Friday Fun Day -Reading center
-Starfall -Puzzles
Obj– students will choose favorite activi-
ty.
Friday Fun Day -Reading center -Computers -Puzzles
Obj– students will choose favorite activi-
ty .
Friday Fun Day -Reading center -Computers -Puzzles
Obj– students will choose favorite activi-
ty .
Friday Fun Day -Reading center -Computers -Puzzles
Obj– students will choose favorite activi-
ty . .
Friday Fun Day -Reading center -Computers -Puzzles
Obj– students will choose favorite activ-
ity.
Date Class
Literacy Math
Day 2 Day 3 Day 4
Greeting Circle
Phonological Awareness—rhyming words
LESSON COMPONENTS
Day 1
Spanish Vocabulary
English Vocabulary
add, castle, celebration, commitment, customers fairy tale, fewer, leather, magic, mattress, more, palace, pantomime, princess, purchase, setting, summoned, take awaysumar, castillo, celebración, compromiso, clientes, cuentos de hadas, menos, cuero, mágico, colchón, más , palacio, pantomima, princesa, compra, escenario, convocado, quitar
Letter Knowledge
English-Mm, Nn, Oo, Pp, Qq, RrSpan.-Mm, Nn, Ññ, Oo, Pp, Qq, Rr Number and Operation
Lesson Plans for Stories and Rhymes • Cuentos y rim as - Fairy Tales (Week 2)
Jan 8-12,2018 Garderie 2
magic, mágicoWonderful Word
CharacterEducation
Commitment, Compromiso Loyalty, Lealtad Technology
Words, Words, Words; Extra Reading Buddy
Day 5
Unite: Invite children to sing "This Little Elf" ; Can an elf make a shoe? Demo: Review "Wonderful Woman" Connect: Invite children to sing "That Was Helpful"; Repeat Rituals from Day1 Commit: Safe Keeper Ritual & the Daily Commitment Ritual MM: The princess slept on the pea.
Unite: Invite children to sing "Dragon Chase" ; Once upon a time in Dragon Land dragons ruled. Demo: Inhaling and exhaling like a dragon Connect: Repeat Rituals from Day1 Commit: Safe Keeper Ritual & the Daily Commitment Ritual MM: Jack climbed the beanstalk more than once.
Unite: Invite children to sing "Five Little Speckled Frogs" ; Today we will read about a frog prince. Demo: Invite children to swim like frogs in slow motion Connect: Invite children to create frog greeting ; Absent Child Ritual & Welcome Back Ritual Commit: Safe Keeper Ritual & the Daily Commitment Ritual MM:Today we will read about a frog prince.
Unite: Invite children to sing "A Stomping Giant" ; Jack climbed the beanstalk more than once. Demo: Teach children to breathe like a giant Connect: Review words and actions to "Jack Be Noodle" ; Repeat Rituals from Day 1 Commit: Safe Keeper Ritual & the Daily Commitment Ritual MM: Today we will read about a frog prince.
Literacy (Oral Language, Phonics, Handwriting, Read Aloud)
• Identify fairytale elements in story
Centers• ABC-Sort words by ending letter• Library and Listening-Listen to a story• Sensory Table-Retrieve magnetic letters and match to letter cards
• Reenact queen’s mattress test
Centers• Creativity Station-Design a bedcover• Library and Listening-Listen to a story
• Think about how shoes protect feet
Centers• Pretend and Learn-Sort and display shoes in store• Creativity Station-Draw a picture of a shoe house• Language and Literacy-Retell story with story props
• Retell “Jack and the Beanstalk” in a story circle
Centers• Library and Listening-Retell story with story props• Language and Literacy-Sequence story events
Unite: Invite children to sing "Are You Sleeping?" ; The princess slept on the pea. Demo: Invite children to breathe like a sleeping prince or princess Connect: Introduce "Wee Willie Winkie"; Repeat Rituals from Day1 Commit: Safe Keeper Ritual & the Daily Commitment Ritual MM: Once upon a time in Dragon Land dragons ruled.
• Compare fairytales• Identify real and make-believe elements in the story
Centers• ABC-Copy the word dragon• Library and Listening-Listen to story• Language and Literacy-Retell story with sound effects
Day 2 Day 3 Day 4LESSON COMPONENTS
Day 1 Day 5
Drawing Mat Man Shapes pg. 41 (Workbook pg. 63) Letter "P" pg, 146 (Workbook pg. 48)
Alphabet Knowledge: Capitals on the Edge pg. 52 Letter "B" pg. 147 (Workbook pg. 49)
Handwriting Without Tears
Sing, Sound, & Count With Me CD ; "Counting, Counting" Counting & Number Six (6) pg. 188 (Workbook pg. 84)
Pre-Stroke for "D, P, B, R" pg. 144 (Workbook pg. 46)
Letter Play for "D, P, B, R" Letter "D", pg. 145 (Workbook pg.47)
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Count to 20• Use dot cube to make towers of 20 cubes
Centers• Sensory Table-Use play dough and pebbles for counting game• Science-Compare “covering” attributes of different materials
• Use cubes to represent doubling patterns
Centers• Math-Create reflecting patterns with paint• Science-Use mirrors to make reflecting patterns
“Odon, the Giant” • “Odón, el gigante" listening story• Discuss onomatopoeia• Identify onomatopoeia words
“Kilum” • “Kilum” listening story• Develop vocabulary• Compare make-believe
“The Princess and the Pea” • “La princesa y el guisante” story folder• Identify characters in story• Develop vocabulary
The Frog Prince • El príncipe sapo• Discuss how word choice affects story• Compare princesses
• Construction-Build a bench for the shoemaker• Fine Motor-Encourage children to lace shoes• Creativity Station-Invite children to design a pair of shoes
• Construction-Design and build a maze for Bunny Foo Foo’s mice• Fine Motor-Challenge children to stack the giant’s gold coins (pennies)• Creativity Station-Show them how to make mice from their fingerprints
• Construction-Build a bed for the princess so she doesn’t have to sleep on so many mattresses• Fine Motor-Explore pebbles in socks• Creativity Station-Create pebble prints
Math and Science
• Introduce addition and subtraction with concrete models
Centers• Math-Match frog counters to dot cube numbers• Gross Motor Area-Roll dot cube to move along a path
• Play Catch and Compare • Atrapa y compara
Centers• Pretend and Learn-Match scooped cotton balls to dot card• Math-Build towers to match dot cards
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Estimate number of cubes in a grab• Organize data in two-column chart
Centers• Science-Plant bean seeds• Gross Motor Area-Toss beanbags and score throws
Closing Circle• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Construction-Construct a cage for the golden goose• Fine Motor-Play Is the Giant Asleep? • ¿Está dormido el gigante?• Creativity Station-Provide green paint and invite children to paint beanstalks
Weekly Learning Centers
• Construction-Build small bed for the frog so he doesn’t have to sleep on the princess’s pillow• Fine Motor-Encourage children to sort frogs by size• Creativity Station-Invite children to design a new ball for the princess
The Frog Prince • El príncipe sapo• Discuss main characters• Introduce fairytale elements
Reagan’s Journal • El diario de Reagan• Develop vocabulary• Discuss family
The Frog Prince • El príncipe sapo• Discuss story setting• Notice Frog’s actions reveal his character
“Jack and the Beanstalk” • Juan y los frijoles mágicos” story folder• Discuss story setting• Compare castles in two
“The Shoemaker and the Elves” • “El zapatero y los duendes” story folder• Identify and compare parts of shoes• Develop concept of consumer
“The Sweet Mother Who Lives in a Shoe” • “La señora que vive en un
Day 2 Day 3 Day 4LESSON COMPONENTS
Day 1 Day 5
Learning Goals
• Is aware of where own body is in space; respects personal boundaries• Shows competence in initiating social interactions• Coordinates sequence of movements to perform tasks• 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• Asks and answers appropriate questions about the book• Shows interest in books• Verbally identifies, without counting, the number of objects from 1 to 5• Uses concrete models or makes a verbal word problem for adding up to 5 objects• Uses concrete models or makes a verbal word problem for subtracting 1 to5 objects from a set• Identifies and describes the characteristics of organisms• Combines sentences that give detail, stays on topic, and clearly communicates
• Assumes various roles and responsibilities as part of a classroom community• Coordinates sequence of movements to perform tasks• Deletes a word from a compound word• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Uses some appropriate writing conventions when writing or giving dictation• Retells or reenacts a story after it is read aloud
• Demonstrates understanding that when counting, the item can be chosen in any order• Verbally identifies, without counting, the number of objects from 1 to 5• Collects data and organizes it in a graphic representation• Identifies good habits of nutrition and exercise• Uses a wide variety of words to label and describe people, places, things, and actions
• 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• Investigates and describes sources of energy including light, heat, and electricity• Asks and answers appropriate questions about the book• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• 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• Uses art as a form of creative self-expression and representation• Creates or re-creates stories, moods, or experiences through dramaticrepresentations
• 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 rhymes with a given word• Uses a wide variety of words to label and describe people, places, things, and actions• Retells or reenacts a story after it is read aloud• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Combines sentences that give detail, stays on topic, and clearly communicates• Uses a large speaking vocabulary, adding several new words daily• Counts 1 to 10 items, with one count per item• Demonstrates use of location words• Identifies equal and unequal
• 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• Participates in activities to help them become aware of what it means to be a consumer• Asks and answers appropriate questions about the book• Practices good habits of personal safety• Provides appropriate information for various situations• Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different• Verbally identifies, without counting, the number of objects from one to five• Uses concrete models or makes a verbal word problem for adding up to five objects• Recognizes and creates patterns
Outdoor Learning
• Teach the children how to play Leap Frog • Salta la rana or set them up to do Frog Jumps • Salta la rana (p. 193).
• Play Grab the Goose • Atrapa el ganso (p.193)
• Invite children to play Duck, Duck, Goose • Pato, pato, ganso (p. 193)
• Provide chalk and invite children to trace around their shoe
• Draw a hopscotch grid. Encourage children to use the princess’s pea (a pebble) as a marker
Theme: Fairy Tales/Colors & Feelings Enrichment: Art Week: January 8-12, 2018 Day of the
Week
Garderie 2
Garderie 3 Garderie 4
Crème Prep 1 Crème Prep 2/3
TK
Kindergarten
Monday
Make “The Frog Prince” From Pre-Cut
Forms FSP90
Obj.– Children will become familiar with fairy tales using art.
Make “The Frog Prince” From Pre-Cut Forms
FSP90
Obj.– Children will become familiar with fairy tales using art.
Make “The Frog Prince” From Pre-Cut Forms
FSP90
Obj.– Children will become familiar with fairy tales using art.
Make Water Color Blotches on Paper SRA58
Obj.– Children will use
colors to express feelings.
Make Water Color Blotches on Paper SRA58
Obj.– Children will use colors to
express feelings.
Tuesday
Make “The Gingerbread Man”
FSP91
Obj.– Children will become familiar with fairy tales using art.
Make “The Gingerbread Man”
FSP91
Obj.– Children will become familiar with fairy tales using art.
Make “The Gingerbread Man”
FSP91
Obj.– Children will become familiar with fairy tales using art.
Outline Water Color Blotches To Make A
Creature SRA 58
Obj.– Children will use colors to express feelings.
Wednesday
“The Elves and The Shoemaker” Collage
FSP91
Obj.– Children will become familiar with fairy tales using art.
“The Elves and The Shoemaker” Collage
FSP91
Obj.– Children will become familiar with fairy tales using art.
“The Elves and The Shoemaker” Collage
FSP91
Obj.– Children will become familiar with fairy tales using art.
Make A Picture Using Color To Show “Happy”
SRA58
Obj.– Children will use colors to express feelings.
Outline Water Color Blotches To Make A
Creature SRA 58
Obj.– Children will use colors to express feelings.
Thursday
Table Painting
Obj.– Children will engage in open-ended
art.
Table Painting
Obj.– Children will engage in open-ended
art.
Table Painting
Obj.– Children will engage in open-ended
art.
Table Painting
Obj.– Children will engage in open-ended art.
Friday
Play Dough Fun Day
Obj.– Children will manipulate playdough
to strengthen small muscles.
Play Dough Fun Day
Obj.– Children will manipulate playdough to
strengthen small muscles.
Play Dough Fun Day
Obj.– Children will manipulate playdough to strengthen small muscles.
Play Dough Fun Day
Obj.– Children will manipulate playdough to strengthen small muscles.
Play Dough Fun Day
Obj.– Children will manipulate playdough to strengthen small muscles.
Theme: Ballads, Fables & Folk Tales Enrichment: Computer Week: January 8-12,2018 Day Garderie 2 Garderie 3 Crème Prep Tk Kindergarten Après School
Monday
Reading center Cinderella
Obj– students will enhance literacy with the online
Library.
Reading center Cinderella
Obj– students will en-hance literacy with the
online Library.
Open book and Journals
Obj– interactive soft-ware to teach students advanced computer skills & literacy.
Open book and Journals
Obj– interactive soft-ware to teach students advanced computer skills & literacy.
Open book and Journals
Obj– interactive soft-ware to teach students advanced computer skills & literacy.
Reading center Pinocchio
Obj– students will enhance literacy with
the online Library.
Tuesday
Abc review
Obj– Students will review alphabets online with interac-
tive software.
Frogstreet Literacy
Obj– students will en-hance computer navi-
gation skills.
Open book and Journals
Obj– interactive soft-ware to teach students advanced computer skills & literacy.
Open book and Journals
Obj– interactive soft-ware to teach students advanced computer skills & literacy.
Brainpop.com What is new years? Obj– students will
watch an educational clip on new years.
Wednesday
-Reading center -computer -Puzzles
Obj– students will choose favorite ac-
tivity.
-Frogstreet Literacy
Obj– students will en-hance computer navi-
gation skills.
Open book and Journals
Obj– interactive soft-ware to teach students advanced computer skills & literacy.
Open book and Journals
Obj– interactive soft-ware to teach students advanced computer skills & literacy.
Open book and Journals
Obj– interactive soft-ware to teach students advanced computer skills & literacy.
-Reading center -Starfall -Puzzles
Obj– students will choose favorite activ-
ity.
Thursday
Letters and num-bers
Starfall.com
Obj– online letter review.
Frogstreet Literacy
Obj– students will en-hance computer navi-
gation skills.
Reading center Cinderella
Obj– students will en-hance literacy with the
online Library.
Reading center Cinderella
Obj– students will en-hance literacy with the
online Library.
Reading center Cinderella
Obj– students will enhance literacy with
the online Library.
Friday
Friday Fun Day -Reading center
-Starfall -Puzzles
Obj– students will choose favorite ac-
tivity.
Friday Fun Day -Reading center
-Starfall -Puzzles
Obj– students will choose favorite activi-
ty.
Friday Fun Day -Reading center -Computers -Puzzles
Obj– students will choose favorite activi-
ty .
Friday Fun Day -Reading center -Computers -Puzzles
Obj– students will choose favorite activi-
ty .
Friday Fun Day -Reading center -Computers -Puzzles
Obj– students will choose favorite activi-
ty . .
Friday Fun Day -Reading center -Computers -Puzzles
Obj– students will choose favorite activ-
ity.
Date Class
Literacy Math
Day 2 Day 3 Day 4
Greeting Circle
Phonological Awareness—rhyming words
LESSON COMPONENTS
Day 1
Spanish Vocabulary
English Vocabulary
add, castle, celebration, commitment, customers fairy tale, fewer, leather, magic, mattress, more, palace, pantomime, princess, purchase, setting, summoned, take awaysumar, castillo, celebración, compromiso, clientes, cuentos de hadas, menos, cuero, mágico, colchón, más , palacio, pantomima, princesa, compra, escenario, convocado, quitar
Letter Knowledge
English-Mm, Nn, Oo, Pp, Qq, RrSpan.-Mm, Nn, Ññ, Oo, Pp, Qq, Rr Number and Operation
Lesson Plans for Stories and Rhymes • Cuentos y rim as - Fairy Tales (Week 2)
Jan 8-12,2018 Garderie 2
magic, mágicoWonderful Word
CharacterEducation
Commitment, Compromiso Loyalty, Lealtad Technology
Words, Words, Words; Extra Reading Buddy
Day 5
Unite: Invite children to sing "This Little Elf" ; Can an elf make a shoe? Demo: Review "Wonderful Woman" Connect: Invite children to sing "That Was Helpful"; Repeat Rituals from Day1 Commit: Safe Keeper Ritual & the Daily Commitment Ritual MM: The princess slept on the pea.
