Tishomingo Public Schools

Lesson Plans for My Family and Me - Friends and Pets (Week 3)

Date

Teacher

Wonderful Word

loyal

Character
Education

Tolerance
Helpfulness

Technology

Writer's Corner; Reading Buddy
X.A.1. X.A.2. X.A.3. X.A.4. IV.B.1. IV.D.1. III.A.1.

Literacy

Oral Language, Written Expression, Vocabulary

Letter
Knowledge

Ss/Pp

Math

Geometry

English Vocabulary

attributes, celebration, commonalities, different, domestic, exotic, friendship, habitat, loyal, observe, partner, pets, question, similar (same), startled

LESSON COMPONENTS

Day 1

Day 2

Day 3

Day 4

Day 5

Greeting Circle
Time:

• Building community
• Morning Message

I.B.2.c., I.C.6., III.B.1.

• Building community
• Morning Message

I.C.7, I.B.2.b., I.C.2.

• Building community
• Morning Message

I.C.6., III.B.1., VIII.B.1.

• Building community
• Morning Message

I.C.6., IX.A.1., III.B.1.

• Building community
• Morning Message

I.A.2., III.C.1., VIII.B.1.

Moving and Learning
Time:

Cooperative Musical Circles • Círculos musicales de colaboración game

Back-to-Back Lifts • Levantarse juntando las espaldas exercises

Musical Dog and Bone • Perro y hueso musicales game

Imitate animal movements

“Rock and Roll Pat-a-Cake” clapping pattern

Read-Aloud
Time:

A to Z Helping Hands • Manos amables de la A a la Z
• Interpret photographs in book
• Children suggest ways they are helpful

“Silly Nellie” • “Nelly, la pavita tonta" story folder
• Extend concept of helpfulnes • amabilidad
• Recall story details

II.D.4., III.D.3.

Shubert’s New Friends
• Discuss character’s feelings
• Practice helpful greetings

“Kylie and Riley” • “Tita y Rita” participation story
• Participate in telling a story
• Listen for rhyming words

I.C.3., I.C.6., III.B.6.

Sara Sidney’s Runaway Adventure • Sara, l a iguana que se escapó
• Discuss pet care
• Recall story details

“My Dog Willy” • “Willy” participation story
• Enrich vocabulary—commotion
• Listen to story prompts and respond

III.D.3., II.D.1., II.D.5.

Sara Sidney’s Runaway Adventure •
Sara, la iguana que se escapó
• Notice character’s feelings
• Review calming strategies

“Forest Friends” • “Los amigos del bosque” story folder
• Discuss how characters help each other
• Practice describing objects

I.B.2.c., II.D.1.

“Forest Friends” • “Los amigos del bosque” story folder
• List synonyms for see
• Listen for synonyms in story

This Way to Pre-K • Camino a Pre- Kinder
• Count friends in story
• Compare story activities with classroom
activities

VI.A.1., I.C.7., III.D.3.

Weekly Learning Centers
Time:

• Creativity Station-Create a mural
• Fine Motor-Tic Tac Toe
• Library and Listening-Activities with friends

• Creativity Station-Make friendship circles
• Fine Motor-Ping Pong ball races
• Library and Listening-Explore books about friendship

• Creativity Station-Pet collages
• Fine Motor-Penny drop game
• Library and Listening-Retell a story with
a friend using story folder props

• Creativity Station-Build a robot
• Fine Motor-Pet Concentration
• Library and Listening-Share a story with a friend

• Creativity Station-Paint with a friend
• Fine Motor-Play dough activity
• Library and Listening-Share a book with a friend and explore favorite pages

Literacy
Learning Centers
Time:

• Discuss loyalty and friendship
• Compare families and friends on Venn diagram

Centers
• Creativity Station-Create new feathers
for Nellie
• ABC-Shape the first letter in a friend’s
name
• Writer's Corner-Write in sand

I.C.7., VII.A.1., VII.A.2.

• List activities to do with a friend
• Discuss concept of loyalty

Centers
• Writer's Corner-Write a note to a friend
• Fine Motor-String a friendship necklace
• Language and Literacy-Find a Friend game

II.D.5., II.B.3.

• Discuss different pets
• Graph favorite pets

Centers
• Creativity Station-Draw a pet
• Listening and Library-Listen to a story
• ABC-Copy vocabulary words with magnetic letters

II.D.5., V.E.1., V.E.2.

• Develop list of synonyms for friend
• Learn Friendship Chant • Cántico de la amistad

Centers
• ABC-Work with name puzzles
• Writer's Corner-Identify letter p on cards
• Library and Listening-Listen to story

II.D.1., III.B.2.

• Create list of “alone” activities and “with
a friend” activities

Centers
• ABC-Form friend’s name with magnetic
letters
• Language and Literacy-Retell story
• Creativity Station-Make play dough hills

I.C.4., I.C.7., II.B.6.

Math and Science
Learning Centers
Time:

• Compare two different triangles

Centers
• Math-Create a pattern block design with a partner
• Science-Match photos of hands with child

V.C.1., V.E.1., VI.A.1.

• Compare AngLeg quadrilaterals
• Graph data on ages of children

Centers
• Fine Motor-Trace shape stencils with
partner
• Math-Create AngLeg quadrilaterals

V.C.1., V.E.1., V.E.2.

• Use positional vocabulary
• Observe changes

Centers
• Math-Play a memory game with a
partner
• Science-Sort pets by number of legs

V.C.3., V.E.1., VI.B.1.

• Flip, slide, and turn shapes
• Match orientation of shapes

Centers
• Creativity Station-Mix colors and note changes
• Science-Create pattern block designs

V.C.4. V.E.1., VI.A.2.

• Duplicate pattern-block shapes
• Create new pattern-block designs

Centers
• Fine Motor-Create a friendship bracelet
• Science-Create multiple designs with same blocks

V.C.4., V.E.1., VI.A.2.

Content Connections
Time:

Social Studies
• Compare puppets, crackers, and musical instruments

VII.A.1., V.E.1., VI.A.1.

Physical Development
• Blow and chase bubbles

IX.B.2., I.C.4.

Science
• Learn about iguanas

III.D.2., VI.B.1.

Fine Arts
• Mirror dance with a friend

VIII.B.2., VIII.C.1., IX.A.2.

Social and Emotional
• "Freddie Frog” • “Juanito el sapito” and Tummy Ticklers

I.C.4., I.C.7.

Closing Circle
Time:

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

Outdoor Learning

• Parachute activities

• Sidewalk drawing with a friend

• Iguana Tag

• Bug search with a friend

• Parachute activites

Learning Goals

• I.B.2.c. Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary
• I.C.6. Demonstrates empathy and
caring for others
• III.B.1. Separates a normally spoken
four-word sentence into individual words
• II.D.4. Uses a large speaking vocabulary, adding several new words daily
• III.D.3. Asks and answers appropriate questions about the book
• I.C.7. Begins to have meaningful friends
• VII.A.1. Identifies similarities and
differences in characteristics of
people
• VII.A.2. Identifies similarities and
differences in characteristics of families
• V.C.1. Names common shapes
• V.E.1. Sorts objects that are the same
and different into groups and uses language to describe how the groups are similar and different
• VI.A.1. Describes, observes, and
investigates properties and characteristics of common objects
• VII.A.1. Identifies similarities and differences in characteristics of people

• I.C.7. Begins to have meaningful
friends
• I.B.2.b. Is aware of own feelings most of
the time
• I.C.2. Assumes various roles and responsibilities as part of a classroom community
• I.C.3. Shows competence in initiating social interactions
• I.C.6. Demonstrates empathy and
caring for others
• III.B.6. Produces a word that rhymes with a given word
• II.D.5. Uses category labels to understand how words and objects relate to each other
• II.B.3. Provides appropriate information
for various situations
• V.C.1. Names common shapes
• V.E.1. Sorts objects that are the same
and different into groups and uses language to describe
how the groups are similar and different
• V.E.2. Collects data and organizes it in a
graphic representation
• IX.B.2. Shows increasing control of
tasks that require eye-hand coordination
• I.C.4. Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a
common plan and goal

• I.C.6. Demonstrates empathy and caring
for others
• III.B.1. Separates a normally spoken four-word sentence into individual words
• VIII.B.1. Participates in classroom music
activities
• III.D.3. Asks and answers appropriate questions about the book
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• II.D.5. Uses category labels to understand how words and objects relate to each other
• V.E.1. Sorts objects that are the same
and different into groups and uses
language to describe how the groups
are similar and different
• V.E.2. Collects data and organizes it in a graphic representation
• V.C.3. Demonstrates use of location words
• VI.B.1. Identifies and describes the
characteristics of organisms
• III.D.2. Uses information learned
from books by describing, relating, categorizing, or comparing and contrasting

• I.C.6. Demonstrates empathy and
caring for others
• IX.A.1. Demonstrates coordination and
balance in isolation
• III.B.1. Separates a normally spoken four-word sentence into individual words
• I.B.2.c. Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• III.B.2. Combines words to make a
compound word
• V.C.4. Slides, flips, and turns shapes
to demonstrate that the shapes remain the same
• V.E.1. Sorts objects that are the same
and different into groups and uses language to describe how the groups are similar and different
• VI.A.2. Investigates and describes position and motion of objects
• VIII.B.2. Responds to different musical
styles through movement and play
• VIII.C.1. Creates or re-creates stories, moods, or experiences through dramatic representations
• IX.A.2. Coordinates sequence of movements to perform tasks

• I.A.2. Shows awareness of areas of
competence and describes self positively in what he is able to do
• III.C.1. Names at least 20 upper- and at least 20 lowercase letters
• VIII.B.1. Participates in classroom music
activities
• VI.A.1. Describes, observes, and investigates properties and characteristics of common objects
• I.C.7. Begins to have meaningful friends
• III.D.3. Asks and answers appropriate questions about the book
• I.C.4. Increasingly interacts and
communicates with peers to initiate pretend-play scenarios that share a common plan and goal
• II.B.6. Matches language to social contexts
• V.C.4. Slides, flips, and turns shapes
to demonstrate that the shapes remain the same
• V.E.1. Sorts objects that are the same
and different into groups and uses
language to describe how the groups
are similar and different
• VI.A.2. Investigates and describes position and motion of objects

Date

Teacher

Technology

Writer's Corner; Reading Buddy
X.A.1. X.A.2. X.A.3. X.A.4. IV.B.1. IV.D.1. III.A.1.