Unite: Invite children to sing "Dragon Chase" ; Once upon a time in Dragon Land dragons ruled. Demo: Inhaling and exhaling like a dragon Connect: Repeat Rituals from Day1 Commit: Safe Keeper Ritual & the Daily Commitment Ritual MM: Jack climbed the beanstalk more than once.
Unite: Invite children to sing "Five Little Speckled Frogs" ; Today we will read about a frog prince. Demo: Invite children to swim like frogs in slow motion Connect: Invite children to create frog greeting ; Absent Child Ritual & Welcome Back Ritual Commit: Safe Keeper Ritual & the Daily Commitment Ritual MM:Today we will read about a frog prince.
Unite: Invite children to sing "A Stomping Giant" ; Jack climbed the beanstalk more than once. Demo: Teach children to breathe like a giant Connect: Review words and actions to "Jack Be Noodle" ; Repeat Rituals from Day 1 Commit: Safe Keeper Ritual & the Daily Commitment Ritual MM: Today we will read about a frog prince.
Literacy (Oral Language, Phonics, Handwriting, Read Aloud)
• Identify fairytale elements in story
Centers• ABC-Sort words by ending letter• Library and Listening-Listen to a story• Sensory Table-Retrieve magnetic letters and match to letter cards
• Reenact queen’s mattress test
Centers• Creativity Station-Design a bedcover• Library and Listening-Listen to a story
• Think about how shoes protect feet
Centers• Pretend and Learn-Sort and display shoes in store• Creativity Station-Draw a picture of a shoe house• Language and Literacy-Retell story with story props
• Retell “Jack and the Beanstalk” in a story circle
Centers• Library and Listening-Retell story with story props• Language and Literacy-Sequence story events
Unite: Invite children to sing "Are You Sleeping?" ; The princess slept on the pea. Demo: Invite children to breathe like a sleeping prince or princess Connect: Introduce "Wee Willie Winkie"; Repeat Rituals from Day1 Commit: Safe Keeper Ritual & the Daily Commitment Ritual MM: Once upon a time in Dragon Land dragons ruled.
• Compare fairytales• Identify real and make-believe elements in the story
Centers• ABC-Copy the word dragon• Library and Listening-Listen to story• Language and Literacy-Retell story with sound effects
Day 2 Day 3 Day 4LESSON COMPONENTS
Day 1 Day 5
Drawing Mat Man Shapes pg. 41 (Workbook pg. 63) Letter "P" pg, 146 (Workbook pg. 48)
Alphabet Knowledge: Capitals on the Edge pg. 52 Letter "B" pg. 147 (Workbook pg. 49)
Handwriting Without Tears
Sing, Sound, & Count With Me CD ; "Counting, Counting" Counting & Number Six (6) pg. 188 (Workbook pg. 84)
Pre-Stroke for "D, P, B, R" pg. 144 (Workbook pg. 46)
Letter Play for "D, P, B, R" Letter "D", pg. 145 (Workbook pg.47)
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Count to 20• Use dot cube to make towers of 20 cubes
Centers• Sensory Table-Use play dough and pebbles for counting game• Science-Compare “covering” attributes of different materials
• Use cubes to represent doubling patterns
Centers• Math-Create reflecting patterns with paint• Science-Use mirrors to make reflecting patterns
“Odon, the Giant” • “Odón, el gigante" listening story• Discuss onomatopoeia• Identify onomatopoeia words
“Kilum” • “Kilum” listening story• Develop vocabulary• Compare make-believe
“The Princess and the Pea” • “La princesa y el guisante” story folder• Identify characters in story• Develop vocabulary
The Frog Prince • El príncipe sapo• Discuss how word choice affects story• Compare princesses
• Construction-Build a bench for the shoemaker• Fine Motor-Encourage children to lace shoes• Creativity Station-Invite children to design a pair of shoes
• Construction-Design and build a maze for Bunny Foo Foo’s mice• Fine Motor-Challenge children to stack the giant’s gold coins (pennies)• Creativity Station-Show them how to make mice from their fingerprints
• Construction-Build a bed for the princess so she doesn’t have to sleep on so many mattresses• Fine Motor-Explore pebbles in socks• Creativity Station-Create pebble prints
Math and Science
• Introduce addition and subtraction with concrete models
Centers• Math-Match frog counters to dot cube numbers• Gross Motor Area-Roll dot cube to move along a path
• Play Catch and Compare • Atrapa y compara
Centers• Pretend and Learn-Match scooped cotton balls to dot card• Math-Build towers to match dot cards
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Estimate number of cubes in a grab• Organize data in two-column chart
Centers• Science-Plant bean seeds• Gross Motor Area-Toss beanbags and score throws
Closing Circle• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Construction-Construct a cage for the golden goose• Fine Motor-Play Is the Giant Asleep? • ¿Está dormido el gigante?• Creativity Station-Provide green paint and invite children to paint beanstalks
Weekly Learning Centers
• Construction-Build small bed for the frog so he doesn’t have to sleep on the princess’s pillow• Fine Motor-Encourage children to sort frogs by size• Creativity Station-Invite children to design a new ball for the princess
The Frog Prince • El príncipe sapo• Discuss main characters• Introduce fairytale elements
Reagan’s Journal • El diario de Reagan• Develop vocabulary• Discuss family
The Frog Prince • El príncipe sapo• Discuss story setting• Notice Frog’s actions reveal his character
“Jack and the Beanstalk” • Juan y los frijoles mágicos” story folder• Discuss story setting• Compare castles in two
“The Shoemaker and the Elves” • “El zapatero y los duendes” story folder• Identify and compare parts of shoes• Develop concept of consumer
“The Sweet Mother Who Lives in a Shoe” • “La señora que vive en un
Day 2 Day 3 Day 4LESSON COMPONENTS
Day 1 Day 5
Learning Goals
• Is aware of where own body is in space; respects personal boundaries• Shows competence in initiating social interactions• Coordinates sequence of movements to perform tasks• 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• Asks and answers appropriate questions about the book• Shows interest in books• Verbally identifies, without counting, the number of objects from 1 to 5• Uses concrete models or makes a verbal word problem for adding up to 5 objects• Uses concrete models or makes a verbal word problem for subtracting 1 to5 objects from a set• Identifies and describes the characteristics of organisms• Combines sentences that give detail, stays on topic, and clearly communicates
• Assumes various roles and responsibilities as part of a classroom community• Coordinates sequence of movements to perform tasks• Deletes a word from a compound word• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Uses some appropriate writing conventions when writing or giving dictation• Retells or reenacts a story after it is read aloud
• Demonstrates understanding that when counting, the item can be chosen in any order• Verbally identifies, without counting, the number of objects from 1 to 5• Collects data and organizes it in a graphic representation• Identifies good habits of nutrition and exercise• Uses a wide variety of words to label and describe people, places, things, and actions
• 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• Investigates and describes sources of energy including light, heat, and electricity• Asks and answers appropriate questions about the book• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• 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• Uses art as a form of creative self-expression and representation• Creates or re-creates stories, moods, or experiences through dramaticrepresentations
• 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 rhymes with a given word• Uses a wide variety of words to label and describe people, places, things, and actions• Retells or reenacts a story after it is read aloud• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Combines sentences that give detail, stays on topic, and clearly communicates• Uses a large speaking vocabulary, adding several new words daily• Counts 1 to 10 items, with one count per item• Demonstrates use of location words• Identifies equal and unequal
• 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• Participates in activities to help them become aware of what it means to be a consumer• Asks and answers appropriate questions about the book• Practices good habits of personal safety• Provides appropriate information for various situations• Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different• Verbally identifies, without counting, the number of objects from one to five• Uses concrete models or makes a verbal word problem for adding up to five objects• Recognizes and creates patterns
Outdoor Learning
• Teach the children how to play Leap Frog • Salta la rana or set them up to do Frog Jumps • Salta la rana (p. 193).
• Play Grab the Goose • Atrapa el ganso (p.193)
• Invite children to play Duck, Duck, Goose • Pato, pato, ganso (p. 193)
• Provide chalk and invite children to trace around their shoe
• Draw a hopscotch grid. Encourage children to use the princess’s pea (a pebble) as a marker
Date Class
Literacy Math
• Reenact queen’s mattress test
Centers• Creativity Station-Design a bedcover• Library and Listening-Listen to a story
• Think about how shoes protect feet
Centers• Pretend and Learn-Sort and display shoes in store• Creativity Station-Draw a picture of a shoe house• Language and Literacy-Retell story with story props
• Retell “Jack and the Beanstalk” in a story circle
Centers• Library and Listening-Retell story with story props• Language and Literacy-Sequence story events
Unite: Invite children to sing "Are You Sleeping?" ; The princess slept on the pea. Demo: Invite children to breathe like a sleeping prince or princess Connect: Introduce "Wee Willie Winkie"; Repeat Rituals from Day1 Commit: Safe Keeper Ritual & the Daily Commitment Ritual MM: Once upon a time in Dragon Land dragons ruled.
• Compare fairytales• Identify real and make-believe elements in the story
Centers• ABC-Copy the word dragon• Library and Listening-Listen to story• Language and Literacy-Retell story with sound effects
Unite: Invite children to sing "Five Little Speckled Frogs" ; Today we will read about a frog prince. Demo: Invite children to swim like frogs in slow motion Connect: Invite children to create frog greeting ; Absent Child Ritual & Welcome Back Ritual Commit: Safe Keeper Ritual & the Daily Commitment Ritual MM:Today we will read about a frog prince.
Unite: Invite children to sing "A Stomping Giant" ; Jack climbed the beanstalk more than once. Demo: Teach children to breathe like a giant Connect: Review words and actions to "Jack Be Noodle" ; Repeat Rituals from Day 1 Commit: Safe Keeper Ritual & the Daily Commitment Ritual MM: Today we will read about a frog prince.
Literacy (Oral Language, Phonics, Handwriting, Read Aloud)
• Identify fairytale elements in story
Centers• ABC-Sort words by ending letter• Library and Listening-Listen to a story• Sensory Table-Retrieve magnetic letters and match to letter cards
Day 5
Unite: Invite children to sing "This Little Elf" ; Can an elf make a shoe? Demo: Review "Wonderful Woman" Connect: Invite children to sing "That Was Helpful"; Repeat Rituals from Day1 Commit: Safe Keeper Ritual & the Daily Commitment Ritual MM: The princess slept on the pea.
Unite: Invite children to sing "Dragon Chase" ; Once upon a time in Dragon Land dragons ruled. Demo: Inhaling and exhaling like a dragon Connect: Repeat Rituals from Day1 Commit: Safe Keeper Ritual & the Daily Commitment Ritual MM: Jack climbed the beanstalk more than once.
Lesson Plans for Stories and Rhymes • Cuentos y rim as - Fairy Tales (Week 2)
Jan 8-12,2018 Garderie 3
magic, mágicoWonderful Word
CharacterEducation
Commitment, Compromiso Loyalty, Lealtad Technology
Words, Words, Words; Extra Reading Buddy
Phonological Awareness—rhyming words
LESSON COMPONENTS
Day 1
Spanish Vocabulary
English Vocabulary
add, castle, celebration, commitment, customers fairy tale, fewer, leather, magic, mattress, more, palace, pantomime, princess, purchase, setting, summoned, take awaysumar, castillo, celebración, compromiso, clientes, cuentos de hadas, menos, cuero, mágico, colchón, más , palacio, pantomima, princesa, compra, escenario, convocado, quitar
Letter Knowledge
English-Mm, Nn, Oo, Pp, Qq, RrSpan.-Mm, Nn, Ññ, Oo, Pp, Qq, Rr Number and Operation
Day 2 Day 3 Day 4
Greeting Circle
Day 5LESSON COMPONENTS
Day 1 Day 2 Day 3 Day 4
“The Shoemaker and the Elves” • “El zapatero y los duendes” story folder• Identify and compare parts of shoes• Develop concept of consumer
“The Sweet Mother Who Lives in a Shoe” • “La señora que vive en un
• Construction-Construct a cage for the golden goose• Fine Motor-Play Is the Giant Asleep? • ¿Está dormido el gigante?• Creativity Station-Provide green paint and invite children to paint beanstalks
Weekly Learning Centers
• Construction-Build small bed for the frog so he doesn’t have to sleep on the princess’s pillow• Fine Motor-Encourage children to sort frogs by size• Creativity Station-Invite children to design a new ball for the princess
The Frog Prince • El príncipe sapo• Discuss main characters• Introduce fairytale elements
Reagan’s Journal • El diario de Reagan• Develop vocabulary• Discuss family
The Frog Prince • El príncipe sapo• Discuss story setting• Notice Frog’s actions reveal his character
“Jack and the Beanstalk” • Juan y los frijoles mágicos” story folder• Discuss story setting• Compare castles in two
Math and Science
• Introduce addition and subtraction with concrete models
Centers• Math-Match frog counters to dot cube numbers• Gross Motor Area-Roll dot cube to move along a path
• Play Catch and Compare • Atrapa y compara
Centers• Pretend and Learn-Match scooped cotton balls to dot card• Math-Build towers to match dot cards
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Estimate number of cubes in a grab• Organize data in two-column chart
Centers• Science-Plant bean seeds• Gross Motor Area-Toss beanbags and score throws
Closing Circle• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Count to 20• Use dot cube to make towers of 20 cubes
Centers• Sensory Table-Use play dough and pebbles for counting game• Science-Compare “covering” attributes of different materials
• Use cubes to represent doubling patterns
Centers• Math-Create reflecting patterns with paint• Science-Use mirrors to make reflecting patterns
“Odon, the Giant” • “Odón, el gigante" listening story• Discuss onomatopoeia• Identify onomatopoeia words
“Kilum” • “Kilum” listening story• Develop vocabulary• Compare make-believe
“The Princess and the Pea” • “La princesa y el guisante” story folder• Identify characters in story• Develop vocabulary
The Frog Prince • El príncipe sapo• Discuss how word choice affects story• Compare princesses
• Construction-Build a bench for the shoemaker• Fine Motor-Encourage children to lace shoes• Creativity Station-Invite children to design a pair of shoes
• Construction-Design and build a maze for Bunny Foo Foo’s mice• Fine Motor-Challenge children to stack the giant’s gold coins (pennies)• Creativity Station-Show them how to make mice from their fingerprints
• Construction-Build a bed for the princess so she doesn’t have to sleep on so many mattresses• Fine Motor-Explore pebbles in socks• Creativity Station-Create pebble prints
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
Drawing Mat Man Shapes pg. 41 (Workbook pg. 63) Letter "P" pg, 146 (Workbook pg. 48)
Alphabet Knowledge: Capitals on the Edge pg. 52 Letter "B" pg. 147 (Workbook pg. 49)
Handwriting Without Tears
Sing, Sound, & Count With Me CD ; "Counting, Counting" Counting & Number Six (6) pg. 188 (Workbook pg. 84)
Pre-Stroke for "D, P, B, R" pg. 144 (Workbook pg. 46)
Letter Play for "D, P, B, R" Letter "D", pg. 145 (Workbook pg.47)
Day 5LESSON COMPONENTS
Day 1 Day 2 Day 3 Day 4
Outdoor Learning
• Teach the children how to play Leap Frog • Salta la rana or set them up to do Frog Jumps • Salta la rana (p. 193).
• Play Grab the Goose • Atrapa el ganso (p.193)
• Invite children to play Duck, Duck, Goose • Pato, pato, ganso (p. 193)
• Provide chalk and invite children to trace around their shoe
• Draw a hopscotch grid. Encourage children to use the princess’s pea (a pebble) as a marker
Learning Goals
• Is aware of where own body is in space; respects personal boundaries• Shows competence in initiating social interactions• Coordinates sequence of movements to perform tasks• 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• Asks and answers appropriate questions about the book• Shows interest in books• Verbally identifies, without counting, the number of objects from 1 to 5• Uses concrete models or makes a verbal word problem for adding up to 5 objects• Uses concrete models or makes a verbal word problem for subtracting 1 to5 objects from a set• Identifies and describes the characteristics of organisms• Combines sentences that give detail, stays on topic, and clearly communicates
• Assumes various roles and responsibilities as part of a classroom community• Coordinates sequence of movements to perform tasks• Deletes a word from a compound word• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Uses some appropriate writing conventions when writing or giving dictation• Retells or reenacts a story after it is read aloud
• Demonstrates understanding that when counting, the item can be chosen in any order• Verbally identifies, without counting, the number of objects from 1 to 5• Collects data and organizes it in a graphic representation• Identifies good habits of nutrition and exercise• Uses a wide variety of words to label and describe people, places, things, and actions
• 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• Investigates and describes sources of energy including light, heat, and electricity• Asks and answers appropriate questions about the book• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• 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• Uses art as a form of creative self-expression and representation• Creates or re-creates stories, moods, or experiences through dramaticrepresentations
• 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 rhymes with a given word• Uses a wide variety of words to label and describe people, places, things, and actions• Retells or reenacts a story after it is read aloud• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Combines sentences that give detail, stays on topic, and clearly communicates• Uses a large speaking vocabulary, adding several new words daily• Counts 1 to 10 items, with one count per item• Demonstrates use of location words• Identifies equal and unequal
• 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• Participates in activities to help them become aware of what it means to be a consumer• Asks and answers appropriate questions about the book• Practices good habits of personal safety• Provides appropriate information for various situations• Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different• Verbally identifies, without counting, the number of objects from one to five• Uses concrete models or makes a verbal word problem for adding up to five objects• Recognizes and creates patterns
Date Class
Literacy Math
Day 2 Day 3 Day 4
Greeting Circle
Phonological Awareness—rhyming words
LESSON COMPONENT
Day 1
Spanish Vocabulary
English Vocabulary
add, castle, celebration, commitment, customers fairy tale, fewer, leather, magic, mattress, more, palace, pantomime, princess, purchase, setting, summoned, take awaysumar, castillo, celebración, compromiso, clientes, cuentos de hadas, menos, cuero, mágico, colchón, más , palacio, pantomima, princesa, compra, escenario, convocado, quitar
Letter Knowledge
English-Mm, Nn, Oo, Pp, Qq, RrSpan.-Mm, Nn, Ññ, Oo, Pp, Qq, Rr Number and Operation
Lesson Plans for Stories and Rhymes • Cuentos y rim as - Fairy Tales (Week 2)
Jan 8-12,2018 Garderie 2
magic, mágicoWonderful Word
CharacterEducation
Commitment, Compromiso Loyalty, Lealtad Technology
Words, Words, Words; Extra Reading Buddy
Day 5
Unite: Invite children to sing "This Little Elf" ; Can an elf make a shoe? Demo: Review "Wonderful Woman" Connect: Invite children to sing "That Was Helpful"; Repeat Rituals from Day1 Commit: Safe Keeper Ritual & the Daily Commitment Ritual MM: The princess slept on the pea.
Unite: Invite children to sing "Dragon Chase" ; Once upon a time in Dragon Land dragons ruled. Demo: Inhaling and exhaling like a dragon Connect: Repeat Rituals from Day1 Commit: Safe Keeper Ritual & the Daily Commitment Ritual MM: Jack climbed the beanstalk more than once.
Unite: Invite children to sing "Five Little Speckled Frogs" ; Today we will read about a frog prince. Demo: Invite children to swim like frogs in slow motion Connect: Invite children to create frog greeting ; Absent Child Ritual & Welcome Back Ritual Commit: Safe Keeper Ritual & the Daily Commitment Ritual MM:Today we will read about a frog prince.
Unite: Invite children to sing "A Stomping Giant" ; Jack climbed the beanstalk more than once. Demo: Teach children to breathe like a giant Connect: Review words and actions to "Jack Be Noodle" ; Repeat Rituals from Day 1 Commit: Safe Keeper Ritual & the Daily Commitment Ritual MM: Today we will read about a frog prince.
Literacy (Oral Language, Phonics, Handwriting, Read Aloud)
• Identify fairytale elements in story
Centers• ABC-Sort words by ending letter• Library and Listening-Listen to a story• Sensory Table-Retrieve magnetic letters and match to letter cards
• Reenact queen’s mattress test
Centers• Creativity Station-Design a bedcover• Library and Listening-Listen to a story
• Think about how shoes protect feet
Centers• Pretend and Learn-Sort and display shoes in store• Creativity Station-Draw a picture of a shoe house• Language and Literacy-Retell story with story props
• Retell “Jack and the Beanstalk” in a story circle
Centers• Library and Listening-Retell story with story props• Language and Literacy-Sequence story events
Unite: Invite children to sing "Are You Sleeping?" ; The princess slept on the pea. Demo: Invite children to breathe like a sleeping prince or princess Connect: Introduce "Wee Willie Winkie"; Repeat Rituals from Day1 Commit: Safe Keeper Ritual & the Daily Commitment Ritual MM: Once upon a time in Dragon Land dragons ruled.
• Compare fairytales• Identify real and make-believe elements in the story
Centers• ABC-Copy the word dragon• Library and Listening-Listen to story• Language and Literacy-Retell story with sound effects
Day 2 Day 3 Day 4LESSON COMPONENT
Day 1 Day 5
Drawing Mat Man Shapes pg. 41 (Workbook pg. 63) Letter "P" pg, 146 (Workbook pg. 48)
Alphabet Knowledge: Capitals on the Edge pg. 52 Letter "B" pg. 147 (Workbook pg. 49)
Handwriting Without Tears
Sing, Sound, & Count With Me CD ; "Counting, Counting" Counting & Number Six (6) pg. 188 (Workbook pg. 84)
Pre-Stroke for "D, P, B, R" pg. 144 (Workbook pg. 46)
Letter Play for "D, P, B, R" Letter "D", pg. 145 (Workbook pg.47)
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Count to 20• Use dot cube to make towers of 20 cubes
Centers• Sensory Table-Use play dough and pebbles for counting game• Science-Compare “covering” attributes of different materials
• Use cubes to represent doubling patterns
Centers• Math-Create reflecting patterns with paint• Science-Use mirrors to make reflecting patterns
“Odon, the Giant” • “Odón, el gigante" listening story• Discuss onomatopoeia• Identify onomatopoeia words
“Kilum” • “Kilum” listening story• Develop vocabulary• Compare make-believe
“The Princess and the Pea” • “La princesa y el guisante” story folder• Identify characters in story• Develop vocabulary
The Frog Prince • El príncipe sapo• Discuss how word choice affects story• Compare princesses
• Construction-Build a bench for the shoemaker• Fine Motor-Encourage children to lace shoes• Creativity Station-Invite children to design a pair of shoes
• Construction-Design and build a maze for Bunny Foo Foo’s mice• Fine Motor-Challenge children to stack the giant’s gold coins (pennies)• Creativity Station-Show them how to make mice from their fingerprints
• Construction-Build a bed for the princess so she doesn’t have to sleep on so many mattresses• Fine Motor-Explore pebbles in socks• Creativity Station-Create pebble prints
Math and Science
• Introduce addition and subtraction with concrete models
Centers• Math-Match frog counters to dot cube numbers• Gross Motor Area-Roll dot cube to move along a path
• Play Catch and Compare • Atrapa y compara
Centers• Pretend and Learn-Match scooped cotton balls to dot card• Math-Build towers to match dot cards
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Estimate number of cubes in a grab• Organize data in two-column chart
Centers• Science-Plant bean seeds• Gross Motor Area-Toss beanbags and score throws
Closing Circle• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Construction-Construct a cage for the golden goose• Fine Motor-Play Is the Giant Asleep? • ¿Está dormido el gigante?• Creativity Station-Provide green paint and invite children to paint beanstalks
Weekly Learning Centers
• Construction-Build small bed for the frog so he doesn’t have to sleep on the princess’s pillow• Fine Motor-Encourage children to sort frogs by size• Creativity Station-Invite children to design a new ball for the princess
The Frog Prince • El príncipe sapo• Discuss main characters• Introduce fairytale elements
Reagan’s Journal • El diario de Reagan• Develop vocabulary• Discuss family
The Frog Prince • El príncipe sapo• Discuss story setting• Notice Frog’s actions reveal his character
“Jack and the Beanstalk” • Juan y los frijoles mágicos” story folder• Discuss story setting• Compare castles in two
“The Shoemaker and the Elves” • “El zapatero y los duendes” story folder• Identify and compare parts of shoes• Develop concept of consumer
“The Sweet Mother Who Lives in a Shoe” • “La señora que vive en un
Day 2 Day 3 Day 4LESSON COMPONENT
Day 1 Day 5
Learning Goals
• Is aware of where own body is in space; respects personal boundaries• Shows competence in initiating social interactions• Coordinates sequence of movements to perform tasks• 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• Asks and answers appropriate questions about the book• Shows interest in books• Verbally identifies, without counting, the number of objects from 1 to 5• Uses concrete models or makes a verbal word problem for adding up to 5 objects• Uses concrete models or makes a verbal word problem for subtracting 1 to5 objects from a set• Identifies and describes the characteristics of organisms• Combines sentences that give detail, stays on topic, and clearly
• Assumes various roles and responsibilities as part of a classroom community• Coordinates sequence of movements to perform tasks• Deletes a word from a compound word• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Uses some appropriate writing conventions when writing or giving dictation• Retells or reenacts a story after it is read aloud
• Demonstrates understanding that when counting, the item can be chosen in any order• Verbally identifies, without counting, the number of objects from 1 to 5• Collects data and organizes it in a graphic representation• Identifies good habits of nutrition and exercise• Uses a wide variety of words to label and describe people, places, things, and actions
• 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• Investigates and describes sources of energy including light, heat, and electricity• Asks and answers appropriate questions about the book• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• 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• Uses art as a form of creative self-expression and representation• Creates or re-creates stories, moods, or experiences through dramaticrepresentations
• 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 rhymes with a given word• Uses a wide variety of words to label and describe people, places, things, and actions• Retells or reenacts a story after it is read aloud• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Combines sentences that give detail, stays on topic, and clearly communicates• Uses a large speaking vocabulary, adding several new words daily• Counts 1 to 10 items, with one count per item• Demonstrates use of location words• Identifies equal and unequal
• 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• Participates in activities to help them become aware of what it means to be a consumer• Asks and answers appropriate questions about the book• Practices good habits of personal safety• Provides appropriate information for various situations• Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different• Verbally identifies, without counting, the number of objects from one to five• Uses concrete models or makes a verbal word problem for adding up to five objects• Recognizes and creates patterns
Outdoor Learning
• Teach the children how to play Leap Frog • Salta la rana or set them up to do Frog Jumps • Salta la rana (p. 193).
• Play Grab the Goose • Atrapa el ganso (p.193)
• Invite children to play Duck, Duck, Goose • Pato, pato, ganso (p. 193)
• Provide chalk and invite children to trace around their shoe
• Draw a hopscotch grid. Encourage children to use the princess’s pea (a pebble) as a marker
Date Teacher
Literacy Math
Day 1
• Pretend and Learn-Invite children to make acorn soup• Construction-Reenact the story of Henny Penny using plastic farm animals
• Fine Motor-Invite children to pretend they are rolling dough for bread• Pretend and Learn-Invite children to plant and harvest wheat• Construction-Build a farm
• Fine Motor-Challenge children to tie up a stuffed animal wolf with ribbons• Pretend and Learn-Pretend that Little Red is carrying a basket of magneticletters to her Grandmother’s home• Construction-Build a jail cell for the wolf
• Fine Motor-Play pick-up sticks (Pig Two’s house)• Pretend and Learn-Invite children to pretend they live with the troll• Construction-Build a home that the wolf can’t blow down
What Time Is It, Mr. Wolf? • Sr. Lobo, ¿qué hora es? game
“One Pink Piglet” • “Un cerdito rosado” action song
“Goldilocks” • “Ricitos de oro” Walk-on Nursery Rhyme
Day 2 Day 4
• Building community: "I'm a Little Acorn Brown"• Morning Message: Henny Penny and Goosey Loosey went to find the king.
• Compare two versions of Little Red Riding Hood• Determine most significant differences
Centers• Creativity Station-Sequence story events• Library and Listening-Listen to a story
HWT: Letter K Workbook Practice
• Compare real and make-believe pigs
Centers• Writer's Corner-Label pictures as fiction or factual• Science-Conduct “blowing” test
HWT: Letter K Roll-A Dough
• Reenact the story of the three bears with emphasis on sound effects
Centers• Pretend and Learn-Dress up as three bears and Goldilocks• Language and Literacy-Retell the story
HWT: Introduce the Letter K Wooden Pieces
“Henny Penny” • “La gallina Tina” story folder• Identify rhyme in character names• Discuss story problems
“The Gingerbread Boy” • “El muñequito de jengibre” story folder• Discuss fox’s trick• Compare Foxy Loxy to this fox
“Little Red Hen” • “La gallinita roja” story folder• Describe the setting• Consider Little Red Hen’s decision to eat alone
“Little Red” • “Gorrita Roja” story folder• Compare characters• Describe how Little Red uses her senses
• Fine Motor-Invite children to spoon porridge (ice-cream salt) from a pot intosmall, medium, and large bowls• Pretend and Learn-Make Alphabet Soup for Little Miss Muffet using the magnetic letters Gg through Ll.• Construction-Build a bed for baby bear
Literacy (Oral Language, Phonics, Handwriting, Read Aloud)
Weekly Learning Centers
• Analyze rhyming character names• Create sound effects for retelling of the story
Centers• Writer's Corner-Copy character names• Creativity Story-Paint a story setting• Language and Literacy-Change story by eliminating a character
HWT: Free Write “K”
• Identify story characters
Centers• ABC-Find alphabet letters in character names• Creativity Station-Create a new story character• Language and Literacy-Retell a story
HWT: Letter K Stamp-n-See
• Building community: Through the Woods"• Morning Message: Little Red sat on the high bed.
“Henny Penny” • “La gallina Tina” dance
“New Chicken Dance”
Little Red • Gorrita Roja• Discuss wolves• Identify factual and fictional information
“The Boy Who Cried Wolf” • “El pastor mentiroso” listening story• Listen for the word wolf in a story• Identify lesson (moral)
“Three Billy Goats Gruff” • “Los tres chivos” (Developmental Storybook )• Discuss character motivation• Think of alternative endings
“The Three Pigs” • “Los tres cerditos”(Developmental Storybook )• Discuss attributes of building materials• Consider characters’ commitments
.
Day 3
Technologytraditional, tradicional
English-Gg, Hh, Ii, Jj, Kk, LlSpanish-Gg, Hh, Ii, Jj, Kk, Ll
Commitment, Compromiso Loyalty, Lealtad
Three Bears’ Rap • El rap de los tres osos• Describe setting• Compares Papa Bear and Baby Bear
“The Three Bears” • “Los tres osos” story folder• Compare two versions of the same story
CharacterEducation
Greeting Circle
Comprehension and Dramatic Expression
Moving and Learning
audiencia, corral, carnívoro, ensayo general, durable, objetivo, ficticio, glotón, el más largo, original, avena, el más corto, encuesta, tradicional, paleta, versiónSpanish Vocabulary
LESSON COMPONENTS
Day 5
• Building community: "Three Bears' Rap"• Morning Message: The bears sat on chairs.
January 11-13 2018
Wonderful Word
English Vocabulary
Lesson Plans for Stories and Rhymes • Cuentos y rim as - Traditional Tales (Week 2)
• Building community: "Caring Friends"• Morning Message: Little Red Hen can count to ten.
Measurement, Ordering by Attributes
Garderie 4
• Building community: "Three Pigs"• Morning Message: Who huffs and puffs and blows houses down?
Letter Knowledge: K
audience, barnyard, carnivore, dress rehearsal, durable, factual, fictional, greedy, longest, original, porridge, shortest, survey, traditional, trowel, version
Reading Buddy; Sounds and Rhymes
1
• Make cube towers to represent characters in a story scene
Centers• Language and Literacy-Track number of characters in each scene• Math-Order dot cards and represent numbers with cubesScience-practice observation skills
• Observe and test attributes of different paper squares
Centers
Science-Compare weight and buoyancy of diff materials
• Match character voices to xylophone pitches• Order balls from softest to hardest
Centers• Science-Mix and compare colors• Math-Measure and compare the rolls of different balls
Math and Science
PATHS- Sharing and Caring IIDiscuss what loyalty means?