Letter
Knowledge

Ss/Pp

Math

Geometry

LESSON COMPONENTS

Day 1

Day 2 Chickasaw Festival

Day 3

Day 4

Day 5

Greeting Circle
Time:

• Building community
• Morning Message

I.B.2.c., I.C.6., III.B.1.

• Building community
• Morning Message

I.C.7, I.B.2.b., I.C.2.

• Building community
• Morning Message

I.C.6., III.B.1., VIII.B.1.

• Building community
• Morning Message

I.C.6., IX.A.1., III.B.1.

• Building community
• Morning Message

I.A.2., III.C.1., VIII.B.1.

Moving and Learning
Time:

Cooperative Musical Circles • Círculos musicales de colaboración game

Back-to-Back Lifts • Levantarse juntando las espaldas exercises

Musical Dog and Bone • Perro y hueso musicales game

Imitate animal movements

“Rock and Roll Pat-a-Cake” clapping pattern

Read-Aloud
Time:

Weekly Learning Centers
Time:

• Creativity Station-Create a mural
• Fine Motor-Tic Tac Toe
• Library and Listening-Activities with friends

• Creativity Station-Make friendship circles
• Fine Motor-Ping Pong ball races
• Library and Listening-Explore books about friendship

• Creativity Station-Pet collages
• Fine Motor-Penny drop game
• Library and Listening-Retell a story with
a friend using story folder props

• Creativity Station-Build a robot
• Fine Motor-Pet Concentration
• Library and Listening-Share a story with a friend

• Creativity Station-Paint with a friend
• Fine Motor-Play dough activity
• Library and Listening-Share a book with a friend and explore favorite pages

Literacy
Learning Centers
Time:

Math and Science
Learning Centers
Time:

• Compare two different triangles

Centers
• Math-Create a pattern block design with a partner
• Science-Match photos of hands with child

V.C.1., V.E.1., VI.A.1.

• Compare AngLeg quadrilaterals
• Graph data on ages of children

Centers
• Fine Motor-Trace shape stencils with
partner
• Math-Create AngLeg quadrilaterals

V.C.1., V.E.1., V.E.2.

• Use positional vocabulary
• Observe changes

Centers
• Math-Play a memory game with a
partner
• Science-Sort pets by number of legs

V.C.3., V.E.1., VI.B.1.

• Flip, slide, and turn shapes
• Match orientation of shapes

Centers
• Creativity Station-Mix colors and note changes
• Science-Create pattern block designs

V.C.4. V.E.1., VI.A.2.

Content Connections
Time:

Social Studies
• Compare puppets, crackers, and musical instruments

VII.A.1., V.E.1., VI.A.1.

Physical Development
• Blow and chase bubbles

IX.B.2., I.C.4.

Science
• Learn about iguanas

III.D.2., VI.B.1.

Fine Arts
• Mirror dance with a friend

VIII.B.2., VIII.C.1., IX.A.2.

Social and Emotional
• "Freddie Frog” • “Juanito el sapito” and Tummy Ticklers

I.C.4., I.C.7.

Closing Circle
Time:

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

Outdoor Learning

• Parachute activities

• Sidewalk drawing with a friend

• Iguana Tag

• Bug search with a friend

• Parachute activites

Learning Goals

Wonderful Word

residence

Character
Education

Tolerance
Helpfulness

Technology

Words Words Words, Fanny's Computer Tutor, Name Game X.A.1. X.A.2. IV.B.1. II.D.1.

Literacy

Oral Language, Vocabulary, Written Expression

Letter
Knowledge

Ff/Dd

Math

Geometry

English Vocabulary

apartment, habitats, home, journal, noisy, permanent, rectangle, relatives, residence, sibling, square, suitcase, temporary, triangle, unusual

LESSON COMPONENTS

Day 1

Day 2

Day 3 Chickasaw festival

Day 4

Day 5

Greeting Circle
Time:

• Building community
• Morning Message

I.B.2.b., III.B.1, I.C.2.

• Building community
• Morning Message

I.C.6., II.C.2.

• Building community
• Morning Message

II.A.2., I.C.2., I.C.6.

• Building community
• Morning Message

I.C.6., I.D.2., II.A.1.

• Building community
• Morning Message

II.D.5., I.C.2.

Moving and Learning
Time:

“Ten in the Bed” • “Diez en una cama” action song

“The Rhyme Family” rhythm song

Grandmother’s Buttons • Los botones de la abuela game

“The Cool Bear Hunt” participation story

“Window Watching” • “Mirando por la ventana” finger play

Read-Aloud
Time:

Homes for Everyone • Casas para todos clases
• Introduce vocabulary

“The Sweet Mother Who Lives in a Shoe"•
“La dulce señora que vive en un zapato” listening story
• Imagine living in a shoe
• Compare rhymes

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

Shubert’s Helpful Day
• Recall story details
• Discuss ways to be helpful

Homes for Everyone • Casas para todos clases
• Add to “Home” chart
• Practice describing a home

III.D.3, II.D.4.

Skidamarink • Es amor
• Introduce setting as story element
• Read and sing the story

“My Noisy House” • “Mi casa ruidosa” story folder
• Tell a story with props
• Create a T-chart

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

“Animal Habitats and Homes” • “Los hábitats y casas de los animales” . . .
• Introduce habitat
• Match animals to their habitats

“Zanzibar Zoo” (Fanny Frog’s Fantastic Poems and Rhymes)
• Distinguish between natural and artificial habitats
• Introduce vocabulary

II.D.5., II.D.1., VI.B.3.

“Reagan’s Journal” • “El diario de Reagan”
• Use photo to get information
• Connect journal entry to children’s experiences

“There Is a Sweet Mother Who Lives in a Shoe” • “La dulce señora que vive en un zapato” listening story
• Compare shoe house to children’s homes
• Learn finger play

VII.A.2., IV.D.1., II.A.1.

Weekly Learning Centers
Time:

• Pretend and Learn-Serve snacks
• Creativity Station-Build homes
• Construction-Build houses/Reflection questions

• Pretend and Learn-Bathe the baby doll
• Creativity Station-Paint homes
• Construction-Build houses/Reflection questions

• Pretend and Learn-Polish shoes
• Creativity Station-Decorate homes
• Construction-Build houses/Reflection questions

• Pretend and Learn-Arrange flowers
• Creativity Station-Furnish homes
• Construction-Build houses/Reflection questions

• Pretend and Learn-Read to a sibling (doll)
• Creativity Station-Make roofs
• Construction-Build houses/Reflection questions

Literacy
Learning Centers
Time:

• Introduce different types of houses
• Clap syllables and compare home and apartment

Centers
• Writer's Corner-Copy words with magnetic letters
• Creativity Station-Draw homes
• Library and Listening-Listen to story

VII.A.2., III.B.4.

• Discuss sibling activities
• Create a sibling graph

Centers
• ABC-Copy words
• Writer's Corner-Dictate a sentence about siblings
• Listening and Library-Listen to story

II.E.1., II.B.6., Forerunner V.E.2.

• Model packing a suitcase
• Learn to read a rebus poster

Centers
• Pretend and Learn-Follow rebus poster directions
• ABC-Create a luggage tag
• Fine Motor-Paste a collage of noisy things

II.D.5.. III.A.2.

• Match animals to their habitats and homes
• Identify letter h in words

Centers
• Library and Listening-Retell story with story props
• Gross Motor Area-Plan and create a bear cave
• Language and Literacy-Match animals and homes

VI.B.3., II.A.1.

• Discuss different kinds of homes
• Compare permanent and temporary homes

Centers
• Fine Motor-Create home models
• Construction-Build with paper bag blocks
• Writer's Corner-Draw and write in journal

II.D.4., VII.B.1., II.E.5.

Math and Science
Learning Centers
Time:

• Use house shape to introduce geometric solids

Centers
• Sensory Table-Make prints of geometric solid faces
• Science-Compare ways to move shapes from start to finish

V.C.1., V.C.4, VI.A.2.