• Play a matching and counting game• Tally results to a survey question about Little Red HenCenters• Writer's Corner-Create a picture graph• Math-Make predictions, order cubetowers of different heights
Character Education
• Sort objects and explain categories• Order Anglegs by size
Centers• Math-Play Shortest Straw game
Health-Evaluate Little Red's treats in terms of healthy food options
• 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• 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• Asks and answers appropriate questions about the book• Is able to use language for different purposes• Demonstrates understanding of terms used in the instructional language of the classroom• Names at least 20 upper and 20 lowercase letters• Uses the verbal ordinal terms• Child demonstrates use of location• Describes, observes, and investigates properties and characteristics of common objects• Recognizes and compares weights of objects or people• Describes attributes
• Encourage children to play with small,medium, and large balls
• Reflecting on the day• Check on Commitments
Reflecting on the day Check on commitments
Outdoor Learning
• Reflecting on the day• Check on Commitments
• Invite children to play Mr. Troll, May I? • Sr. Duende, ¿puedo…? (p. 193)
• Encourage children to play What Time Is It, Mr. Wolf? • ¿Sr. Lobo, qué hora es? (p. 194)
• Shows competence in initiating social interactions• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Participates in classroom music activities• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Asks and answers appropriate questions about the book• Demonstrates receptive vocabulary (three to four thousand words)• Retells or reenacts a story after it is read aloud• Creates or re-creates stories, moods, or experiences through dramaticrepresentations• Produces a word that rhymes with a given word• Uses the verbal ordinal terms• Uses concrete models or makes a verbal word problem for adding up to five objects• Recognizes and creates patterns• Describes, observes, and investigates properties and characteristics of common objects• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• Begins to have meaningful friends• Participates in classroom music activities• 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• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Asks and answers appropriate questions about the book• Combines sentences that give detail, stays on topic, and clearly communicates• Engages in voting as a method for group decision making• Uses the verbal ordinal terms• Identifies equal and unequal sets• Collects data and organizes it in a graphic representation• Describes, observes, and investigates properties and characteristics of common objects• Recognizes how much can be placed within an object• Investigates and describes sources of energy including light, heat, and electricity
Closing Circle
• Demonstrates empathy and caring for others• Produces a word that rhymes with a given word• 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• Shows understanding by responding appropriately• Shows interest in books• 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• Demonstrates receptive vocabulary (three to four thousand words)• Demonstrates use of location words• Recognizes and compares heights or lengths of people or objects• Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different• Identifies good habits of nutrition and exercise• Asks and answers appropriate questions about the book
• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Demonstrates empathy and caring for others• Provides appropriate information for various situations• Shows interest in books• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Demonstrates receptive vocabulary (three to four thousand words)• Uses category labels to understand how words and objects relate to each other• Retells or reenacts a story after it is read aloud• Creates or recreates stories, moods, or experiences through dramatic representations• Demonstrates use of location words• Recognizes and compares heights or lengths of people or objects• Describes, observes, and investigates properties and characteristics of common objects• Uses a wide variety of words to label and describe people, places, things, and actions• Collects data and organizes it in a graphic representation
• Invite children to play a traditionalMexican game, La gallinita ciega • TheBlind Hen (p. 193)
Learning Goals
• Vary the game of Duck, Duck, Goose • Pato, pato, ganso by changing the goose to a hen—Duck, Duck, Hen • Pato, pato, gallina (p. 193)
Practice the Kite Breathing technique. Who are you loyal to?
• Reflecting on the day• Check on Commitments
• Reflecting on the day• Check on Commitments
Manners and Etiquette Lesson 8
2
LESSON COMPONENTS
Language Development
Brain Start Way to Start the Day
Unite: You are my sunshine Calm: Greet babies by name Connect: Mirror Play- Who do I see?
(0-3) L10 Babble and Coo Obj: Takes turn with caregiver who is talking-to them. (3-6)L13 Squeak, Squeak Obj: Take turns with caregiver who is talking to them. (6-12)L33 Point of View. Obj: Crawl on the floor with little ones.
ThursdayUnite: Use Lilly to greet babies Calm: Gently wiggle baby toes Connect: Bubble fun
Tuesday Wednesday
(0-3)L10 Babble and Coo Obj: Babbles and coos with caregiver during diaper- changing time. (3-6)L14 Squeak, Squeak Obj: Lay several squeak toys and rattle around baby. (6-12)L33 Point of View Obj: Tries to name familiar objects.
(0-3) L10 Babble and Coo Obj: Takes turn with caregiver who is talking-to them. (3-6)L13 Squeak, Squeak Obj: Take turns with caregiver who is talking to them. (6-12)L33 Point of View. Obj: Crawl on the floor with little ones.
(0-3)L5 Stroll with Baby Obj: Watches a person face or body language when they are talking. (3-6)L12 Shake, Shake, Rattle, Rattle Obj: Looks towards sound or voice of caregiver. (6-12)L31 Look at Me. Obj: Watches when others speak and than make sounds themselves.
Unite: Teddy Bear, Teddy bear who do I see? Calm: Smile and greet babies Connect: Read to babies
(0-3) C5 Bubbles Obj: pays attention and exhibits curiosity in objects. (3-6)C18 Problem Solving Obj: Applies knowledge to new situations. (6-12)C34 One,Two,Three Obj: Use the counting sequence ''one, two, three''
(0-3)C1 Cause and Effect Obj: Experiments with different uses for objects. (3-6)C12 Change of View. Obj: Pays attentions and exhibits curiosity in people and objects. (6-12) C34 One, Two ,Three Obj: Imitates adult actions.
(0-3) C5 Bubbles Obj: Pays attention and exhibits curiosity in people. (3-6)C15 Tickle and Touch Obj: Coo, giggles ,laughs when caregiver plays with them. (6-12)C34 One,Two,Three Obj: Use words such as big,little,more,and one, two, three.
(0-3) L5 Stroll with a Baby. Obj: Turn toward caregiver's voice. (3-6)Shake, Shake, Rattle, Rattle Obj: Turn towards sounds or voice of caregiver. (6-12) Look at Me. Obj: Touches and feels other's face, skin, or hair
Cognitive Development
(0-3) C5 Bubbles Obj: Pays attention and exhibits curiosity in people. (3-6)C15 Tickle and Touch Obj: Coo, giggles ,laughs when caregiver plays with them. (6-12)C34 One,Two,Three Obj: Use words such as big,little,more,and one, two, three.
(0-3) C 6 Mirror Reflection Obj: Looks or smiles at themselves in the mirror. (3-6)C16 Change it Up. Obj: Uses senses to investigate environment. (6-12)C32 Tactile Path. Obj: Uses sense to investigate environment to discover what objects and people do.
Unite: Story Time Calm: Smile/ Play with babies Connect: Colorful scarf play
Unite: You are my sunshine Calm: Greet babies by name Connect: Mirror Play- Who do I see?
American Sign Language (ASL): Milk, All Done, Eat
Monday
�����������������������Infant ProgramJanuary 8-11 2018
Approach Towards Learning: Persistence, Communicatio n, attention
Spanish Vocabulary: Si, Azul, NonEnglish Vocabulary: Yes, No, Blue
Parents as Partners: Supporting language developmen t
Infant Class: Infants (0-3 mo) (3-6 mo) (6-9 mo)
Friday
LESSON COMPONENTS
Unite: You are my sunshine
ThursdayUnite: Use Lilly to greet babies
Tuesday WednesdayUnite: Teddy Bear, Teddy bear who do Unite: Story Time Unite: You are my sunshine
Monday Friday
Social Emotional Development
(0-3)SE6 Snuggles Obj: Show social interactions with a smile and mutual eye gaze. (3-6)SE22 Pat- a Cake Feet Obj: Show social interactions with eye's. (6-12)SE37 Name that Emotion Obj: Expresses a variety of emotions.
PhysicalDevelopment
(0-3)P8 Tracking Obj: Turns head from side to side. (3-6)P17 That's my Baby Obj: Develop control of small muscle for manipulation and exploration (6-12)P21 Crawling Fun Obj: Move body to achieve a goal.
(0-3)P3 tracking Obj: Look at and follow face and objects with eyes. (3-6)P11 Hand Movement Obj: Engages in positive relationships and objects with adults.. (6-12)P21 Crawling Fun Obj: Rocks, rolls ,and crawls from place to place.
(0-3)SE6 Snuggles Obj: Show social interaction wit ha smile and mutual eye gaze. (3-6)SE11 Mirror, Mirror Obj: Look at or smile at themselves in the mirror. (6-12)SE37 Name that Emotion. Obj: Show ability to cope with stress.
(0-3)P8 Finger Squeeze Obj: Develops control of small muscle for manipulation and exploration. (3-6)P11 Hand Movement Obj: Looks and follow faces and objects with eyes. (6-12)P31 Shake, Shake, Shake Obj: Sits and uses hands.
(0-3)SE2 Eye to Eye Connection. Obj: Show interest in familiar faces by staring at them. (3-6)SE11 Mirror, Mirror Obj: Show social interaction with a smile and a mutual gaze. (6-12)SE35 I Can Do What You Do. Obj: Move body to achieve a goal.
(0-3)SE2 Eye to Eye Connection Obj: When u with a baby make eye contact and hold it as long as the baby is capable. (3-6)SE22 Pat -a Cake Feet Obj: Claps and smile back and fourth with familiar adult. (6-12)SE35 I Can Do What You Do. Obj: Imitates body language, sounds during familiar songs and finger plays.
(0-3) P3 Tracking Obj: Turns head from side to side. (3-6)P11 Hand Movement Obj: Encourage a baby to watch your hands (6-12)P31 Shake,Shake,Shake Obj: Frog Street Baby Songs Cd.
(0-3)P8 Finger Squeeze Obj: Demonstrate interest and eagerness in exploring the world around them (3-6)P17 That's my Baby Obj: Coordinates eye and hand movements. (6-12)P31 Shake,Shake,Shake Obj: Shakes objects.
(0-3) SE3 I'm Coming Obj: Stops crying and calm when comforted by familiar caregiver. (3-6)SE11 Mirror Mirror Obj: Sit with a baby in your lap facing the mirror. (6-12)SE37 Name that Emotion. Obj: Express a variety of emotions.
(0-3)L10 Babble and Coo Obj: Babbles and coos with caregiver during diaper- changing time. (3-6)L14 Squeak, Squeak Obj: Lay several squeak toys and rattle around baby. (6-12)L33 Point of View Obj: Tries to name familiar objects.
Unite: Teddy Bear, Teddy bear who do I see? Calm: Smile and greet babies Connect: Read to babies
(0-3) C5 Bubbles Obj: pays attention and exhibits curiosity in objects. (3-6)C18 Problem Solving Obj: Applies knowledge to new situations. (6-12)C34 One,Two,Three Obj: Use the counting sequence ''one,
Unite: Teddy Bear, Teddy bear who do
(0-3) P3 Tracking Obj: Turns head from side to side. (3-6)P11 Hand Movement Obj: Encourage a baby to watch your hands (6-12)P31 Shake,Shake,Shake Obj: Frog Street Baby Songs Cd.
(0-3) SE3 I'm Coming Obj: Stops crying and calm when comforted by familiar caregiver. (3-6)SE11 Mirror Mirror Obj: Sit with a baby in your lap facing the mirror. (6-12)SE37 Name that Emotion. Obj: Express a variety of emotions.
LESSON COMPONENTS
Language Development
Brain Start Way to Start the Day
Social Emotional Development
SE38 Your Hands, My Hands Obj: Engages in positive relationships and interactions with adults
PhysicalDevelopment
P23 Poke and squeeze Obj: Develops control of small muscles for manipulation and exploration
Unite: Good morning songCalm: StretchingConnect: Acknowledge babies who are absent
L23 Alliterative NamesObj: Enjoys playing with language-like sounds
ThursdayUnite: Story timeCalm: Baby YogaConnect: Acknowledge babies who are absent
P23 Poke and squeeze Obj: Develops control of small muscles for manipulation and exploration
Tuesday Wednesday
SE38 Your Hands, My Hands Obj: Engages in positive relationships and interactions with adults
P27 Spider Fingers Obj: Develops control of small muscles for manipulation and exploration
SE26 Hugs Obj: Shows Affection
SE26Hugs Obj: Express a variety of emotions
P23 Poke and squeeze Obj: Develops control of small muscles for manipulation and exploration
L23 Alliterative NamesObj: Enjoys playing with language-like sounds
P27 Spider Fingers Obj: Develops control of small muscles for manipulation and exploration
SE38 Your Hands, My Hands Obj: Engages in positive relationships and interactions with adults
L23 Alliterative NamesObj: Enjoys playing with language-like sounds
L38 Feet Obj: Recognizes a favorite book by its cover
Unite: Good morning songCalm: StretchingConnect: Acknowledge babies who are absent
C29 Ring, Beep, BlinkObj: Plays with objects that make sounds
C33 Things that go TogetherObj: Categorizes, matches, orders some objects
C29 Ring, Beep, BlinkObj: Plays with objects that make sounds
L38 Feet Obj: Enjoys being read to and exploring books
Cognitive Development
C29 Ring, Beep, BlinkObj: Plays with objects that make sounds
C33 Things that go TogetherObj: Categorizes, matches, orders some objects
Unite: Story timeCalm: Baby YogaConnect: Acknowledge babies who are absent
Unite: Good morning songCalm: StretchingConnect: Acknowledge babies who are absent
American Sign Language (ASL): cup, sit, baby, milk, thank you
Monday
�����������������������Infant ProgramJan 8-12, 2018
Approach Towards Learning: Attention , communication
Spanish Vocabulary: taza, sentar, azul, circuloEnglish Vocabulary: cup, sit, baby, milk, thank you
Parents as Partners: Working towards milestones
Infant Class: Infants (9-12 months)
Friday
P23 Poke and squeeze Obj: Develops control of small muscles for manipulation and
Obj: Enjoys playing with language-
SE38 Your Hands, My Hands Obj: Engages in positive relationships and interactions with
Unite: Good morning song
Connect: Acknowledge babies who
Obj: Plays with objects that make
LESSON COMPONENTS
Language Development
Brain Start Way to Start the Day
Social Emotional Development
SE 56 Peek-a-Boo Surprises Obj: Differentiates between familiar and unfamiliar adults and Engages in positive relationships and interactions with adults B.1.a & B.1.c
Unite: Who came to school Calm: Baby Yoga Connect: Acknowledge babies who are absent.
L 55 Moving and Learning Obj: Moves body or makes sounds during familiar songs, finger plays, rhymes C.3.c
ThursdayUnite: "Rattle and Shake" Calm: stretching Connect: Acknowledge babies that are absent during circle time.
Tuesday Wednesday
SE 56 Peek-a-Boo Surprises Obj: Differentiates between familiar and unfamiliar adults and Engages in positive relationships and interactions with adults B.1.a & B.1.c
SE 57 Feeling Blocks Obj: Recognizes and responds to the feelings and emptions of others and begins to show concern B.4.b
SE 57 Feeling Blocks Obj: Recognizes and responds to the feelings and emptions of others and begins to show concern B.4.b
L 62 Voice Vibrations Obj: Watches hen others speak and then makes sounds themselves C.1.c
SE 60 Group Games Obj: Shows interest and awareness of others and Begins to develop personal relationships with peers B.4.a & B.4.c
L 55 Moving and Learning Obj: Moves body or makes sounds during familiar songs, finger plays, rhymes C.3.c
L 41 Hand me the Ball Obj: Recognizes names of familiar objects C.1.b
Unite: Baby Yoga Calm: hugs for each baby Connect: Greet each baby by name
C 65 Squabble Support Obj: Shows imagination, creativity, and uses a variety of strategies to solve problems D.2.b
C 51 Tunnel Trick Obj: Uses tools to solve problems and begins to repeat actions to get an effect D.1.b
C 52 Ring That Bell Obj: Uses tools to solve problems.
L 41 Hand me the Ball Obj: Recognizes names of familiar objects C.1.b
Cognitive Development
C 52 Ring That Bell Obj: Uses tools to solve problems.
C 51 Tunnel Trick Obj: Uses tools to solve problems and begins to repeat actions to get an effect D.1.b
Unite: Good Morning Calm: Baby Yoga Connect: Acknowledge babies at circle time
Unite: Rolling Numbers Calm: Give a warm smile to the babies. Connect: Greet each baby by name
American Sign Language (ASL): red, yellow, white
Monday
�����������������������Infant ProgramJanuary 8-12 2018
Approach Towards Learning: Communication, Curiosity, Attention
Spanish Vocabulary: Rojo, Amarillo, Blanco English Vocabulary: red, yellow, white
Parents as Partners: Learning Developmental Growth
Infant C (12-18 months)
Friday
LESSON COMPONENTS
Unite: Who came to school
ThursdayUnite: "Rattle and Shake"
Tuesday WednesdayUnite: Baby Yoga Unite: Good Morning Unite: Rolling Numbers
Monday Friday
PhysicalDevelopment
P 55 Walk the line Obj: Develops control of large muscles for movement, navigation and balance.
P 41 This is my Nose Obj: Points to something they find interesting and points to or names familiar characters or pictures in books A.3.a & C.3.a
P 41 This is my Nose Obj: Points to something they find interesting and points to or names familiar characters or pictures in books A.3.a & C.3.a
P 53 Turn the Page Obj: Uses thumb and index finger to pick, squeeze, or poke A.3.b
P 55 Walk the line Obj: Develops control of large muscles for movement, navigation and balance.
Theme: Fairy Tales Music Enrichment: Music Week: January 8-12, 2018 Day of the
Week
Garderie 2
Garderie 3 Garderie 4
Crème Prep 1 Crème Prep 2
TK
Kindergarten
Monday
“The Frog Prince”
Obj.– Students will listen to this Fairy Tale
and identify it’s characters.