• Go on a shape hunt
• Record shapes seen

Centers
• Creativity Station-Glue shapes to build house
• Math-Use pattern blocks to design house

V.A.5., V.C.1., V.C.2.

• Explore the shapes on the faces of a tent
• Create triangles with AngLegs

Centers
• Math-Combine pattern blocks to form triangles
• Science-Roll cars down different slopes

V.C.1., V.C.2., V.C.4.

• Introduce perpendicular lines
• Compare quadrilaterals

Centers
• Creativity Station-Glue craft stick windows on house
• Construction-Study blueprints; build with blocks

V.C.1., V.C.2., V.C.4.

• Match block shapes
• Draw circles

Centers
• Fine Motor-Roll spheres of play dough
• Science-Roll tubes down different slopes

V.C.1., V.C.2., V.C.3.

Content Connections
Time:

Fine Arts
• Draw a shoe house

VIII.A.2., II.D.5.

Physical Development and Math
• Play two active games that require shape identification

IX.A.1., V.C.1.

Fine Arts
• Paint and print geometric solid faces

VIII.A.1., VIII.A.2.

Fine Arts
• Sing a variety of songs about animal habitats

VIII.B.1., VIII.C.1., VI.B.3.

Fine Arts
• “Little Red House” participation story

VIII.A.2., II.A.1.

Closing Circle
Time:

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

Outdoor Learning

• Camping and tent fun - setting up camp

• Camping and tent fun - reading

• Camping and tent fun - drawing

• Camping and tent fun - games

• Camping and tent fun - snacks

Learning Goals

• I.B.2.b. Is aware of own feelings most of
the time
• III.B.1. Separates a normally spoken
four-word sentence into
individual words
• I.C.2. Assumes various roles and
responsibilities as part of a
classroom community
• III.D.2. Uses information learned
from books by describing,
relating, categorizing, or
comparing and contrasting
• III.D.3. Asks and answers
appropriate questions
about the book
• VII.A.2. Identifies similarities and
differences in characteristics of
families
• III.B.4. Combines syllables into words
• V.C.1. Names common shapes
• V.C.4. Slides, flips, and turns shapes
to demonstrate that the shapes
remain the same
• VI.A.2. Investigates and describes position
and motion of objects
• VIII.A.2. Uses art as a form of
creative self-expression
and representation
• II.D.5. Uses category labels to understand how words and objects relate to each other

• I.C.6. Demonstrates empathy and
caring for others
• II.C.2. Perceives differences between similar sounding words
• III.D.3 Asks and answers
appropriate questions
about the book
• II.D.4. Uses a large speaking
vocabulary, adding several
new words daily
• II.E.1. Uses complete sentences
of four or more words with
grammatical complexity
• II.B.6. Matches language to social contexts
• Forerunner V.E.2. Identifies equal and unequal sets
• V.A.5. Counts up to ten items, and
demonstrates that the last
count indicates how many
items were counted
• V.C.1. Names common shapes
• V.C.2. Creates shape
• IX.A.1. Demonstrates
coordination and balance
in isolation
• V.C.1. Names common shapes

• II.A.2. Shows understanding by following two-step oral directions, and usually follows three-step directions
• I.C.2. Assumes various roles and responsibilities as part of a classroom community
• I.C.6. Demonstrates empathy and
caring for other
• III.D.2. Uses information learned
from books by describing,
relating, categorizing, or
comparing and contrasting
• III.D.3. Asks and answers
appropriate questions
about the book
• II.D.5. Uses category labels to
understand how words and
objects relate to each other
• III.A.2. Uses books and other written
materials to engage in pre-reading behaviors
• V.C.1. Names common shapes
• V.C.2. Creates shapes
• V.C.4. Slides, flips, and turns shapes
to demonstrate that the shapes
remain the same
• VIII.A.1. Uses a variety of art
materials and activities for
sensory experience and
exploration
• VIII.A.2. Uses art as a form of creative self-expression and representation

• I.C.6. Demonstrates empathy and caring for others
• I.D.2. Demonstrates an understanding
that others have perspectives
and feelings that are different from her own
• II.A.1. Shows understanding by
responding appropriately
• II.D.5. Uses category labels to
understand how words and objects relate to each other
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• VI.B.3. Recognizes, observes, and
discusses the relationship of organisms to their environments
• VI.B.3. Recognizes, observes, and
discusses the relationship of organisms to their environments
• II.A.1. Shows understanding by responding appropriately
• V.C.1. Names common shapes
• V.C.2. Creates shapes
• V.C.4. Slides, flips, and turns shapes
to demonstrate that the shapes
remain the same
• VIII.B.1. Participates in classroom
music activities
• VIII.C.1. Creates or recreates stories,
moods, or experiences through dramatic representations
• VI.B.3. Recognizes, observes, and
discusses the relationship of organisms to their environments

• II.D.5. Uses category labels to understand how words and objects relate to each other
• I.C.2. Assumes various roles and responsibilities as part of a classroom community
• VII.A.2. Identifies similarities
and differences in characteristics of families
• IV.D.1. Uses appropriate writing
conventions when writing or giving dictation
• II.A.1. Shows understanding by
responding appropriately
• II.D.4. Uses a large speaking
vocabulary, adding several new
words daily
• VII.B.1. Demonstrates that all people
need food, clothing, and shelter
• II.E.5. Combines sentences that give
detail, stays on topic, and clearly communicates
• V.C.1. Names common shapes
• V.C.2. Creates shapes
• V.C.3. Demonstrates use of location
words
• VIII.A.2. Uses art as a form of
creative self-expression and representation
• II.A.1. Shows understanding by responding appropriately

Wonderful Word

fabulous

Character
Education

tolerance
helpfulness

Technology

Sounds and Rhymes - Compound Words
Math - Listen and Find It (X.A.1. X.A.2. III.B.2. III.B.3. V.C.3.)

Literacy

Oral Language, Vocabulary, Phonological Awareness

Letter
Knowledge

Bb/Mm

Math

One-to-One Correspondence, Counting

English Vocabulary

America, cooperative, crowded, extended family, fabulous, family, family name, fragile, grandfather, grandmother, nuclear family, relatives, slide, soar, spin, twist, unique, wiggle

LESSON COMPONENTS

Day 1

Day 2

Day 3

Day 4

Day 5

Greeting Circle
Time:

• Building community
• Morning Message

I.B.2.c., I.C.2., VIII.B.1

• Building community
• Morning Message

I.C.2., I.C.4, III.C.1.

• Building community
• Morning Message

I.C.4., I.C.2., III.C.1.

• Building community
• Morning Message

I.C.2., III.B.1,

• Building community
• Morning Message

I.C.4., VIII.B.1., V.A.9., III.C.1

Moving and Learning
Time:

Grandmother’s Buttons • Los botones de abuela game

Grandpa’s Glasses • Los anteojos del abuelo game

Duck, Duck, Duckie • Pato, pato, patito game

“The Numeral Dance” • “El baile de los números” song and dance

Read-Aloud
Time:

Cristina and the Frog • Cristina y la rana
• Introduce vocabulary
• Use picture cues to make predictions

Cristina and the Frog • Cristina y la rana
• Check predictions
• List character family members

II.D.1., III.D.3

Little Red • Gorrita Roja
• Relate story to “wish you well” gesture
• Explore possible lessons in story

Meet My Grandparents • Conocer a los abuelos
• Introduce table of contents
• Think about names grandfathers are called

VII.A.2., II.B.3.

“My Aunt Violet” • “Mi tía Violeta” story folder
• Discuss extended family members
• Introduce compound words

Meet My Grandparents • Conocer a los abuelos
• Discuss names grandmothers are called
• Introduce Pledge of Allegience

II.D.1., VII.D.2., III.B.2.

Skidamarink • Es amor
• Introduce animal parent and child names
• Discuss animal families

Silly Nellie” • “Nelly, la pavita tonta” story folder
• Enjoy a funny story Introduce idea of “silly sayings”

II.D.1., VI.B.1., II.D.3

A to Z Ps and Qs • Buenos modales de la A a la Z
• Discuss good manners
• Enjoy an alphabet book

The Numeral Dance • El Baile de los números
• Introduce movement vocabulary
• Move in new ways

I.C.1., II.D.1., V.A.9.

Weekly Learning Centers
Time:

• Pretend and Learn - Cook and serve
• Creativity Station - Paint pictures of family members
• Writer's Corner- Write a letter to mom or dad

• Pretend and Learn - Role-play household jobs
• Creativity Station - Paint pictures of extended family members
• Writer's Corner - Write to a sibling or friend

• Pretend and Learn - Pack a suitcase
• Creativity Station - Paint pictures of family homes
• Writer's Corner - Write to grandmother, grandfather, aunt or uncle

• Pretend and Learn - Role-play house cleaning
• Creativity Station - Use play dough for pictures
• Writer's Corner - Write to a pet or a letter asking for a pet

• Pretend and Learn - Sort clothes
• Creativity Station - Use play dough to create alphabet letters
• Writer's Corner - Practice writing uppercase and lowercase letters (the alphabet family)

Literacy
Learning Centers
Time:

• Create a family word web
• Discuss different families

Centers:
• Writer’s Corner- Copy words with
magnetic letters
• Creative Station - Draw family portraits
• Language and Literacy - Create stick puppets

II.D.1., VII.A.2.

• Discuss the work of families
• Categorize family jobs

Centers:
• Library & Listening - Listen to story
• Construction Center - Match tools to shadows
• Writer’s Corner - Create “to do” lists

II.D.4, VII.A.2., IV.D.1.

• Listen for a special word in a story
• List things grandmothers enjoy

Centers:
• Writer’s Corner - Copy children’s names for grandparents
• Library and Listening - Listen to a story
• Creativity Station - Draw grandparents

III.B.2., II.A.1, II.D.5

• Compare animal families
• Chart mother and baby animal names

Centers:
• ABC - Illustrate animal family chart
• Creativity Station - Draw an animal family
• Language and Literacy - Retell a story with story props

II.D.1., VI.B.1

• Compare alphabet letters
• Recognize straight and curved lines

Centers:
• Writer's Corner - Trace letters on gel bags
• Creatvity Station - Paint large letters
• Sensory Table - Write letters in sand

III.C.1., VII.A.2.

Math and Science
Learning Centers
Time:

• Make cube towers to represent number in a family

Centers:
• Math - Construct cube towers
• Pretend and Learn - Practice setting a table

V.A.1., V.A.3., V.A.5.

• Recognize how many without counting

Centers:
• Creativity Station -Create a three collage • • • Language and Literacy - Retell “The Three Bears” • “Los tres osos”

V.A.1., V.A.8., VII.C.1.

• Compare chain links to show few and many; Count chain links

Centers:
• Math - Counting game
• Pretend and Learn - Pretend to have a picnic

V.A.2., V.A.3., V.A.5.

• Discuss a duck’s webbed feet
• Develop strategy for counting groups of objects

Centers:
• Sensory Table - Pretend to feed ducklings
• Science - Match mother and baby animals
V.A.3., V.A.6, VI.B.1.

• Recognize patterns in counting
• Compare the way numerals look

Centers:
• Gross Motor Area - Step through a digit matrix path
• Fine Motor - Match clothespins to correct numerals

V.A.2, V.A.4., V.A.9, VIII.B.2.

Content Connections
Time:

Literacy
• Retell “The Three Bears” • “Los tres osos”
• Match chairs, beds, and bowls to bears
III.D.3., VII.A.2., V.A.3.

Social Studies
• Compare jobs mothers do

VII.B.2., VII.A.2., VI.D.1.

Math and Fine Motor
• Make Fabulous Orange Ball cookies

V.A.3., V.D.2., IX.B.1

Literacy and Science
• Read about animal families
• Introduce alliteration

III.B.7., II.D.1., III.C.2

Fine Arts
• Recognize rhyming words

III.B.6., VIII.B.1.,

Closing Circle
Time:

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

Outdoor Learning

• Have a pretend family picnic

• Play Mother, May I? • ¿Mamá, puedo? (p. 202)
• For diversity, play Father, May I? • ¿Papá, puedo?

• Play Aunt Bessie’s Scarf • El pañuelo de tia Bessie (p.200)

• Encourage children to look for homes of insects
• Provide magnifying glasses for close-up looks

• Hide magnetic letters on the playground and invite children to have a letter hunt
When they are finished, have them check to see if they have found the entire letter family (A to Z).

Learning Goals

● I.B.2.c. Child is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary
● I.C.2. Assumes various roles and responsibilities as part of a classroom community
● VIII.B.1 Participates in classroom music activities
● II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
● III.D.3 Asks and answers appropriate questions about the book
● II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
● VII.A.2. Identifies similarities and differences in characteristics of families
● V.A.1. Knows that objects or parts of an object can be counted
● V.A.3.Counts one to ten items, with one count per item
● V.A.5. Counts up to ten items, and demonstrates that the last count indicates how many items were counted
● III.D.3. Asks and answers appropriate questions about the book
● VII.A.2. Identifies similarities and differences in characteristics of families
●V.A.3. Counts one to ten items, with one count per item

● I.C.2. Shows competence in initiating social interactions
● I.C.4 Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal.
● III.C.1. Names at least 20 upper- and at least 20 lowercase letters
●VII.A.2. Identifies similarities and differences in characteristics of families.
●II.B.3. Provides appropriate information for various situations
● II.D.4. Uses a large speaking vocabulary, adding several new words daily
● VII.A.2. Identifies similarities and differences in characteristics of families
● IV.D.1. Uses some appropriate writing conventions when writing or giving dictation
● V.A.1.Knows that objects, or parts of an object, can be counted
● V.A.8. Verbally identifies, without counting, the number of objects from one to five
● VII.C.1. Identifies and creates common features in her immediate environment
● VII.B.2. Participates in activities to help them become aware of what it means to be a consumer
● VII.A.2. Identifies similarities and differences in characteristics of families
● VI.D.1 Practices good habits of personal safety

● I.C.4. Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal
● I.C.2. Assumes various roles and responsibilities as part of a classroom community
● III.C.1. Names at least 20 upper- and at least 20 lowercase letters
● II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
● VII.D.2. Recites the Pledge of Allegiance to the United States flag and the state flag and observes a moment of silence
● III.B.2. Combines words to make a compound word.
● III.B.2. Combines words to make a compound word.
● II.A.1 Shows understanding by responding appropriately
● II.D.5 Uses category labels to understand how words and objects relate to each other
● V.A.2. Uses words to rote count from 1 to 30
● V.A.3. Counts one to ten items, with one count per item
● V.A.5. Counts up to ten items, and demonstrates that the last count indicates how many items were counted
● V.A.3. Counts one to ten items, with one count per item
● V.D.2. Recognizes how much can be placed within an object
● IX.B.1 Shows control of tasks that require small-muscle strength and control.

● I.C.2. Assumes various roles and responsibilities as part of a classroom community
● III.B.1 Separates a normally spoken four-word sentence into individual words.
● II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
● VI.B.1. Identifies and describes the characteristics of organisms
● II.D.3 Asks and answers appropriate questions about the book
● II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
● VI.B.1 Identifies and describes the characteristics of organisms
● V.A.3. Counts one to ten items, with one count per item
● V.A.6 Demonstrates understanding that when counting, the items can be chosen in any order.
● VI.B.1. Identifies and describes the characteristics of organisms
● III.B.7. Produces a word that begins with the same sound as a given pair of words
● II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
● Names at least 20 upper- and at least 20 lowercase letters III.C.1.
● III.C.2 Recognizes at least 20 letter
sounds

● I.C.4. Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal
● VIII.B.1. Participates in classroom music activities
● V.A.9. Recognizes one-digit numerals 0 through 9
● III.C.1 Names at least 20 upper- and at least 20 lowercase letters
● I.C.1. Develops warm relationships with teachers
● II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
● Recognizes one-digit numerals 0 through 9
● III.C.1. Names at least 20 upper- and at least 20 lowercase letters
● VII.A.2 Identifies similarities and differences in characteristics of families
● V.A.2 Uses words to rote count from 1 to 30 .
● V.A.4. Demonstrates that the order of the counting sequence is always the same regardless of what is counted
● Recognizes one-digit numerals, 0 thruogh 9
● III.B.6. Produces a word that rhymes with a given word
● VIII.B.1. Participates in classroom music activities
● VIII.B.2. Responds to different musical styles through movement and play

September 18-22- Beginning of year assessments( 5 senses/spirit week)

September 11-15- Beginning of year assessments (Frog Street)

Lesson Plans for My School and Me - My Senses (Week 3)

Date

Sept. 5-8

Teacher

Mrs. Bradley

Wonderful Word

sensational

Character
Education

Respect, Responsibility

Technology

Reading Buddy
X.A.1. X.A.2. X.A.5. III.A.1.

Literacy

Listening, Phonological Awareness (or Rhyme
Awareness), Vocabulary

Letter
Knowledge

English - Letters in Child’s Name

Math

Attributes

English Vocabulary

aromas, ears, eyes, hear, listen, nose, odors, see, sensational, senses, skin, smell, taste, tongue

LESSON COMPONENTS

Day 1 No school

Day 2 Blue day

Day 3 green day

Day 4 pink/purple

Day 5 rainbow

Greeting Circle
Time:

• Building community
• Morning Message

I.C.4., II.B.6.

• Building community
• Morning Message

I.C.5.

• Building community
• Morning Message

I.C.1., II.B.2.

• Building community
• Morning Message

I.B.2.a., I.C.2.

• Building community
• Morning Message

I.B.2.a., I.C.1., I.C.2.

Moving and Learning
Time:

“Stop and Go” • “Sigue y détente” game

Freeze • Las estatuas game

“One Elephant” • “Un elefante” song and game

Tongue exercises

Perform the “Listening Story”

Read-Aloud
Time:

Our Senses • Mis sentidos
• Introduce vocabulary
• Talk about parts of a book

Shubert Is a S.T.A.R.
• Talk about feelings
• Introduce Safe Place in classroom

II.D.2., II.D.3.

Little Red • Gorrita Roja
• Take a picture walk through book
• Introduce vocabulary and make predictions

Little Red • Gorrita Roja
• Read first part of book
• Make additional predictions

II.D.5., III.D.3.