“The Frog Prince”
Obj.– Students will listen to this Fairy Tale
and identify it’s characters.
“The Frog Prince”
Obj.– Students will listen to this Fairy Tale
and identify it’s characters.
“The Frog Prince”
Obj.– Students will listen to this Fairy Tale
and identify it’s characters.
Tuesday
“Jack and The Bean-stalk”
Obj.-Children will
hear this story retold using the flannel board.
“Jack and The Bean-stalk”
Obj.-Children will
hear this story retold using the flannel board.
“Jack and The Bean-stalk”
Obj.-Children will
hear this story retold using the flannel board.
“Jack and The Beanstalk”
Obj.-Children will hear this story retold using
the flannel board.
“Jack and The Beanstalk”
Obj.-Children will hear this story retold using the
flannel board.
Wednesday
Music & Movement: Game: Boot, Boot, Shoe
Obj.– Students will
engage in cooperative play.
Music & Movement: Game: Boot, Boot, Shoe
Obj.– Students will
engage in cooperative play.
Music & Movement: Game: Boot, Boot, Shoe
Obj.– Students will
engage in cooperative play.
Music & Movement: Game: Boot, Boot, Shoe
Obj.– Students will engage
in cooperative play.
Thursday
Instrument Play: Keyboard & Piano
Obj.– Students will
explore these amazing musical instruments.
Instrument Play: Keyboard & Piano
Obj.– Students will
explore these amazing musical instruments.
Instrument Play: Keyboard & Piano
Obj.– Students will
explore these amazing musical instruments.
Instrument Play: Keyboard & Piano
Obj.– Students will
explore these amazing musical instruments.
Instrument Play: Keyboard & Piano
Obj.– Students will
explore these amazing musical instruments.
Friday
Dance Party Friday!!!
Obj.– Children will enjoy self
expression through music & dance.
Dance Party Friday!!!
Obj.– Children will en-joy self
expression through music & dance.
Dance Party Friday!!!
Obj.– Children will en-joy self
expression through music & dance.
Dance Party Friday!!!
Obj.– Children will enjoy self
expression through music & dance.
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 : M N N O P Q R S Numbers : 20s Color: Blanco/white-Negro/black Shape: Triangle -Triangulo
Theme: Class Specific Class: Spanish Spanish Lesson Plan Week: January 8-12, 2018
Day of the Week
Toddler’s
Club
Garderie 2
Garderie 3
Garderie 4
Crème Prep
Kindergarten
Après
Monday
“La Sra abeja sale a recoger nectar”/“Ms. Bumblebee gathers nectar” Story (Stick
puppets) Obj: To introduce new
vocabulary
“El gallo que fue a la boda de su tio” /”The rooster who went to his uncle’s wedding”. Book Obj: To introduce new
vocabulary.
“El gallo que fue a la boda de su tio” /”The rooster who went to his uncle’s wedding”. Book Obj: To introduce new
vocabulary.
“El gallo que fue a la boda de su tio” /”The rooster who went to his uncle’s wedding”. Book Obj: To introduce new
vocabulary.
“El gallo que fue a la boda de su tio” /”The rooster who went to his uncle’s wedding”. Book Obj: To introduce new
vocabulary.
Los Numeros /Numbers
Obj: To introduce new vocabulary
Tuesday
“Blanco y negro ”/ “Black and white” Book Present photo activity
cards Obj: To introduce new
vocabulary
“El gato y los ratones”/“The cat and the mice” Listening story Obj: To introduce new
vocabulary.
“El gato y los ratones”/“The cat and the mice” Listening story Obj: To introduce new
vocabulary.
“El gato y los ratones”/“The cat and the mice” Listening story Obj: To introduce new
vocabulary.
“El gato y los ratones”/“The cat and the mice” Listening story Obj: To introduce new
vocabulary..
Dias de la semana /Word search.
Obj: To introduce new vocabulary
Wednesday
“Dos pajaros negros”/“Two little black birds”. Song
Obj: To introduce new vocabulary.
“El perrito Chihuahua y el leopardo”/“The
Chihuahua y the leopard” Story Folder Obj: To introduce new
vocabulary.
“El perrito Chihuahua y el leopardo”/“The
Chihuahua y the leopard” Story Folder Obj: To introduce new
vocabulary.
“El perrito Chihuahua y el leopardo”/“The
Chihuahua y the leopard” Story Folder Obj: To introduce new
vocabulary.
“El perrito Chihuahua y el leopardo”/“The
Chihuahua y the leopard” Story Folder Obj: To introduce new
vocabulary.
Figuras/Shapes bingo
Obj: To introduce new vocabulary
Thursday
“Las orejas nuevas del senor
huevito”/“Humpty dumpty’s new ears”
Story folder Obj: To introduce new
vocabulary
“La Tortuga y la liebre”/“The tortoise and the hare” Listening Story Obj: To introduce new
vocabulary
“La Tortuga y la liebre”/“The tortoise and the hare” Listening Story Obj: To introduce new
vocabulary
“La Tortuga y la liebre”/“The tortoise and the hare” Listening Story Obj: To introduce new
vocabulary
“La Tortuga y la liebre”/“The tortoise and the hare” Listening Story Obj: To introduce new
vocabulary
Meses del ano / Word search.
Obj: To introduce new vocabulary
Friday
“Me gusta el color negro”/“I like black”
Poem “Di”/“Say” Rhyme
Obj: To introduce new vocabulary.
“Pecos Bill”/“Paul Bunyan” Listening Story Obj: To introduce new
vocabulary.
“Pecos Bill”/“Paul Bunyan” Listening Story Obj: To introduce new
vocabulary.
“Pecos Bill”/“Paul Bunyan” Listening Story Obj: To introduce new
vocabulary.
“Pecos Bill”/“Paul Bunyan” Listening Story Obj: To introduce new
vocabulary..
Alfabeto/ Alphabet Obj: To introduce new vocabulary
2
000
Theme: Fairy Tales/Colors & Feelings Enrichment: Art Week: January 8-12, 2018 Day of the
Week
Garderie 2
Garderie 3 Garderie 4
Crème Prep 1 Crème Prep 2/3
TK
Kindergarten
Monday
Make “The Frog Prince” From Pre-Cut
Forms FSP90
Obj.– Children will become familiar with fairy tales using art.
Make “The Frog Prince” From Pre-Cut Forms
FSP90
Obj.– Children will become familiar with fairy tales using art.
Make “The Frog Prince” From Pre-Cut Forms
FSP90
Obj.– Children will become familiar with fairy tales using art.
Make Water Color Blotches on Paper SRA58
Obj.– Children will use
colors to express feelings.
Make Water Color Blotches on Paper SRA58
Obj.– Children will use colors to
express feelings.
Tuesday
Make “The Gingerbread Man”
FSP91
Obj.– Children will become familiar with fairy tales using art.
Make “The Gingerbread Man”
FSP91
Obj.– Children will become familiar with fairy tales using art.
Make “The Gingerbread Man”
FSP91
Obj.– Children will become familiar with fairy tales using art.
Outline Water Color Blotches To Make A
Creature SRA 58
Obj.– Children will use colors to express feelings.
Wednesday
“The Elves and The Shoemaker” Collage
FSP91
Obj.– Children will become familiar with fairy tales using art.
“The Elves and The Shoemaker” Collage
FSP91
Obj.– Children will become familiar with fairy tales using art.
“The Elves and The Shoemaker” Collage
FSP91
Obj.– Children will become familiar with fairy tales using art.
Make A Picture Using Color To Show “Happy”
SRA58
Obj.– Children will use colors to express feelings.
Outline Water Color Blotches To Make A
Creature SRA 58
Obj.– Children will use colors to express feelings.
Thursday
Table Painting
Obj.– Children will engage in open-ended
art.
Table Painting
Obj.– Children will engage in open-ended
art.
Table Painting
Obj.– Children will engage in open-ended
art.
Table Painting
Obj.– Children will engage in open-ended art.
Friday
Play Dough Fun Day
Obj.– Children will manipulate playdough
to strengthen small muscles.
Play Dough Fun Day
Obj.– Children will manipulate playdough to
strengthen small muscles.
Play Dough Fun Day
Obj.– Children will manipulate playdough to strengthen small muscles.
Play Dough Fun Day
Obj.– Children will manipulate playdough to strengthen small muscles.
Play Dough Fun Day
Obj.– Children will manipulate playdough to strengthen small muscles.
Theme: Ballads, Fables & Folk Tales Enrichment: Computer Week: January 8-12,2018 Day Garderie 2 Garderie 3 Crème Prep Tk Kindergarten Après School
Monday
Reading center Cinderella
Obj– students will enhance literacy with the online
Library.
Reading center Cinderella
Obj– students will en-hance literacy with the
online Library.
Open book and Journals
Obj– interactive soft-ware to teach students advanced computer skills & literacy.
Open book and Journals
Obj– interactive soft-ware to teach students advanced computer skills & literacy.
Open book and Journals
Obj– interactive soft-ware to teach students advanced computer skills & literacy.
Reading center Pinocchio
Obj– students will enhance literacy with
the online Library.
Tuesday
Abc review
Obj– Students will review alphabets online with interac-
tive software.
Frogstreet Literacy
Obj– students will en-hance computer navi-
gation skills.
Open book and Journals
Obj– interactive soft-ware to teach students advanced computer skills & literacy.
Open book and Journals
Obj– interactive soft-ware to teach students advanced computer skills & literacy.
Brainpop.com What is new years? Obj– students will
watch an educational clip on new years.
Wednesday
-Reading center -computer -Puzzles
Obj– students will choose favorite ac-
tivity.
-Frogstreet Literacy
Obj– students will en-hance computer navi-
gation skills.
Open book and Journals
Obj– interactive soft-ware to teach students advanced computer skills & literacy.
Open book and Journals
Obj– interactive soft-ware to teach students advanced computer skills & literacy.
Open book and Journals
Obj– interactive soft-ware to teach students advanced computer skills & literacy.
-Reading center -Starfall -Puzzles
Obj– students will choose favorite activ-
ity.
Thursday
Letters and num-bers
Starfall.com
Obj– online letter review.
Frogstreet Literacy
Obj– students will en-hance computer navi-
gation skills.
Reading center Cinderella
Obj– students will en-hance literacy with the
online Library.
Reading center Cinderella
Obj– students will en-hance literacy with the
online Library.
Reading center Cinderella
Obj– students will enhance literacy with
the online Library.
Friday
Friday Fun Day -Reading center
-Starfall -Puzzles
Obj– students will choose favorite ac-
tivity.
Friday Fun Day -Reading center
-Starfall -Puzzles
Obj– students will choose favorite activi-
ty.
Friday Fun Day -Reading center -Computers -Puzzles
Obj– students will choose favorite activi-
ty .
Friday Fun Day -Reading center -Computers -Puzzles
Obj– students will choose favorite activi-
ty .
Friday Fun Day -Reading center -Computers -Puzzles
Obj– students will choose favorite activi-
ty . .
Friday Fun Day -Reading center -Computers -Puzzles
Obj– students will choose favorite activ-
ity.
Date Class
Literacy Math
Day 2 Day 3 Day 4
Greeting Circle
Phonological Awareness—rhyming words
LESSON COMPONENTS
Day 1
Spanish Vocabulary
English Vocabulary
add, castle, celebration, commitment, customers fairy tale, fewer, leather, magic, mattress, more, palace, pantomime, princess, purchase, setting, summoned, take awaysumar, castillo, celebración, compromiso, clientes, cuentos de hadas, menos, cuero, mágico, colchón, más , palacio, pantomima, princesa, compra, escenario, convocado, quitar
Letter Knowledge
English-Mm, Nn, Oo, Pp, Qq, RrSpan.-Mm, Nn, Ññ, Oo, Pp, Qq, Rr Number and Operation
Lesson Plans for Stories and Rhymes • Cuentos y rim as - Fairy Tales (Week 2)
Jan 8-12,2018 Garderie 2
magic, mágicoWonderful Word
CharacterEducation
Commitment, Compromiso Loyalty, Lealtad Technology
Words, Words, Words; Extra Reading Buddy
Day 5
Unite: Invite children to sing "This Little Elf" ; Can an elf make a shoe? Demo: Review "Wonderful Woman" Connect: Invite children to sing "That Was Helpful"; Repeat Rituals from Day1 Commit: Safe Keeper Ritual & the Daily Commitment Ritual MM: The princess slept on the pea.
Unite: Invite children to sing "Dragon Chase" ; Once upon a time in Dragon Land dragons ruled. Demo: Inhaling and exhaling like a dragon Connect: Repeat Rituals from Day1 Commit: Safe Keeper Ritual & the Daily Commitment Ritual MM: Jack climbed the beanstalk more than once.
Unite: Invite children to sing "Five Little Speckled Frogs" ; Today we will read about a frog prince. Demo: Invite children to swim like frogs in slow motion Connect: Invite children to create frog greeting ; Absent Child Ritual & Welcome Back Ritual Commit: Safe Keeper Ritual & the Daily Commitment Ritual MM:Today we will read about a frog prince.
Unite: Invite children to sing "A Stomping Giant" ; Jack climbed the beanstalk more than once. Demo: Teach children to breathe like a giant Connect: Review words and actions to "Jack Be Noodle" ; Repeat Rituals from Day 1 Commit: Safe Keeper Ritual & the Daily Commitment Ritual MM: Today we will read about a frog prince.
Literacy (Oral Language, Phonics, Handwriting, Read Aloud)
• Identify fairytale elements in story
Centers• ABC-Sort words by ending letter• Library and Listening-Listen to a story• Sensory Table-Retrieve magnetic letters and match to letter cards
• Reenact queen’s mattress test
Centers• Creativity Station-Design a bedcover• Library and Listening-Listen to a story
• Think about how shoes protect feet
Centers• Pretend and Learn-Sort and display shoes in store• Creativity Station-Draw a picture of a shoe house• Language and Literacy-Retell story with story props
• Retell “Jack and the Beanstalk” in a story circle
Centers• Library and Listening-Retell story with story props• Language and Literacy-Sequence story events
Unite: Invite children to sing "Are You Sleeping?" ; The princess slept on the pea. Demo: Invite children to breathe like a sleeping prince or princess Connect: Introduce "Wee Willie Winkie"; Repeat Rituals from Day1 Commit: Safe Keeper Ritual & the Daily Commitment Ritual MM: Once upon a time in Dragon Land dragons ruled.