Little Red • Gorrita Rojo
• Finish story
• Review story with story props

How to Care for Books • Cómo debemos cuidar los libros rebus poster
• Children practice reading books and sharing information

II.D.1., III.D.1.

“I Use My Senses” • “Yo uso mi sentidos” story folder
• Recall story details
• Participate in telling story

How Do Animals Use their Mouths? • ¿Cómo usan la boca los animales?
• Introduce vocabulary
• Introduce vocabulary Compare ways animals and humans use their mouths
III.D.1., II.A.1.

“I Use My Senses” • “Yo uso mis sentidos” story folder
• Create a T-chart to compare what is heard versus what is seen

Body Talk in Rhyme • El cuerpo habla en rimas
• Identify pattern in story text
• Extend story with new verse

II.D.5., III.D.2.

Weekly Learning Centers
Time:

• Sensory Table-Bubbles and colors
• Gross Motor Area-Use various tactile items
• Creativity Station-Finger paint

• Sensory Table-Bubbles and temperature
• Gross Motor Area-Use various tactile items
• Creativity Station-Paint to music

• Sensory Table-Sand exploration
• Gross Motor Area-Use various tactile items
• Creativity Station-Use scented paints

• Sensory Table-Sand exploration
• Gross Motor Area-Use various tactile items
• Creativity Station-Paint with pudding

• Sensory Table-Excavating in sand
• Gross Motor Area-Use various tactile items
• Creativity Station-Use textured or tactile paints

Literacy
Learning Centers
Time:

• Use sense of sight in memory game
• Identify missing object

Centers
• ABC-Play memory game with letters
• Language and Literacy-Play rhythm instrument guessing game
• Writer's Corner-Focus on eyes—drawing and writing

II.D.1., VI.A.1.

• Identify nonrhyming word in set of three words

Centers
• Gross Motor Area-Play Freeze
• Science-Recognize loud and
soft sounds
• Creativity Station-Draw to music

II.A.1., II.C.2.

• Introduce sense of smell
• Experience different scents with smelly bottles

Centers
• Science-Match aromas in smelly bottles
• Writer's Corner-Draw with scented markers
• Creativity Station-Paint with scratch and sniff paint

II.D.4., III.D.2.

• Introduce different tastes
• Describe tastes

Centers
• Math-Categorize tastes
• Writer's Corner-Create a collage of tasty foods
• Language and Literacy-Retell “I Use My Senses”

II.D.1., II.D.5.

• Categorize things that can be felt as seen or not seen

Centers
• Gross Motor Area-Use feet to feel
• Creativity Station-Finger paint with thick and thin paint
• Fine Motor-Make handprints with textured play dough

II.D.5., III.D.2.

Math and Science
Learning Centers
Time:

• Identify attributes of buttons

Centers
• Math-Explore sets of manipulatives
• Science-Explore with a magnifying glass

V.A.8., V.C.1., VI.A.1.

• Explore the xylophone
• Predict high and low sounds

Centers
• Math-Use a ten-frame to count
• Science-Feel the vibrations on the xylophone

V.A.2., V.A.4., VI.A.1.

• Use senses to gather information

Centers
• Math-Sort and categorize foods by taste
• Science-Use sense of smell

V.E.2., VI.A.1.

• Describe how objects feel

Centers
• Math-Trace numerals in shaving cream
• Science-Describe objects in feely boxes

V.A.9., V.E.1., VI.A.1.

• Use a grid to play the memory game

Centers
• Math-Practice recording data
• Fine Motor-Play Hiding Game • El juego
del escondite

V.E.3., VI.A.1., V.E.1.

Content Connections
Time:

Social Studies and Safety
• Learn safety rules for crossing a street

Fine Arts and Science
• Make a paper-plate tambourine

VI.A.2.

Literacy
• Act out Little Red • Gorrita Roja

III.D.1.

Art
• Create a touch-and-feel collage

VI.A.1., VIII.A.1.

Writing
• Compare feathers and crayons

IV.C.1.

Closing Circle
Time:

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

Outdoor Learning

• Learning with sunglasses

• Listening walk

• Bubble mixtures

• Snacks outside

• Finding the wind

Learning Goals

• I.C.4. Increasingly interacts and communicates with peers to initiate pretend- play scenarios that share a common plan and goal.
• II.B.6. Matches language to social contexts
• II.D.2. Demonstrates understanding of terms used in the instructional language of the classroom
• II.D.3. Child demonstrates understanding in a variety of ways or knowing the meaning of 3,000 to 4,000 words*, many more than he or she uses. ELL: Child learning English as a second language may comprehend up to 1,000 words (ELL student will comprehend many more
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• VI.A.1. Child observes, verbally describes, and investigates properties and characteristics of common objects.
• V.A.8. Verbally identifies, without counting, the number of objects from one to five
• V.C.1. Names common shapes
• VI.A.1. Child observes, verbally describes, and investigates properties and characteristics of common objects.

• I.C.5. Initiates problem-solving strategies and seeks adult help when necessary
• II.D.5. Child increases listening vocabulary. ELL: Child begins to develop and use vocabulary of object names and common phrases in English.
• III.D.3. Child asks and responds to questions relevant to the text read aloud.
• II.A.1. Shows understanding by responding appropriately
• II.C.2. Perceives differences between similar-sounding words
• V.A.2. Uses words to rote count from 1 to 30
• V.A.4. Demonstrates that the order of the counting sequence is always the same regardless of what is counted
• VI.A.1. Child observes, verbally describes, and investigates properties and characteristics of common objects.
• VI.A.2. Child investigates and verbally describes position and motion of objects.

• I.C.1 Child uses positive communication or conversation skills to build relationships with others.
• II.B.2. Engages in conversations in appropriate ways
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• III.D.1. Retells or reenacts a story after it is read aloud
• II.D.4. Uses a large speaking vocabulary, adding several new words daily
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• V.E.2. Collects data and organizes it in a graphic representation
• VI.A.1. Child observes, verbally describes, and investigates properties and characteristics of common objects.
• III.D.1. Retells or reenacts a story after it is read aloud

• I.B.2.a. Child begins to understand difference and connection between emotions/feelings and behaviors
• I.C.2. Assumes various roles and responsibilities as part of a classroom community
• III.D.1. Retells or reenacts a story after it is read aloud
• II.A.1. Shows understanding by responding appropriately
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• II.D.5. Child increases listening vocabulary. ELL: Child begins to develop and use vocabulary of object names and common phrases in English.
• V.A.9. Recognizes one-digit numerals 0 through 9
• V.E.1. Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different
• VI.A.1. Child observes, verbally describes, and investigates properties and characteristics of common objects.
• VI.A.1. Child observes, verbally describes, and investigates properties and characteristics of common objects.
• VIII.A.1. Uses a variety of art materials and activities for sensory experience and exploration

• I.B.2.a. Child begins to understand difference and connection between emotions/feelings and behaviors
• I.C.1 Child uses positive communication or conversation skills to build relationships with others.
• I.C.2. Assumes various roles and responsibilities as part of a classroom community
• II.D.5. Child increases listening vocabulary. ELL: Child begins to develop and use vocabulary of object names and common phrases in English.
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• II.D.5. Child increases listening vocabulary. ELL: Child begins to develop and use vocabulary of object names and common phrases in English.
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• V.E.3. Recognizes and creates patterns
• VI.A.1. Child observes, verbally describes, and investigates properties and characteristics of common objects.
• V.E.1. Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different
• IV.C.1. Child writes own name (first name or frequent nickname) using the letters in proper sequence.

Wonderful Word

responsibility

Character
Education

Respect, Responsibility

Technology

Name Game - Letters in first name
X.A.1. X.A.2. III.C.1.

Literacy

Vocabulary, Phonological Awareness

Letter
Knowledge

- Letters in Child’s Name

Math

Position Words

English Vocabulary

brushing, closed, down, face, fingers, hands, head, knees, open, responsibility, shoulder, teeth, toes, up

LESSON COMPONENTS

day1 red day

day2 orange day

Day 3 yellow day

Day 4 gray day

Day 5 black and white

Greeting Circle
Time:

• Building community
• Morning Message
Leader/calendar activities

I.C.2., II.D.1.

• Building community
• Morning Message
Leader/calendar activities

I.C.1., II.A.1.

• Building community
• Morning Message
Leader/calendar activities

III.B.1., III.B.2.

• Building community
• Morning Message
Leader/calendar activities

I.C.6., II.A.1.

• Building community
• Morning Message
Leader/calendar activities

II.A.1., IX.A.2.

Moving and Learning
Time:

The Hokey Pokey • Baila el hokey pokey dance

Simon Says • Simón dice game

“Shake a Hand” handshakes

“Hands and Fingers” • “Manos y dedos” participation song

Jumping jacks, toe touches, push-ups, squats, and arm swings

Read-Aloud
Time:

Body Talk in Rhyme • El cuerpo habla en rimas
• Introduce vocabulary
• Associate movements with body parts

“The Gingerbread Boy” • “El muñequito de jengibre” story folder
• Participate in telling a story
• Recall story events

II.D.1., II.D.5.