• Compare fairytales• Identify real and make-believe elements in the story
Centers• ABC-Copy the word dragon• Library and Listening-Listen to story• Language and Literacy-Retell story with sound effects
Day 2 Day 3 Day 4LESSON COMPONENTS
Day 1 Day 5
Drawing Mat Man Shapes pg. 41 (Workbook pg. 63) Letter "P" pg, 146 (Workbook pg. 48)
Alphabet Knowledge: Capitals on the Edge pg. 52 Letter "B" pg. 147 (Workbook pg. 49)
Handwriting Without Tears
Sing, Sound, & Count With Me CD ; "Counting, Counting" Counting & Number Six (6) pg. 188 (Workbook pg. 84)
Pre-Stroke for "D, P, B, R" pg. 144 (Workbook pg. 46)
Letter Play for "D, P, B, R" Letter "D", pg. 145 (Workbook pg.47)
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Count to 20• Use dot cube to make towers of 20 cubes
Centers• Sensory Table-Use play dough and pebbles for counting game• Science-Compare “covering” attributes of different materials
• Use cubes to represent doubling patterns
Centers• Math-Create reflecting patterns with paint• Science-Use mirrors to make reflecting patterns
“Odon, the Giant” • “Odón, el gigante" listening story• Discuss onomatopoeia• Identify onomatopoeia words
“Kilum” • “Kilum” listening story• Develop vocabulary• Compare make-believe
“The Princess and the Pea” • “La princesa y el guisante” story folder• Identify characters in story• Develop vocabulary
The Frog Prince • El príncipe sapo• Discuss how word choice affects story• Compare princesses
• Construction-Build a bench for the shoemaker• Fine Motor-Encourage children to lace shoes• Creativity Station-Invite children to design a pair of shoes
• Construction-Design and build a maze for Bunny Foo Foo’s mice• Fine Motor-Challenge children to stack the giant’s gold coins (pennies)• Creativity Station-Show them how to make mice from their fingerprints
• Construction-Build a bed for the princess so she doesn’t have to sleep on so many mattresses• Fine Motor-Explore pebbles in socks• Creativity Station-Create pebble prints
Math and Science
• Introduce addition and subtraction with concrete models
Centers• Math-Match frog counters to dot cube numbers• Gross Motor Area-Roll dot cube to move along a path
• Play Catch and Compare • Atrapa y compara
Centers• Pretend and Learn-Match scooped cotton balls to dot card• Math-Build towers to match dot cards
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Estimate number of cubes in a grab• Organize data in two-column chart
Centers• Science-Plant bean seeds• Gross Motor Area-Toss beanbags and score throws
Closing Circle• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Construction-Construct a cage for the golden goose• Fine Motor-Play Is the Giant Asleep? • ¿Está dormido el gigante?• Creativity Station-Provide green paint and invite children to paint beanstalks
Weekly Learning Centers
• Construction-Build small bed for the frog so he doesn’t have to sleep on the princess’s pillow• Fine Motor-Encourage children to sort frogs by size• Creativity Station-Invite children to design a new ball for the princess
The Frog Prince • El príncipe sapo• Discuss main characters• Introduce fairytale elements
Reagan’s Journal • El diario de Reagan• Develop vocabulary• Discuss family
The Frog Prince • El príncipe sapo• Discuss story setting• Notice Frog’s actions reveal his character
“Jack and the Beanstalk” • Juan y los frijoles mágicos” story folder• Discuss story setting• Compare castles in two
“The Shoemaker and the Elves” • “El zapatero y los duendes” story folder• Identify and compare parts of shoes• Develop concept of consumer
“The Sweet Mother Who Lives in a Shoe” • “La señora que vive en un
Day 2 Day 3 Day 4LESSON COMPONENTS
Day 1 Day 5
Learning Goals
• Is aware of where own body is in space; respects personal boundaries• Shows competence in initiating social interactions• Coordinates sequence of movements to perform tasks• 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• Asks and answers appropriate questions about the book• Shows interest in books• Verbally identifies, without counting, the number of objects from 1 to 5• Uses concrete models or makes a verbal word problem for adding up to 5 objects• Uses concrete models or makes a verbal word problem for subtracting 1 to5 objects from a set• Identifies and describes the characteristics of organisms• Combines sentences that give detail, stays on topic, and clearly communicates
• Assumes various roles and responsibilities as part of a classroom community• Coordinates sequence of movements to perform tasks• Deletes a word from a compound word• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Uses some appropriate writing conventions when writing or giving dictation• Retells or reenacts a story after it is read aloud
• Demonstrates understanding that when counting, the item can be chosen in any order• Verbally identifies, without counting, the number of objects from 1 to 5• Collects data and organizes it in a graphic representation• Identifies good habits of nutrition and exercise• Uses a wide variety of words to label and describe people, places, things, and actions
• 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• Investigates and describes sources of energy including light, heat, and electricity• Asks and answers appropriate questions about the book• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• 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• Uses art as a form of creative self-expression and representation• Creates or re-creates stories, moods, or experiences through dramaticrepresentations
• 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 rhymes with a given word• Uses a wide variety of words to label and describe people, places, things, and actions• Retells or reenacts a story after it is read aloud• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Combines sentences that give detail, stays on topic, and clearly communicates• Uses a large speaking vocabulary, adding several new words daily• Counts 1 to 10 items, with one count per item• Demonstrates use of location words• Identifies equal and unequal
• 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• Participates in activities to help them become aware of what it means to be a consumer• Asks and answers appropriate questions about the book• Practices good habits of personal safety• Provides appropriate information for various situations• Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different• Verbally identifies, without counting, the number of objects from one to five• Uses concrete models or makes a verbal word problem for adding up to five objects• Recognizes and creates patterns
Outdoor Learning
• Teach the children how to play Leap Frog • Salta la rana or set them up to do Frog Jumps • Salta la rana (p. 193).
• Play Grab the Goose • Atrapa el ganso (p.193)
• Invite children to play Duck, Duck, Goose • Pato, pato, ganso (p. 193)
• Provide chalk and invite children to trace around their shoe
• Draw a hopscotch grid. Encourage children to use the princess’s pea (a pebble) as a marker
Date Class
Literacy Math
• Reenact queen’s mattress test
Centers• Creativity Station-Design a bedcover• Library and Listening-Listen to a story
• Think about how shoes protect feet
Centers• Pretend and Learn-Sort and display shoes in store• Creativity Station-Draw a picture of a shoe house• Language and Literacy-Retell story with story props
• Retell “Jack and the Beanstalk” in a story circle
Centers• Library and Listening-Retell story with story props• Language and Literacy-Sequence story events
Unite: Invite children to sing "Are You Sleeping?" ; The princess slept on the pea. Demo: Invite children to breathe like a sleeping prince or princess Connect: Introduce "Wee Willie Winkie"; Repeat Rituals from Day1 Commit: Safe Keeper Ritual & the Daily Commitment Ritual MM: Once upon a time in Dragon Land dragons ruled.
• Compare fairytales• Identify real and make-believe elements in the story
Centers• ABC-Copy the word dragon• Library and Listening-Listen to story• Language and Literacy-Retell story with sound effects
Unite: Invite children to sing "Five Little Speckled Frogs" ; Today we will read about a frog prince. Demo: Invite children to swim like frogs in slow motion Connect: Invite children to create frog greeting ; Absent Child Ritual & Welcome Back Ritual Commit: Safe Keeper Ritual & the Daily Commitment Ritual MM:Today we will read about a frog prince.
Unite: Invite children to sing "A Stomping Giant" ; Jack climbed the beanstalk more than once. Demo: Teach children to breathe like a giant Connect: Review words and actions to "Jack Be Noodle" ; Repeat Rituals from Day 1 Commit: Safe Keeper Ritual & the Daily Commitment Ritual MM: Today we will read about a frog prince.
Literacy (Oral Language, Phonics, Handwriting, Read Aloud)
• Identify fairytale elements in story
Centers• ABC-Sort words by ending letter• Library and Listening-Listen to a story• Sensory Table-Retrieve magnetic letters and match to letter cards
Day 5
Unite: Invite children to sing "This Little Elf" ; Can an elf make a shoe? Demo: Review "Wonderful Woman" Connect: Invite children to sing "That Was Helpful"; Repeat Rituals from Day1 Commit: Safe Keeper Ritual & the Daily Commitment Ritual MM: The princess slept on the pea.
Unite: Invite children to sing "Dragon Chase" ; Once upon a time in Dragon Land dragons ruled. Demo: Inhaling and exhaling like a dragon Connect: Repeat Rituals from Day1 Commit: Safe Keeper Ritual & the Daily Commitment Ritual MM: Jack climbed the beanstalk more than once.
Lesson Plans for Stories and Rhymes • Cuentos y rim as - Fairy Tales (Week 2)
Jan 8-12,2018 Garderie 3
magic, mágicoWonderful Word
CharacterEducation
Commitment, Compromiso Loyalty, Lealtad Technology
Words, Words, Words; Extra Reading Buddy
Phonological Awareness—rhyming words
LESSON COMPONENTS
Day 1
Spanish Vocabulary
English Vocabulary
add, castle, celebration, commitment, customers fairy tale, fewer, leather, magic, mattress, more, palace, pantomime, princess, purchase, setting, summoned, take awaysumar, castillo, celebración, compromiso, clientes, cuentos de hadas, menos, cuero, mágico, colchón, más , palacio, pantomima, princesa, compra, escenario, convocado, quitar
Letter Knowledge
English-Mm, Nn, Oo, Pp, Qq, RrSpan.-Mm, Nn, Ññ, Oo, Pp, Qq, Rr Number and Operation
Day 2 Day 3 Day 4
Greeting Circle
Day 5LESSON COMPONENTS
Day 1 Day 2 Day 3 Day 4
“The Shoemaker and the Elves” • “El zapatero y los duendes” story folder• Identify and compare parts of shoes• Develop concept of consumer
“The Sweet Mother Who Lives in a Shoe” • “La señora que vive en un
• Construction-Construct a cage for the golden goose• Fine Motor-Play Is the Giant Asleep? • ¿Está dormido el gigante?• Creativity Station-Provide green paint and invite children to paint beanstalks
Weekly Learning Centers
• Construction-Build small bed for the frog so he doesn’t have to sleep on the princess’s pillow• Fine Motor-Encourage children to sort frogs by size• Creativity Station-Invite children to design a new ball for the princess
The Frog Prince • El príncipe sapo• Discuss main characters• Introduce fairytale elements
Reagan’s Journal • El diario de Reagan• Develop vocabulary• Discuss family
The Frog Prince • El príncipe sapo• Discuss story setting• Notice Frog’s actions reveal his character
“Jack and the Beanstalk” • Juan y los frijoles mágicos” story folder• Discuss story setting• Compare castles in two
Math and Science
• Introduce addition and subtraction with concrete models
Centers• Math-Match frog counters to dot cube numbers• Gross Motor Area-Roll dot cube to move along a path
• Play Catch and Compare • Atrapa y compara
Centers• Pretend and Learn-Match scooped cotton balls to dot card• Math-Build towers to match dot cards
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Estimate number of cubes in a grab• Organize data in two-column chart
Centers• Science-Plant bean seeds• Gross Motor Area-Toss beanbags and score throws
Closing Circle• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Count to 20• Use dot cube to make towers of 20 cubes
Centers• Sensory Table-Use play dough and pebbles for counting game• Science-Compare “covering” attributes of different materials
• Use cubes to represent doubling patterns
Centers• Math-Create reflecting patterns with paint• Science-Use mirrors to make reflecting patterns
“Odon, the Giant” • “Odón, el gigante" listening story• Discuss onomatopoeia• Identify onomatopoeia words
“Kilum” • “Kilum” listening story• Develop vocabulary• Compare make-believe
“The Princess and the Pea” • “La princesa y el guisante” story folder• Identify characters in story• Develop vocabulary
The Frog Prince • El príncipe sapo• Discuss how word choice affects story• Compare princesses
• Construction-Build a bench for the shoemaker• Fine Motor-Encourage children to lace shoes• Creativity Station-Invite children to design a pair of shoes
• Construction-Design and build a maze for Bunny Foo Foo’s mice• Fine Motor-Challenge children to stack the giant’s gold coins (pennies)• Creativity Station-Show them how to make mice from their fingerprints
• Construction-Build a bed for the princess so she doesn’t have to sleep on so many mattresses• Fine Motor-Explore pebbles in socks• Creativity Station-Create pebble prints
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
Drawing Mat Man Shapes pg. 41 (Workbook pg. 63) Letter "P" pg, 146 (Workbook pg. 48)
Alphabet Knowledge: Capitals on the Edge pg. 52 Letter "B" pg. 147 (Workbook pg. 49)
Handwriting Without Tears
Sing, Sound, & Count With Me CD ; "Counting, Counting" Counting & Number Six (6) pg. 188 (Workbook pg. 84)
Pre-Stroke for "D, P, B, R" pg. 144 (Workbook pg. 46)
Letter Play for "D, P, B, R" Letter "D", pg. 145 (Workbook pg.47)
Day 5LESSON COMPONENTS
Day 1 Day 2 Day 3 Day 4
Outdoor Learning
• Teach the children how to play Leap Frog • Salta la rana or set them up to do Frog Jumps • Salta la rana (p. 193).
• Play Grab the Goose • Atrapa el ganso (p.193)
• Invite children to play Duck, Duck, Goose • Pato, pato, ganso (p. 193)
• Provide chalk and invite children to trace around their shoe
• Draw a hopscotch grid. Encourage children to use the princess’s pea (a pebble) as a marker
Learning Goals
• Is aware of where own body is in space; respects personal boundaries• Shows competence in initiating social interactions• Coordinates sequence of movements to perform tasks• 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• Asks and answers appropriate questions about the book• Shows interest in books• Verbally identifies, without counting, the number of objects from 1 to 5• Uses concrete models or makes a verbal word problem for adding up to 5 objects• Uses concrete models or makes a verbal word problem for subtracting 1 to5 objects from a set• Identifies and describes the characteristics of organisms• Combines sentences that give detail, stays on topic, and clearly communicates
• Assumes various roles and responsibilities as part of a classroom community• Coordinates sequence of movements to perform tasks• Deletes a word from a compound word• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Uses some appropriate writing conventions when writing or giving dictation• Retells or reenacts a story after it is read aloud
• Demonstrates understanding that when counting, the item can be chosen in any order• Verbally identifies, without counting, the number of objects from 1 to 5• Collects data and organizes it in a graphic representation• Identifies good habits of nutrition and exercise• Uses a wide variety of words to label and describe people, places, things, and actions
• 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• Investigates and describes sources of energy including light, heat, and electricity• Asks and answers appropriate questions about the book• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• 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• Uses art as a form of creative self-expression and representation• Creates or re-creates stories, moods, or experiences through dramaticrepresentations
• 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 rhymes with a given word• Uses a wide variety of words to label and describe people, places, things, and actions• Retells or reenacts a story after it is read aloud• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Combines sentences that give detail, stays on topic, and clearly communicates• Uses a large speaking vocabulary, adding several new words daily• Counts 1 to 10 items, with one count per item• Demonstrates use of location words• Identifies equal and unequal
• 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• Participates in activities to help them become aware of what it means to be a consumer• Asks and answers appropriate questions about the book• Practices good habits of personal safety• Provides appropriate information for various situations• Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different• Verbally identifies, without counting, the number of objects from one to five• Uses concrete models or makes a verbal word problem for adding up to five objects• Recognizes and creates patterns
Date Class
Literacy Math
Day 2 Day 3 Day 4
Greeting Circle
Phonological Awareness—rhyming words
LESSON COMPONENT
Day 1
Spanish Vocabulary
English Vocabulary
add, castle, celebration, commitment, customers fairy tale, fewer, leather, magic, mattress, more, palace, pantomime, princess, purchase, setting, summoned, take awaysumar, castillo, celebración, compromiso, clientes, cuentos de hadas, menos, cuero, mágico, colchón, más , palacio, pantomima, princesa, compra, escenario, convocado, quitar
Letter Knowledge
English-Mm, Nn, Oo, Pp, Qq, RrSpan.-Mm, Nn, Ññ, Oo, Pp, Qq, Rr Number and Operation
Lesson Plans for Stories and Rhymes • Cuentos y rim as - Fairy Tales (Week 2)
Jan 8-12,2018 Garderie 2
magic, mágicoWonderful Word
CharacterEducation
Commitment, Compromiso Loyalty, Lealtad Technology
Words, Words, Words; Extra Reading Buddy
Day 5
Unite: Invite children to sing "This Little Elf" ; Can an elf make a shoe? Demo: Review "Wonderful Woman" Connect: Invite children to sing "That Was Helpful"; Repeat Rituals from Day1 Commit: Safe Keeper Ritual & the Daily Commitment Ritual MM: The princess slept on the pea.
Unite: Invite children to sing "Dragon Chase" ; Once upon a time in Dragon Land dragons ruled. Demo: Inhaling and exhaling like a dragon Connect: Repeat Rituals from Day1 Commit: Safe Keeper Ritual & the Daily Commitment Ritual MM: Jack climbed the beanstalk more than once.
Unite: Invite children to sing "Five Little Speckled Frogs" ; Today we will read about a frog prince. Demo: Invite children to swim like frogs in slow motion Connect: Invite children to create frog greeting ; Absent Child Ritual & Welcome Back Ritual Commit: Safe Keeper Ritual & the Daily Commitment Ritual MM:Today we will read about a frog prince.
Unite: Invite children to sing "A Stomping Giant" ; Jack climbed the beanstalk more than once. Demo: Teach children to breathe like a giant Connect: Review words and actions to "Jack Be Noodle" ; Repeat Rituals from Day 1 Commit: Safe Keeper Ritual & the Daily Commitment Ritual MM: Today we will read about a frog prince.
Literacy (Oral Language, Phonics, Handwriting, Read Aloud)
• Identify fairytale elements in story
Centers• ABC-Sort words by ending letter• Library and Listening-Listen to a story• Sensory Table-Retrieve magnetic letters and match to letter cards
• Reenact queen’s mattress test
Centers• Creativity Station-Design a bedcover• Library and Listening-Listen to a story
• Think about how shoes protect feet
Centers• Pretend and Learn-Sort and display shoes in store• Creativity Station-Draw a picture of a shoe house• Language and Literacy-Retell story with story props
• Retell “Jack and the Beanstalk” in a story circle
Centers• Library and Listening-Retell story with story props• Language and Literacy-Sequence story events
Unite: Invite children to sing "Are You Sleeping?" ; The princess slept on the pea. Demo: Invite children to breathe like a sleeping prince or princess Connect: Introduce "Wee Willie Winkie"; Repeat Rituals from Day1 Commit: Safe Keeper Ritual & the Daily Commitment Ritual MM: Once upon a time in Dragon Land dragons ruled.
• Compare fairytales• Identify real and make-believe elements in the story
Centers• ABC-Copy the word dragon• Library and Listening-Listen to story• Language and Literacy-Retell story with sound effects
Day 2 Day 3 Day 4LESSON COMPONENT
Day 1 Day 5
Drawing Mat Man Shapes pg. 41 (Workbook pg. 63) Letter "P" pg, 146 (Workbook pg. 48)
Alphabet Knowledge: Capitals on the Edge pg. 52 Letter "B" pg. 147 (Workbook pg. 49)
Handwriting Without Tears
Sing, Sound, & Count With Me CD ; "Counting, Counting" Counting & Number Six (6) pg. 188 (Workbook pg. 84)
Pre-Stroke for "D, P, B, R" pg. 144 (Workbook pg. 46)
Letter Play for "D, P, B, R" Letter "D", pg. 145 (Workbook pg.47)
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Count to 20• Use dot cube to make towers of 20 cubes
Centers• Sensory Table-Use play dough and pebbles for counting game• Science-Compare “covering” attributes of different materials
• Use cubes to represent doubling patterns
Centers• Math-Create reflecting patterns with paint• Science-Use mirrors to make reflecting patterns
“Odon, the Giant” • “Odón, el gigante" listening story• Discuss onomatopoeia• Identify onomatopoeia words
“Kilum” • “Kilum” listening story• Develop vocabulary• Compare make-believe
“The Princess and the Pea” • “La princesa y el guisante” story folder• Identify characters in story• Develop vocabulary
The Frog Prince • El príncipe sapo• Discuss how word choice affects story• Compare princesses
• Construction-Build a bench for the shoemaker• Fine Motor-Encourage children to lace shoes• Creativity Station-Invite children to design a pair of shoes
• Construction-Design and build a maze for Bunny Foo Foo’s mice• Fine Motor-Challenge children to stack the giant’s gold coins (pennies)• Creativity Station-Show them how to make mice from their fingerprints
• Construction-Build a bed for the princess so she doesn’t have to sleep on so many mattresses• Fine Motor-Explore pebbles in socks• Creativity Station-Create pebble prints
Math and Science
• Introduce addition and subtraction with concrete models
Centers• Math-Match frog counters to dot cube numbers• Gross Motor Area-Roll dot cube to move along a path
• Play Catch and Compare • Atrapa y compara
Centers• Pretend and Learn-Match scooped cotton balls to dot card• Math-Build towers to match dot cards
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Estimate number of cubes in a grab• Organize data in two-column chart
Centers• Science-Plant bean seeds• Gross Motor Area-Toss beanbags and score throws
Closing Circle• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection
• Construction-Construct a cage for the golden goose• Fine Motor-Play Is the Giant Asleep? • ¿Está dormido el gigante?• Creativity Station-Provide green paint and invite children to paint beanstalks
Weekly Learning Centers
• Construction-Build small bed for the frog so he doesn’t have to sleep on the princess’s pillow• Fine Motor-Encourage children to sort frogs by size• Creativity Station-Invite children to design a new ball for the princess
The Frog Prince • El príncipe sapo• Discuss main characters• Introduce fairytale elements
Reagan’s Journal • El diario de Reagan• Develop vocabulary• Discuss family
The Frog Prince • El príncipe sapo• Discuss story setting• Notice Frog’s actions reveal his character
“Jack and the Beanstalk” • Juan y los frijoles mágicos” story folder• Discuss story setting• Compare castles in two
“The Shoemaker and the Elves” • “El zapatero y los duendes” story folder• Identify and compare parts of shoes• Develop concept of consumer
“The Sweet Mother Who Lives in a Shoe” • “La señora que vive en un
Day 2 Day 3 Day 4LESSON COMPONENT
Day 1 Day 5
Learning Goals
• Is aware of where own body is in space; respects personal boundaries• Shows competence in initiating social interactions• Coordinates sequence of movements to perform tasks• 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• Asks and answers appropriate questions about the book• Shows interest in books• Verbally identifies, without counting, the number of objects from 1 to 5• Uses concrete models or makes a verbal word problem for adding up to 5 objects• Uses concrete models or makes a verbal word problem for subtracting 1 to5 objects from a set• Identifies and describes the characteristics of organisms• Combines sentences that give detail, stays on topic, and clearly
• Assumes various roles and responsibilities as part of a classroom community• Coordinates sequence of movements to perform tasks• Deletes a word from a compound word• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Uses some appropriate writing conventions when writing or giving dictation• Retells or reenacts a story after it is read aloud
• Demonstrates understanding that when counting, the item can be chosen in any order• Verbally identifies, without counting, the number of objects from 1 to 5• Collects data and organizes it in a graphic representation• Identifies good habits of nutrition and exercise• Uses a wide variety of words to label and describe people, places, things, and actions
• 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• Investigates and describes sources of energy including light, heat, and electricity• Asks and answers appropriate questions about the book• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• 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• Uses art as a form of creative self-expression and representation• Creates or re-creates stories, moods, or experiences through dramaticrepresentations
• 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 rhymes with a given word• Uses a wide variety of words to label and describe people, places, things, and actions• Retells or reenacts a story after it is read aloud• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Combines sentences that give detail, stays on topic, and clearly communicates• Uses a large speaking vocabulary, adding several new words daily• Counts 1 to 10 items, with one count per item• Demonstrates use of location words• Identifies equal and unequal
• 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• Participates in activities to help them become aware of what it means to be a consumer• Asks and answers appropriate questions about the book• Practices good habits of personal safety• Provides appropriate information for various situations• Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different• Verbally identifies, without counting, the number of objects from one to five• Uses concrete models or makes a verbal word problem for adding up to five objects• Recognizes and creates patterns
Outdoor Learning
• Teach the children how to play Leap Frog • Salta la rana or set them up to do Frog Jumps • Salta la rana (p. 193).
• Play Grab the Goose • Atrapa el ganso (p.193)
• Invite children to play Duck, Duck, Goose • Pato, pato, ganso (p. 193)
• Provide chalk and invite children to trace around their shoe
• Draw a hopscotch grid. Encourage children to use the princess’s pea (a pebble) as a marker
Date Teacher
Literacy Math
Day 1
• Pretend and Learn-Invite children to make acorn soup• Construction-Reenact the story of Henny Penny using plastic farm animals
• Fine Motor-Invite children to pretend they are rolling dough for bread• Pretend and Learn-Invite children to plant and harvest wheat• Construction-Build a farm
• Fine Motor-Challenge children to tie up a stuffed animal wolf with ribbons• Pretend and Learn-Pretend that Little Red is carrying a basket of magneticletters to her Grandmother’s home• Construction-Build a jail cell for the wolf
• Fine Motor-Play pick-up sticks (Pig Two’s house)• Pretend and Learn-Invite children to pretend they live with the troll• Construction-Build a home that the wolf can’t blow down
What Time Is It, Mr. Wolf? • Sr. Lobo, ¿qué hora es? game
“One Pink Piglet” • “Un cerdito rosado” action song
“Goldilocks” • “Ricitos de oro” Walk-on Nursery Rhyme
Day 2 Day 4
• Building community: "I'm a Little Acorn Brown"• Morning Message: Henny Penny and Goosey Loosey went to find the king.
• Compare two versions of Little Red Riding Hood• Determine most significant differences
Centers• Creativity Station-Sequence story events• Library and Listening-Listen to a story
HWT: Letter K Workbook Practice
• Compare real and make-believe pigs
Centers• Writer's Corner-Label pictures as fiction or factual• Science-Conduct “blowing” test
HWT: Letter K Roll-A Dough
• Reenact the story of the three bears with emphasis on sound effects
Centers• Pretend and Learn-Dress up as three bears and Goldilocks• Language and Literacy-Retell the story
HWT: Introduce the Letter K Wooden Pieces
“Henny Penny” • “La gallina Tina” story folder• Identify rhyme in character names• Discuss story problems
“The Gingerbread Boy” • “El muñequito de jengibre” story folder• Discuss fox’s trick• Compare Foxy Loxy to this fox
“Little Red Hen” • “La gallinita roja” story folder• Describe the setting• Consider Little Red Hen’s decision to eat alone
“Little Red” • “Gorrita Roja” story folder• Compare characters• Describe how Little Red uses her senses
• Fine Motor-Invite children to spoon porridge (ice-cream salt) from a pot intosmall, medium, and large bowls• Pretend and Learn-Make Alphabet Soup for Little Miss Muffet using the magnetic letters Gg through Ll.• Construction-Build a bed for baby bear
Literacy (Oral Language, Phonics, Handwriting, Read Aloud)
Weekly Learning Centers
• Analyze rhyming character names• Create sound effects for retelling of the story
Centers• Writer's Corner-Copy character names• Creativity Story-Paint a story setting• Language and Literacy-Change story by eliminating a character
HWT: Free Write “K”
• Identify story characters
Centers• ABC-Find alphabet letters in character names• Creativity Station-Create a new story character• Language and Literacy-Retell a story
HWT: Letter K Stamp-n-See
• Building community: Through the Woods"• Morning Message: Little Red sat on the high bed.
“Henny Penny” • “La gallina Tina” dance
“New Chicken Dance”
Little Red • Gorrita Roja• Discuss wolves• Identify factual and fictional information
“The Boy Who Cried Wolf” • “El pastor mentiroso” listening story• Listen for the word wolf in a story• Identify lesson (moral)
“Three Billy Goats Gruff” • “Los tres chivos” (Developmental Storybook )• Discuss character motivation• Think of alternative endings
“The Three Pigs” • “Los tres cerditos”(Developmental Storybook )• Discuss attributes of building materials• Consider characters’ commitments
.
Day 3
Technologytraditional, tradicional
English-Gg, Hh, Ii, Jj, Kk, LlSpanish-Gg, Hh, Ii, Jj, Kk, Ll
Commitment, Compromiso Loyalty, Lealtad
Three Bears’ Rap • El rap de los tres osos• Describe setting• Compares Papa Bear and Baby Bear
“The Three Bears” • “Los tres osos” story folder• Compare two versions of the same story
CharacterEducation
Greeting Circle
Comprehension and Dramatic Expression
Moving and Learning
audiencia, corral, carnívoro, ensayo general, durable, objetivo, ficticio, glotón, el más largo, original, avena, el más corto, encuesta, tradicional, paleta, versiónSpanish Vocabulary
LESSON COMPONENTS
Day 5
• Building community: "Three Bears' Rap"• Morning Message: The bears sat on chairs.
January 11-13 2018
Wonderful Word
English Vocabulary
Lesson Plans for Stories and Rhymes • Cuentos y rim as - Traditional Tales (Week 2)
• Building community: "Caring Friends"• Morning Message: Little Red Hen can count to ten.
Measurement, Ordering by Attributes
Garderie 4
• Building community: "Three Pigs"• Morning Message: Who huffs and puffs and blows houses down?
Letter Knowledge: K
audience, barnyard, carnivore, dress rehearsal, durable, factual, fictional, greedy, longest, original, porridge, shortest, survey, traditional, trowel, version
Reading Buddy; Sounds and Rhymes
1
• Make cube towers to represent characters in a story scene
Centers• Language and Literacy-Track number of characters in each scene• Math-Order dot cards and represent numbers with cubesScience-practice observation skills
• Observe and test attributes of different paper squares
Centers
Science-Compare weight and buoyancy of diff materials
• Match character voices to xylophone pitches• Order balls from softest to hardest
Centers• Science-Mix and compare colors• Math-Measure and compare the rolls of different balls
Math and Science
PATHS- Sharing and Caring IIDiscuss what loyalty means?
• Play a matching and counting game• Tally results to a survey question about Little Red HenCenters• Writer's Corner-Create a picture graph• Math-Make predictions, order cubetowers of different heights
Character Education
• Sort objects and explain categories• Order Anglegs by size
Centers• Math-Play Shortest Straw game
Health-Evaluate Little Red's treats in terms of healthy food options
• 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• 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• Asks and answers appropriate questions about the book• Is able to use language for different purposes• Demonstrates understanding of terms used in the instructional language of the classroom• Names at least 20 upper and 20 lowercase letters• Uses the verbal ordinal terms• Child demonstrates use of location• Describes, observes, and investigates properties and characteristics of common objects• Recognizes and compares weights of objects or people• Describes attributes
• Encourage children to play with small,medium, and large balls
• Reflecting on the day• Check on Commitments
Reflecting on the day Check on commitments
Outdoor Learning
• Reflecting on the day• Check on Commitments
• Invite children to play Mr. Troll, May I? • Sr. Duende, ¿puedo…? (p. 193)
• Encourage children to play What Time Is It, Mr. Wolf? • ¿Sr. Lobo, qué hora es? (p. 194)
• Shows competence in initiating social interactions• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Participates in classroom music activities• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Asks and answers appropriate questions about the book• Demonstrates receptive vocabulary (three to four thousand words)• Retells or reenacts a story after it is read aloud• Creates or re-creates stories, moods, or experiences through dramaticrepresentations• Produces a word that rhymes with a given word• Uses the verbal ordinal terms• Uses concrete models or makes a verbal word problem for adding up to five objects• Recognizes and creates patterns• Describes, observes, and investigates properties and characteristics of common objects• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• Begins to have meaningful friends• Participates in classroom music activities• 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• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Asks and answers appropriate questions about the book• Combines sentences that give detail, stays on topic, and clearly communicates• Engages in voting as a method for group decision making• Uses the verbal ordinal terms• Identifies equal and unequal sets• Collects data and organizes it in a graphic representation• Describes, observes, and investigates properties and characteristics of common objects• Recognizes how much can be placed within an object• Investigates and describes sources of energy including light, heat, and electricity
Closing Circle
• Demonstrates empathy and caring for others• Produces a word that rhymes with a given word• 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• Shows understanding by responding appropriately• Shows interest in books• 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• Demonstrates receptive vocabulary (three to four thousand words)• Demonstrates use of location words• Recognizes and compares heights or lengths of people or objects• Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different• Identifies good habits of nutrition and exercise• Asks and answers appropriate questions about the book
• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Demonstrates empathy and caring for others• Provides appropriate information for various situations• Shows interest in books• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Demonstrates receptive vocabulary (three to four thousand words)• Uses category labels to understand how words and objects relate to each other• Retells or reenacts a story after it is read aloud• Creates or recreates stories, moods, or experiences through dramatic representations• Demonstrates use of location words• Recognizes and compares heights or lengths of people or objects• Describes, observes, and investigates properties and characteristics of common objects• Uses a wide variety of words to label and describe people, places, things, and actions• Collects data and organizes it in a graphic representation
• Invite children to play a traditionalMexican game, La gallinita ciega • TheBlind Hen (p. 193)
Learning Goals
• Vary the game of Duck, Duck, Goose • Pato, pato, ganso by changing the goose to a hen—Duck, Duck, Hen • Pato, pato, gallina (p. 193)
Practice the Kite Breathing technique. Who are you loyal to?
• Reflecting on the day• Check on Commitments
• Reflecting on the day• Check on Commitments
Manners and Etiquette Lesson 8
2
LESSON COMPONENTS
Language Development
Brain Start Way to Start the Day
Unite: You are my sunshine Calm: Greet babies by name Connect: Mirror Play- Who do I see?
(0-3) L10 Babble and Coo Obj: Takes turn with caregiver who is talking-to them. (3-6)L13 Squeak, Squeak Obj: Take turns with caregiver who is talking to them. (6-12)L33 Point of View. Obj: Crawl on the floor with little ones.
ThursdayUnite: Use Lilly to greet babies Calm: Gently wiggle baby toes Connect: Bubble fun
Tuesday Wednesday
(0-3)L10 Babble and Coo Obj: Babbles and coos with caregiver during diaper- changing time. (3-6)L14 Squeak, Squeak Obj: Lay several squeak toys and rattle around baby. (6-12)L33 Point of View Obj: Tries to name familiar objects.
(0-3) L10 Babble and Coo Obj: Takes turn with caregiver who is talking-to them. (3-6)L13 Squeak, Squeak Obj: Take turns with caregiver who is talking to them. (6-12)L33 Point of View. Obj: Crawl on the floor with little ones.
(0-3)L5 Stroll with Baby Obj: Watches a person face or body language when they are talking. (3-6)L12 Shake, Shake, Rattle, Rattle Obj: Looks towards sound or voice of caregiver. (6-12)L31 Look at Me. Obj: Watches when others speak and than make sounds themselves.