Body Talk in Rhyme • El cuerpo habla en rimas
• Introduce rebus story
• Read the rebus story together

“My Aunt Millie” • “Mi tía Totoca” listening story
• Use imagination to picture story details
• Recall story events

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

“The Gingerbread Boy” • “El muñequito de jengibre” story folder
• Describe Gingerbread Boy
• Listen to “The Gingerbread Girl” and compare stories

Body Talk in Rhyme • El cuerpo habla en rimas
• Play “Tummy Ticklers” • Barrigas que suenan”
• Participate in reading story
III.D.3., II.A.1.

Body Talk in Rhyme • El cuerpo habla en rimas
• Role-play story
• Recognize letters in story title

Hands and Fingers • Manos y dedos
• Demonstrate positional words in story
• Compare story to classroom dance

III.D.1.

Hands and Fingers • Manos y dedos
• Discuss author and illustrator
• Use hand movements to retell story

“I Like School” • “Me gusta la escuela” story folder
• Pantomime action words
• Extend story by adding activities

III.D.1.

Weekly Learning Centers
Time:

• Pretend and Learn-Dress-up
• Gross Motor Area-Activites with legs and feet
• Creativity Station-Children will trace their bodies and add to picture throughout the week.

• Pretend and Learn-Dress-up
• Gross Motor Area-Walk,hop,crawl along a straight line
• Creativity Station-Children will trace their bodies and add to picture throughout the week.

• Pretend and Learn-Dress-up
• Gross Motor Area-Walk, hop, crawl along a zigzag pattern
• Creativity Station-Children will trace their bodies and add to picture throughout the week.

• Pretend and Learn-Dress-up
• Gross Motor Area-Broad-jumping activity
• Creativity Station-Children will trace their bodies and add to picture throughout the week.

• Pretend and Learn-Dress-up
• Gross Motor Area-Broad-jumping challenge
• Creativity Station-Children will trace their bodies and add to picture throughout the week.

Literacy
Learning Centers
Time:

• Introduce body part vocabulary

Centers
• ABC-Use magnetic letters to copy words
• Science-Make and compare fingerprints
• Creativity Station-Draw self-portrait

II.A.1.,II.D.5.,II.D.3.

• Introduce facial features

Centers
• Writer's Corner-Copy words with magnetic letters
• Science-Practice making faces in mirror
• Creativity Station-Make a play dough face

II.B.2., II.B.3., II.D.3.

• Introduce concept of rhyming words
• Use rhyming clues to identify body parts

Centers
• Gross Motor Area-Play rhyming pair game
• Language and Literacy-Role-play story with rhyming refrain
• Library and Listening-Listen to story and identify pairs of rhyming words

II.C.2., III.B.6.

• Play Copy Cat
• Listen for rhyming words

Centers
• Gross Motor Area-Play “I Can, Can You?” • “Yo puedo, ¿y tú?”
• Library and Listening-Listen to story
• Creativity Station-Explore finger painting

II.D.3., II.A.1.

• Introduce concept of compound words
• Play with compound words

Centers
• Writer's Corner-Make a class book
• Language and Literacy-Manipulate concrete items to make compound words
• Creativity Station-Finger paint

III.B.2., III.C.1.

Math and Science
Learning Centers
Time:

• Introduce spatial vocabulary
• Practice using new vocabulary

Centers
• Math-Practice one-to-one counting with l inks
• Science-Use a mirror to view location of hand
fingerprints in blue ink
V.A.3., V.C.3., VI.A.2.

• Practice using positional vocabulary to describe location of facial features

Centers
• Math-Make a face with pattern blocks
• Creativity Station-Put a photo face puzzle together
paint with yellow
IX.B.1., V.C.3., VI.A.2.

• Introduce position words up, down, left, and right
• Use body to demonstrate vertical and horizontal
Centers
• Contruction-Build a block structure and divide it to compare left and right sides
• mix red and yellow paint to create orange
I.A.1., V.C.3., VI.A.2.

• Introduce open, closed, inside, and outside

Centers
• ABC-Sort letters by open and closed shapes
• Science-Sort objects by safe and unsafe to put in mouth
mix blue and yellow and paint with green
V.C.1., V.C.3., IX.B.2.

• Discuss the importance of brushing teeth
• Learn how to brush teeth

Centers
• Math-Sequence picture cards for teeth brushing and hand washing
• paint with red
VI.D.2., V.A.7.

Content Connections
Time:

Science and Social Studies
• Explore and discuss items that protect bodies

VI.D.1.

Fine Arts
• Make a Me Puppet

VIII.A.2.

Math and Science
• Explore difference between running and rolling

VI.A.1., VI.A.2.

Math
• Sort objects as safe or unsafe to put in your mouth

V.C.3., VI.D.1

Physical Development
• Chant compound word playground as you march to outdoor play

III.B.2., IX.A.2.

Closing Circle
Time:

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

Outdoor Learning

• Large muscle games such as Hopscotch, Keep Away, or Red Rover

• Blue contruction paper experiment

• Review and discuss playground rules

Learning Goals

• I.C.2. Assumes various roles and responsibilities as part of a classroom community
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• II.D.5. Uses category labels to understand how words and objects relate to each other
• II.A.1. Shows understanding by responding appropriately
• II.D.5.Uses category labels to understand how words and objects relate to each other
• II.D.3. Demonstrates receptive vocabulary (three to four thousand words)
• V.A.3. Counts one to ten items, with one count per item
• V.C.3. Demonstrates use of location words
• VI.A.2. Investigates and describes position and motion of objects
• VI.D.1. Practices good habits of personal safety

• I.C.1. Develops warm relationships with teachers
• II.A.1. Shows understanding by responding appropriately
• III.A.2. Uses books and other written materials to engage in prereading behaviors
• II.D.1. Uses a wide variety of words to label people, places, things, and actions
• II.B.2. Engages in conversations in appropriate ways
• II.B.3. Provides appropriate information for various situations
• II.D.3. Demonstrates receptive vocabulary (three to four thousand words)
• IX.B.1. Shows control of task that requires small-muscle strength and control
• V.C.3. Demonstrates use of location words
• VI.A.2. Investigates and describes position and motion of objects
• VIII.A.2. Uses art as a form of creative self-expression and representation

• III.B.1. Separates a normally spoken four-word sentence into individual words
• III.B.2. Combines words to make a compound word
• III.D.3. Asks and answers appropriate questions about the book
• II.A.1. Shows understanding by responding appropriately
• II.C.2. Perceives differences between similar-sounding words
• III.B.6. Produces a word that rhymes with a given word
• I.A.1. Is aware of where own body is in space, respects personal boundaries
• V.C.3. Demonstrates use of location words
• VI.A.2. Investigates and describes position and motion of objects
• VI.A.1. Describes, observes, and investigates properties and characteristics of common objects
• VI.A.2. Investigates and describes position and motion of objects

• I.C.6. Demonstrates empathy and
caring for others
• II.A.1. Shows understanding by responding appropriately
• II.D.3. Demonstrates receptive vocabulary (three to four thousand words)
• II.A.1. Shows understanding by responding appropriately
• V.C.1. Names common shapes
• V.C.3. Demonstrates use of location words
• IX.B.2. Shows increasing control of tasks that require eye-hand coordination
• V.C.3. Demonstrates use of location words
• VI.D.1 Practice good habits of personal safety

• II.A.1. Shows understanding by responding appropriately
• IX.A.2. Coordinates sequence of movements to perform tasks
• III.D.1. Retells or reenacts a story after it is read aloud
• III.B.2. Combines words to make a compound word
• III.C.1. Names at least 20 upper- and at least 20 lowercase letters
• VI.D.2. Practices good habits of personal health and hygiene
• V.A.7. Uses the verbal ordinal terms
• III.B.2. Combines words to make a compound word
• IX.A.2. Coordinates sequence of movements to perform tasks

Lesson Plans for My School and Me - This Way to Pre-K (Week 1)

Date

Aug. 21-25

Teacher

Mrs. Bradley

Wonderful Word

routine

Character
Education

Respect

Technology

Frog Street Pre-K Interactive Software will be introduced next week.

Literacy

Oral Language

Letter
Knowledge

Letters in Child's Name; Alphabet

Math

Listening; Attributes

English Vocabulary

centers, circle, classroom, daily schedule, friends, letter wall, listening, pledge, principal, safe, school, teacher

LESSON COMPONENTS

Day 1

Day 2

Day 3

Day 4

Day 5

Greeting Circle
Time:

• Building community
• Introduce responsibilities in the classroom
• Morning Message
I.C.2., VIII.B.1

• Building community
• Introduce and review school routines
• Morning Message

I.C.1., I.C.2.

• Building community
• Introduce and review daily commitments
• Morning Message

I.C.2. III.B.4. III.C.1.

• Building community
• Introduce school outside of the classroom
• Morning Message
II.B.1., I.C.1., I.C.2.

• Building community
• Acknowledge new friendships
• Morning Message

I.C.3., II.B.5., II.B.4.