Unite: Teddy Bear, Teddy bear who do I see? Calm: Smile and greet babies Connect: Read to babies
(0-3) C5 Bubbles Obj: pays attention and exhibits curiosity in objects. (3-6)C18 Problem Solving Obj: Applies knowledge to new situations. (6-12)C34 One,Two,Three Obj: Use the counting sequence ''one, two, three''
(0-3)C1 Cause and Effect Obj: Experiments with different uses for objects. (3-6)C12 Change of View. Obj: Pays attentions and exhibits curiosity in people and objects. (6-12) C34 One, Two ,Three Obj: Imitates adult actions.
(0-3) C5 Bubbles Obj: Pays attention and exhibits curiosity in people. (3-6)C15 Tickle and Touch Obj: Coo, giggles ,laughs when caregiver plays with them. (6-12)C34 One,Two,Three Obj: Use words such as big,little,more,and one, two, three.
(0-3) L5 Stroll with a Baby. Obj: Turn toward caregiver's voice. (3-6)Shake, Shake, Rattle, Rattle Obj: Turn towards sounds or voice of caregiver. (6-12) Look at Me. Obj: Touches and feels other's face, skin, or hair
Cognitive Development
(0-3) C5 Bubbles Obj: Pays attention and exhibits curiosity in people. (3-6)C15 Tickle and Touch Obj: Coo, giggles ,laughs when caregiver plays with them. (6-12)C34 One,Two,Three Obj: Use words such as big,little,more,and one, two, three.
(0-3) C 6 Mirror Reflection Obj: Looks or smiles at themselves in the mirror. (3-6)C16 Change it Up. Obj: Uses senses to investigate environment. (6-12)C32 Tactile Path. Obj: Uses sense to investigate environment to discover what objects and people do.
Unite: Story Time Calm: Smile/ Play with babies Connect: Colorful scarf play
Unite: You are my sunshine Calm: Greet babies by name Connect: Mirror Play- Who do I see?
American Sign Language (ASL): Milk, All Done, Eat
Monday
�����������������������Infant ProgramJanuary 8-11 2018
Approach Towards Learning: Persistence, Communicatio n, attention
Spanish Vocabulary: Si, Azul, NonEnglish Vocabulary: Yes, No, Blue
Parents as Partners: Supporting language developmen t
Infant Class: Infants (0-3 mo) (3-6 mo) (6-9 mo)
Friday
LESSON COMPONENTS
Unite: You are my sunshine
ThursdayUnite: Use Lilly to greet babies
Tuesday WednesdayUnite: Teddy Bear, Teddy bear who do Unite: Story Time Unite: You are my sunshine
Monday Friday
Social Emotional Development
(0-3)SE6 Snuggles Obj: Show social interactions with a smile and mutual eye gaze. (3-6)SE22 Pat- a Cake Feet Obj: Show social interactions with eye's. (6-12)SE37 Name that Emotion Obj: Expresses a variety of emotions.
PhysicalDevelopment
(0-3)P8 Tracking Obj: Turns head from side to side. (3-6)P17 That's my Baby Obj: Develop control of small muscle for manipulation and exploration (6-12)P21 Crawling Fun Obj: Move body to achieve a goal.
(0-3)P3 tracking Obj: Look at and follow face and objects with eyes. (3-6)P11 Hand Movement Obj: Engages in positive relationships and objects with adults.. (6-12)P21 Crawling Fun Obj: Rocks, rolls ,and crawls from place to place.
(0-3)SE6 Snuggles Obj: Show social interaction wit ha smile and mutual eye gaze. (3-6)SE11 Mirror, Mirror Obj: Look at or smile at themselves in the mirror. (6-12)SE37 Name that Emotion. Obj: Show ability to cope with stress.
(0-3)P8 Finger Squeeze Obj: Develops control of small muscle for manipulation and exploration. (3-6)P11 Hand Movement Obj: Looks and follow faces and objects with eyes. (6-12)P31 Shake, Shake, Shake Obj: Sits and uses hands.
(0-3)SE2 Eye to Eye Connection. Obj: Show interest in familiar faces by staring at them. (3-6)SE11 Mirror, Mirror Obj: Show social interaction with a smile and a mutual gaze. (6-12)SE35 I Can Do What You Do. Obj: Move body to achieve a goal.
(0-3)SE2 Eye to Eye Connection Obj: When u with a baby make eye contact and hold it as long as the baby is capable. (3-6)SE22 Pat -a Cake Feet Obj: Claps and smile back and fourth with familiar adult. (6-12)SE35 I Can Do What You Do. Obj: Imitates body language, sounds during familiar songs and finger plays.
(0-3) P3 Tracking Obj: Turns head from side to side. (3-6)P11 Hand Movement Obj: Encourage a baby to watch your hands (6-12)P31 Shake,Shake,Shake Obj: Frog Street Baby Songs Cd.
(0-3)P8 Finger Squeeze Obj: Demonstrate interest and eagerness in exploring the world around them (3-6)P17 That's my Baby Obj: Coordinates eye and hand movements. (6-12)P31 Shake,Shake,Shake Obj: Shakes objects.
(0-3) SE3 I'm Coming Obj: Stops crying and calm when comforted by familiar caregiver. (3-6)SE11 Mirror Mirror Obj: Sit with a baby in your lap facing the mirror. (6-12)SE37 Name that Emotion. Obj: Express a variety of emotions.
(0-3)L10 Babble and Coo Obj: Babbles and coos with caregiver during diaper- changing time. (3-6)L14 Squeak, Squeak Obj: Lay several squeak toys and rattle around baby. (6-12)L33 Point of View Obj: Tries to name familiar objects.
Unite: Teddy Bear, Teddy bear who do I see? Calm: Smile and greet babies Connect: Read to babies
(0-3) C5 Bubbles Obj: pays attention and exhibits curiosity in objects. (3-6)C18 Problem Solving Obj: Applies knowledge to new situations. (6-12)C34 One,Two,Three Obj: Use the counting sequence ''one,
Unite: Teddy Bear, Teddy bear who do
(0-3) P3 Tracking Obj: Turns head from side to side. (3-6)P11 Hand Movement Obj: Encourage a baby to watch your hands (6-12)P31 Shake,Shake,Shake Obj: Frog Street Baby Songs Cd.
(0-3) SE3 I'm Coming Obj: Stops crying and calm when comforted by familiar caregiver. (3-6)SE11 Mirror Mirror Obj: Sit with a baby in your lap facing the mirror. (6-12)SE37 Name that Emotion. Obj: Express a variety of emotions.
LESSON COMPONENTS
Language Development
Brain Start Way to Start the Day
Social Emotional Development
SE38 Your Hands, My Hands Obj: Engages in positive relationships and interactions with adults
PhysicalDevelopment
P23 Poke and squeeze Obj: Develops control of small muscles for manipulation and exploration
Unite: Good morning songCalm: StretchingConnect: Acknowledge babies who are absent
L23 Alliterative NamesObj: Enjoys playing with language-like sounds
ThursdayUnite: Story timeCalm: Baby YogaConnect: Acknowledge babies who are absent
P23 Poke and squeeze Obj: Develops control of small muscles for manipulation and exploration
Tuesday Wednesday
SE38 Your Hands, My Hands Obj: Engages in positive relationships and interactions with adults
P27 Spider Fingers Obj: Develops control of small muscles for manipulation and exploration
SE26 Hugs Obj: Shows Affection
SE26Hugs Obj: Express a variety of emotions
P23 Poke and squeeze Obj: Develops control of small muscles for manipulation and exploration
L23 Alliterative NamesObj: Enjoys playing with language-like sounds
P27 Spider Fingers Obj: Develops control of small muscles for manipulation and exploration
SE38 Your Hands, My Hands Obj: Engages in positive relationships and interactions with adults
L23 Alliterative NamesObj: Enjoys playing with language-like sounds
L38 Feet Obj: Recognizes a favorite book by its cover
Unite: Good morning songCalm: StretchingConnect: Acknowledge babies who are absent
C29 Ring, Beep, BlinkObj: Plays with objects that make sounds
C33 Things that go TogetherObj: Categorizes, matches, orders some objects
C29 Ring, Beep, BlinkObj: Plays with objects that make sounds
L38 Feet Obj: Enjoys being read to and exploring books
Cognitive Development
C29 Ring, Beep, BlinkObj: Plays with objects that make sounds
C33 Things that go TogetherObj: Categorizes, matches, orders some objects
Unite: Story timeCalm: Baby YogaConnect: Acknowledge babies who are absent
Unite: Good morning songCalm: StretchingConnect: Acknowledge babies who are absent
American Sign Language (ASL): cup, sit, baby, milk, thank you
Monday
�����������������������Infant ProgramJan 8-12, 2018
Approach Towards Learning: Attention , communication
Spanish Vocabulary: taza, sentar, azul, circuloEnglish Vocabulary: cup, sit, baby, milk, thank you
Parents as Partners: Working towards milestones
Infant Class: Infants (9-12 months)
Friday
P23 Poke and squeeze Obj: Develops control of small muscles for manipulation and
Obj: Enjoys playing with language-
SE38 Your Hands, My Hands Obj: Engages in positive relationships and interactions with
Unite: Good morning song
Connect: Acknowledge babies who
Obj: Plays with objects that make
LESSON COMPONENTS
Language Development
Brain Start Way to Start the Day
Social Emotional Development
SE 56 Peek-a-Boo Surprises Obj: Differentiates between familiar and unfamiliar adults and Engages in positive relationships and interactions with adults B.1.a & B.1.c
Unite: Who came to school Calm: Baby Yoga Connect: Acknowledge babies who are absent.
L 55 Moving and Learning Obj: Moves body or makes sounds during familiar songs, finger plays, rhymes C.3.c
ThursdayUnite: "Rattle and Shake" Calm: stretching Connect: Acknowledge babies that are absent during circle time.
Tuesday Wednesday
SE 56 Peek-a-Boo Surprises Obj: Differentiates between familiar and unfamiliar adults and Engages in positive relationships and interactions with adults B.1.a & B.1.c
SE 57 Feeling Blocks Obj: Recognizes and responds to the feelings and emptions of others and begins to show concern B.4.b
SE 57 Feeling Blocks Obj: Recognizes and responds to the feelings and emptions of others and begins to show concern B.4.b
L 62 Voice Vibrations Obj: Watches hen others speak and then makes sounds themselves C.1.c
SE 60 Group Games Obj: Shows interest and awareness of others and Begins to develop personal relationships with peers B.4.a & B.4.c
L 55 Moving and Learning Obj: Moves body or makes sounds during familiar songs, finger plays, rhymes C.3.c
L 41 Hand me the Ball Obj: Recognizes names of familiar objects C.1.b
Unite: Baby Yoga Calm: hugs for each baby Connect: Greet each baby by name
C 65 Squabble Support Obj: Shows imagination, creativity, and uses a variety of strategies to solve problems D.2.b
C 51 Tunnel Trick Obj: Uses tools to solve problems and begins to repeat actions to get an effect D.1.b
C 52 Ring That Bell Obj: Uses tools to solve problems.
L 41 Hand me the Ball Obj: Recognizes names of familiar objects C.1.b
Cognitive Development
C 52 Ring That Bell Obj: Uses tools to solve problems.
C 51 Tunnel Trick Obj: Uses tools to solve problems and begins to repeat actions to get an effect D.1.b
Unite: Good Morning Calm: Baby Yoga Connect: Acknowledge babies at circle time
Unite: Rolling Numbers Calm: Give a warm smile to the babies. Connect: Greet each baby by name
American Sign Language (ASL): red, yellow, white
Monday
�����������������������Infant ProgramJanuary 8-12 2018
Approach Towards Learning: Communication, Curiosity, Attention
Spanish Vocabulary: Rojo, Amarillo, Blanco English Vocabulary: red, yellow, white
Parents as Partners: Learning Developmental Growth
Infant C (12-18 months)
Friday
LESSON COMPONENTS
Unite: Who came to school
ThursdayUnite: "Rattle and Shake"
Tuesday WednesdayUnite: Baby Yoga Unite: Good Morning Unite: Rolling Numbers
Monday Friday
PhysicalDevelopment
P 55 Walk the line Obj: Develops control of large muscles for movement, navigation and balance.
P 41 This is my Nose Obj: Points to something they find interesting and points to or names familiar characters or pictures in books A.3.a & C.3.a
P 41 This is my Nose Obj: Points to something they find interesting and points to or names familiar characters or pictures in books A.3.a & C.3.a
P 53 Turn the Page Obj: Uses thumb and index finger to pick, squeeze, or poke A.3.b
P 55 Walk the line Obj: Develops control of large muscles for movement, navigation and balance.
Theme: Fairy Tales Music Enrichment: Music Week: January 8-12, 2018 Day of the
Week
Garderie 2
Garderie 3 Garderie 4
Crème Prep 1 Crème Prep 2
TK
Kindergarten
Monday
“The Frog Prince”
Obj.– Students will listen to this Fairy Tale
and identify it’s characters.
“The Frog Prince”
Obj.– Students will listen to this Fairy Tale
and identify it’s characters.
“The Frog Prince”
Obj.– Students will listen to this Fairy Tale
and identify it’s characters.
“The Frog Prince”
Obj.– Students will listen to this Fairy Tale
and identify it’s characters.
Tuesday
“Jack and The Bean-stalk”
Obj.-Children will
hear this story retold using the flannel board.
“Jack and The Bean-stalk”
Obj.-Children will
hear this story retold using the flannel board.
“Jack and The Bean-stalk”
Obj.-Children will
hear this story retold using the flannel board.
“Jack and The Beanstalk”
Obj.-Children will hear this story retold using
the flannel board.
“Jack and The Beanstalk”
Obj.-Children will hear this story retold using the
flannel board.
Wednesday
Music & Movement: Game: Boot, Boot, Shoe
Obj.– Students will
engage in cooperative play.
Music & Movement: Game: Boot, Boot, Shoe
Obj.– Students will
engage in cooperative play.
Music & Movement: Game: Boot, Boot, Shoe
Obj.– Students will
engage in cooperative play.
Music & Movement: Game: Boot, Boot, Shoe
Obj.– Students will engage
in cooperative play.
Thursday
Instrument Play: Keyboard & Piano
Obj.– Students will
explore these amazing musical instruments.
Instrument Play: Keyboard & Piano
Obj.– Students will
explore these amazing musical instruments.
Instrument Play: Keyboard & Piano
Obj.– Students will
explore these amazing musical instruments.
Instrument Play: Keyboard & Piano
Obj.– Students will
explore these amazing musical instruments.
Instrument Play: Keyboard & Piano
Obj.– Students will
explore these amazing musical instruments.
Friday
Dance Party Friday!!!
Obj.– Children will enjoy self
expression through music & dance.
Dance Party Friday!!!
Obj.– Children will en-joy self
expression through music & dance.
Dance Party Friday!!!
Obj.– Children will en-joy self
expression through music & dance.
Dance Party Friday!!!
Obj.– Children will enjoy self
expression through music & dance.
Theme: Winter S.T.E.M Enrichment: STEM Week: January 8– 12, 2018
Day of the Week
Garderie 2
Garderie 3
Garderie 4
Crème Prep
TK/Private Kindergarten
Apres School
Monday
Color and Number sorting
Obj: Children will practice sorting by number and color.
Snow flake Symmetry Obj: Children will learn about symmetry while learning about snow-
flakes.
Snow flake Symmetry Obj: Children will learn about symmetry while learning about snow-
flakes.
Snow flake Symmetry Obj: Children will learn about symmetry while learning about snow-
flakes.
Snow flake Symmetry Obj: Children will learn about symmetry while learning about snow-
flakes.
N/A
Tuesday
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.
N/A
Wednesday
Build A Igloo Obj: Children will
construct a igloo with marshmallows.
Build A Igloo Obj: Children will con-
struct a igloo with marshmallows.
Build A Igloo Obj: Children will con-
struct a igloo with marshmallows.
Build A Igloo Obj: Children will con-
struct a igloo with marshmallows.
Build A Igloo Obj: Children will con-
struct a igloo with marshmallows.
Build A Igloo Obj: Children will con-
struct a igloo with marshmallows.
Thursday
Bottle Crush Magic Trick
Obj: Children will
review subjects learned this week in
learning centers.
Bottle Crush Magic Trick
Obj: Children will re-view subjects learned this week in learning
centers.
Bottle Crush Magic Trick
Obj: Children will re-view subjects learned this week in learning
centers.
Bottle Crush Magic Trick
Obj: Children will re-view subjects learned this week in learning
centers.
Bottle Crush Magic Trick
Obj: Children will re-view subjects learned this week in learning
centers.
Friday
Chef It Up! Fairy bread
Chef It Up! Fairy bread
Chef It Up! Fairy bread
Chef It Up! Fairy bread
Chef It Up! Fairy bread
Chef It Up! Fairy bread