Moving and Learning
Time:

“Hands and Fingers” • “Manos y dedos” participation song

“Rainbow Dancers” • “Los bailarines del arco iris” ribbon dance

Copy letter shapes using body

Freeze • Las estatuas game

“Shake Hands” greeting game

Read-Aloud
Time:

This Way to Pre-K • Camino a Pre-Kinder
• Introduce school vocabulary
• Discuss school personnel

This Way to Pre-K • Camino a Pre-Kinder
• Compare classroom in book to your classroom

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

This Way to Pre-K • Camino a Pre-Kinder
• Discuss role of author and photographer
• Remember sequence of story events

“I Like School” • “Me gusta la escuela” story folder
• Predict what might be included in story • Match story activities to classroom activities

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

This Way to Pre-K • Camino a Pre-Kinder
• Compare photographs and illustrations that are drawn by hand
• Evaluate cover photo

Fanny Frog’s Fantastic Poems and Rhymes (Pledge of Allegiance)
• Develop concept of pledge or promise • Discuss attributes of the US and State flags
III.A.1., III.D.3., IV.D.1.

Assorted library books
• Introduce proper book handling skills
• Practice “reading” books in classroom library

This Way to Pre-K • Camino a Pre-Kinder
• Reread the book and discuss photo details

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

This Way to Pre-K • Camino a Pre-Kinder
• Guest reader
• Sing “Do You Know the Principal?” • “¿Conocen al director?”

“I Like School” • “Me gusta la escuela” story folder
• Retell the story using story props
• Sock-dance like children in the story

VII.B.3., VIII.B.1., III.B.2.

Weekly Learning Centers
Time:

• Pretend and Learn - Encourage children to play school.
• Construction - Demonstrate how to build with the blocks. Encourage children to build a school.
• Library and Listening - This Way to Pre-K • Camino a Pre-Kinder .

• Pretend and Learn - Each day focus on different center activities and elements in the class schedule.
• Construction - Make suggestions for adding a playground/neighborhood
• Library and Listening - This Way to Pre-K • Camino a Pre-Kinder .

• Pretend and Learn - Toward the end of the week, introduce school helpers into children’s play.
• Construction - Continue building with blocks
• Library and Listening - This Way to Pre-K • Camino a Pre-Kinder .

• Pretend and Learn -
• Construction - Use the information they gather to add to their model
• Library and Listening - “I Like School” • “Me gusta la escuela” story props - retell story

• Pretend and Learn -
• Construction - Continue with suggesting ideas for blocks
• Library and Listening - “I Like School” • “Me gusta la escuela” story props - retell story

Literacy
Learning Centers
Time:

• Introduce classroom centers
• Learn “Clean Up” • “A limpiar” routine

Centers
• Creativity Station-Use crayons to draw and color
• Fine Motor Center-Put puzzles together
• ABC-Explore magnetic letters and Wikki Stix

I.B.1.b.,II.D.2.

• Introduce daily schedule
• Introduce management system

Centers
• Creativity Station-Draw favorite part of school day.
• Language and Literacy-Sequence school activities
• ABC-Identify beginning letter of names

II.D.2., VII.A.3.

• Introduce the letter wall and the alphabet

Centers
• ABC Center-Place magnetic letters on letter-shape puzzles
• Language and Literacy-Practice Pledge of Allegiance
• Writer's Corner-Shape letters with play dough

III.C.1., II.B.3., VIII.B.1.

• Tour the school
• Photograph school personnel

Centers
• Library and Listening-Introduce listening center
• Pretend and Learn-Role-play school jobs
• Creativity Station-Create drawings for theme project

VII.B.3., I.C.1.

• Identify school personnel by photos and names
• Learn to greet and thank school workers

Centers
• Library and Listening-Retell story
• Pretend and Learn-Role-play school helpers
• Writer's Corner-Create thank-you notes for school helpers

VII.B.3., II.B.4.

Math and Science
Learning Centers
Time:

• Learn how to wash hands
• Discuss germs

Centers
• Pretend and Learn-Practice washing hands
• Creativity Station-Draw a germ

VI.D.2., II.A.2.

• Compare loud and soft sounds
• Take a listening walk

Centers
• Sensory Table-Sort sounds heard on walk
• Science-Sort objects that make sounds when dropped

VI.A.1. VII.C.1.

• Introduce term attributes
• Practice using attributes to describe classmates

Centers
• Math-Describe assortment of items
• Language and Literacy-Play Spotlight with stuffed animals

V.E.1.,V.C.1., II.D.1.

• Practice describing classmates
• “This Is Tiffany” • “Ésta es Carmen” attribute song

Centers
• Science-Work in pairs to describe and identify items in feely box
• Writer's Corner-Compare marks made by different writing instruments
V.E.1., II.D.1., II.D.5.

• Compare straight and curved lines
• Identify straight and curved lines in letters

Centers
• Math-Sort magnetic letters by straight and curved lines
• ABC-Make letters with Wikki Stix

V.C.2., VI.A.2., II.D.1.

Content Connections
Time:

Science
• Conduct experiment to see how germs travel

VI.D.2.

Social Studies
• Discuss daily routines

VII.A.3.

Fine Arts and Literacy
• Play “Alphabet March and Match”

VII.D.1., VII.D.2., II.A.1.

Social Studies
• Discuss safety on playground equipment

VI.D.1.

Social Studies
• School personnel visit classroom and explain their jobs

VII.B.3., VIII.A.2

Closing Circle
Time:

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

Outdoor Learning

Play group games this week.
• Cat and Mouse ( p. 194)

Play group games this week.
• Dog and Bone ( p. 194)
• La rueda de San Miguel ( p. 196)

Play group games this week.
• Japanese Tag ( p. 196)

Play group games this week.
• Duck, Duck, Goose ( p. 194)

Play group games this week.
• Drop the Handkerchief ( p. 194) or
Take the children outdoors to chase bubbles.
• Reflect

Learning Goals

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

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

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

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

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

Wonderful Word

metamorphosis
metamorfosis

Character
Education

Curiosity
Compassion optimism

Technology

Words, Words, Words; Internet
X.A.1. X.A.2. X.A.5. II.D.1.

Literacy

Oral Language, Phonological Awareness, Vocabulary

Letter
Knowledge

O,P,Q,R

Math

Number and Operations

English Vocabulary

butterflies, caterpillar, compare, crickets, egg, grasshopper, hammock, larva, metamorphosis, mollusk, pupa, slugs, snails, spiders, squirm, wiggle, worms, zero

LESSON COMPONENTS

Day 1

Day 2

Day 3

Day 4

No School

Greeting Circle
Time:

• Building community
• Morning Message
I.B.2.a., I.C.6., III.B.10.

• Building community
• Morning Message
I.D.1., I.C.6., I.B.2.b.

• Building community
• Morning Message
I.C.3., I.B.3.b., II.B.5

• Building community
• Morning Message
I.C.4., I.C.6., I.B.1.c.

• Building community
• Morning Message
I.B.2.a., I.C.2., I.C.6.

Moving and Learning
Time:

“The Life Cycle Chant” action rhyme

Hop! Hop! Stop! • ¡Salta! ¡Salta! ¡Detente! Game

Can You Move with Me? • ¡Ven y muévete así! action song

“Itsy Bitsy Spider” dance

Insect and Bug Orchestra pretend-play

Read-Aloud
Time:

Edie’s Backyard Bugs • Los insectos del jardín de Edie
• Develop vocabulary
• Introduce butterfly life cycle

Shubert is a S.T.A.R.
• Learn about a different change
• Describe story details

II.D.1., II.D.5., VI.B.2.

Sara Sidney’s Runaway Adventure • Sara, la iguana que se escapó
• Learn about crickets
• Discuss cricket sounds

Edie’s Backyard Bugs • Los insectos del jardín de Edie
• Remember grasshopper’s role in story
• Discuss grasshopper sounds

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

Can You Move with Me? • ¡Ven y muévete así!
• Compare caterpillars and worms
• Demonstrate animal movements

“Wiggle Worm’s Adventure” • “La aventura de Graciela Gusano” prop story
• Learn about worms
• Compare story character to real worm

III.D.2., III.D.3., II.D.3.

“Itsy Bitsy Spider” • “La araña chiquitita” story folder
• Discuss the spider’s perseverance
• Compare character to real spiders

Shubert’s New Friend
• Listen for differences in the characters
• Compare story resolution to children’s experiences

I.A.4., III.D.3., II.D.3.

Can You Move with Me? • ¡Ven y muévete así!
• Use picture cues to read vocabulary words
• Find words in text of story

In the Cow’s Backyard • La hamaca de la vaca
• Compare sizes of animals
• Consider how changing story events impacts story
II.D.1., II.D.5., III.D.2

Weekly Learning Centers
Time:

• Gross Motor-Pretend to be caterpillars
• Creativity Station-Create blotto butterflies
• Fine Motor-Use tweezers to place yarn "caterpillars" on paper leaves

• Gross Motor-Pretend to be grasshoppers
• Creativity Station-Use green and brown paint to paint grasshoppers and crickets
• Fine Motor-Place grasshopper Tiddlywinks with green and white buttons

• Gross Motor-Have worm races
• Creativity Station-Paint worms with brown and black tempera paint using brushes of varied widths
• Fine Motor-Roll play dough into worms

• Gross Motor-Create a yarn maze and pretend to be a spider
• Creativity Station-Make puff-paint spider webs
• Fine Motor-Roll play dough into balls to assemble spiders

• Gross Motor-Create sock worms and large, paper leaves to play a game of toss
• Creativity Station-Encourage children to draw their favorite insects or bugs
• Fine Motor-Shape worms or other insects using play dough, wiggle eyes, and chenille wires

Literacy
Learning Centers
Time:

• Develop a butterfly life cycle chart
• Analyze the word metamorphosis • metamorfosis

Centers
• Writer's Corner-Copy word and count letters
• Fine Motor-Play Insect Charades
• Library and Listening-Reenact metamorphosis rhyme

III.D.2., II.D.5., III.B.3.

• Read to learn about grasshoppers
• Compare grasshopper’s body to child’s body

Centers
• ABC-Copy word and use to play game
• Language and Literacy-Sort photos using insect checklist
• Library and Listening-Accompany story with a cricket song

II.E.5., II.B.2., III.B.3.

• Consider life without arms, legs, and eyes
• Identify rhyming words in sentence

Centers
• Writer's Corner-Make play dough worms and letters
• Pretend and Learn-Make shadow worms and tell story
• Library and Listening-Add an adventure to Wiggle Worm’s story
II.B.2., II.D. 1., III.B.6.

• Learn about spiders
• Use photo to identify body parts

Centers
• Writer's Corner-Add to journal
• Language and Literacy-Retell stories with puppets and props
• Pretend and Learn-Reenact story with shadows

II.D.3., III.C.1., VII.D.3.

• Identify bugs and insects from clear descriptions
• Create graph to show favorites

Centers
• Writer's Corner-Finish insect journal
• Creativity Station-Create crazy bug hat
• Listening and Library-Listen to a story

II.E.5., II.A.1., VII.D.3.

Math and Science
Learning Centers
Time:

• Observe changes in cube tower
• Add or subtract cubes to match changes

Centers
• Fine Motor-Compare sets to see which has the fewest
• Math-Play Copy Me • Imítame

V.A.3., V.E.1., V.B.1., V.B.2.

• Compare sizes of grasshoppers
• Estimates length of grasshopper’s jump

Centers
• Gross Motor Area-Measure length of jumps
• Math-Move frogs on number line to specific numbers
V.B.1., V.B.2, V.D.1.

• Introduce the concept of zero
• Compare equal and unequal sets

Centers
• Sensory Table-Use ears to find equal sets of pennies in plastic eggs
• Math-Make cube towers to show how many legs
V.A.1., V.B.1., V.E.2.

• Introduce symmetry
• Divide sets of cubes equally

Centers
• Sensory Table-Use mirror to locate midsection of animal photo
• Math-Order connecting cube towers and divide towers in half
V.A.1., V.B.3., V.E.2.

• Use cube worms to model subtraction and addition

Centers
• Creativity Station-Create a pattern block worm
• Math-Play Compare and Capture • Comparar y capturar
V.B.1., V.B.2., V.E.2.

Content Connections
Time:

Life Science
• Finish a story about the life cycle of a butterfly

VI.B.2., II.E.5.

Social and Emotional
• Propose compassion for all living things

I.C.6., I.B.1.c., VI.B.3.

Science
• Create an earthworm habitat

VI.B.1., VI.B.3., IV.B.1.

Science
• Navigate by feeling vibrations

VI.A.2., VI.B.1., Forerunner: V.C.1., V.E.1.

Safety
• Discuss fear and ways to overcome it

VI.D.1., I.B.2.b., VI.B.1.

Closing Circle
Time:

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

Outdoor Learning

• Give children colorful cellophane to use as butterfly wings and have them fly around the playground making colorful butterfly shadows.

• Encourage children to jump around the perimeter of the playground pretending to be crickets or grasshoppers. They may be able to observe some real jumping insects.

• Invite children to make a long worm by holding onto each other’s waist. Challenge them to wiggle across the playground without coming apart.

• Make a giant spider with the parachute. (p. 208).

• Carefully dig a hole in a garden area. Invite the children to watch the worms. Be careful to protect the worms from too much air or sun as they are vulnerable to both. Discuss the children’s observations when they return to the room.

Learning Goals

• I.B.2.a. Begins to understand difference and connection between feelings and behaviors
• I.C.6. Demonstrates empathy and caring for others
• III.B.10. Recognizes and blends two phonemes into real words with pictorial support
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• II.D.5. Uses category labels to understand how words and objects relate to each other
• VI.B.2. Describes and sequences life cycles of organisms
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• III.B.3. Deletes a word from a compound word
• (Forerunner to) V.A.3. and V.E.1. Demonstrates awareness of one-to-one relationships
• V.B.1. Uses concrete models or makes a verbal word problem for adding up to five objects
• V.B.2. Uses concrete models or makes a verbal word problem for subtracting 1 to 5 objects from a set
• VI.B.2. Describes and sequences life cycles of organisms
• II.E.5. Combines sentences that give detail, stays on topic, and clearly communicates

• I.D.1. Demonstrates an understanding and tolerance for unique characteristics of others
• I.C.6. Demonstrates empathy and caring for others
• I.B.2.b. Is aware of own feelings most of the time
• III.D.3. Asks and answers appropriate questions about the book
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• II.E.5. Combines sentences that give detail, stays on topic, and clearly communicates
• II.B.2. Engages in conversations in appropriate ways
• III.B.3. Deletes a word from a compound word
• V.B.1. Uses concrete models or makes a verbal word problem for adding up to five objects
• V.B.2. Uses concrete models or makes a verbal word problem for subtracting 1 to 5 objects from a set
• V.D.1. Recognizes and compares heights or lengths of people or objects
• I.B.1.c. Regulates his own behavior with occasional reminders or assistance from teacher
• VI.B.3. Recognizes, observes, and discusses the relationship of organisms to their environments

I.C.3. Shows competence in initiating
social interactions
I.B.3.b. Remains focused on engaging group activities for age appropriate range of time
II.B.5. Demonstrates knowledge of nonverbal conversational rules
III.D.2.Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
III.D.3. Asks and answers appropriate questions about the book
II.D.3. Demonstrates receptive vocabulary (three to four thousand words)
II.B.2. Engages in conversations in appropriate ways
II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
III.B.6. Produces a word that rhymes with a given word
V.A.1. Knows that objects or parts of an object can be counted
V.B.1. Uses concrete models or makes a verbal word problem for adding up to five objects
(Forerunner to) V.E.2. Identifies equal and unequal sets
VI.B.1. Identifies and describes the characteristics of organisms
VI.B.3. Recognizes, observes, and discusses the relationship of organisms to their environments
IV.B.1. Independently uses letters or symbols to make words or parts of words

I.C.4. Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal
I.C.6. Demonstrates empathy and caring for others
I.B.1.c. Regulates his own behavior with occasional reminders or assistance from teacher
I.A.4. Shows initiative in independent situations and persists in attempting to solve problems
III.D.3. Asks and answers appropriate questions about the book
II.D.3.Demonstrates receptive vocabulary (three to four thousand words)
III.C.1. Names at least 20 upper- and at least 20 lowercase letters
VII.D.3. Engages in voting as a method for group decision making
V.A.1. Knows that objects or parts of an object can be counted
V.B.3. Uses informal strategies to share or divide up to ten items equally
(Forerunner to) V.E.2. Identifies equal and unequal sets
VI.A.2. Investigates and describes position and motion of objects
VI.B.1. Identifies and describes the characteristics of organisms
(Forerunner to) V.C.1. and V.E.1. Describes attributes

I.B.2.c. Is able to increase or decrease
intensity of emotions more consistently, although adult guidance is sometimes necessary
I.C.2. Assumes various roles and responsibilities as part of a classroom community
VIII.B.1. Participates in classroom music activities
II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
II.D.5. Uses category labels to understand how words and objects relate to each other
III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
II.E.5. Combines sentences that give detail, stays on topic, and clearly communicates
II.A.1. Shows understanding by responding appropriately
VII.D.3. Engages in voting as a method for group decision making
V.B.1. Uses concrete models or makes a verbal word problem for adding up to five objects
V.B.2. Uses concrete models or makes a verbal word problem for subtracting 1 to 5 objects from a set
(Forerunner to) V.E.2. Identifies equal and unequal sets
VI.D.1. Practices good habits of personal safety
I.B.2.b. Is aware of own feelings most of the time
VI.B.1. Identifies and describes the characteristics of organisms

Lesson Plans for Animals - Bugs (Week 3)

Date

April 17-21

Teacher

Ms. West

Wonderful Word

entomology

Character
Education

Curiosity
Compassion Optimism

Technology

Writer's Corner; Reading Buddy X.A.1. X.A.2. X.A.3. X.A.4. X.A.5. IV.D.1. IV.D.4. III.A.1. III.A.2. III.A.3.

Literacy

Vocabulary, Phonological Awareness, Oral Language

Letter
Knowledge

L,M,N,O

Math

Number and Operations

English Vocabulary

abdomen, altogether, bee, beneficial, compassion, decrease, dragonflies, entomologist, entomology, fireflies, increase, insects, ladybug, mosquito, nectar, pollen, termites, thorax

LESSON COMPONENTS

Day 1

Day 2

Day 3

Day 4

No School

Greeting Circle
Time:

• Building community
• Morning Message

I.B.2.c., I.A.1., III.C.3.

• Building community
• Morning Message

III.B.10., I.B.2.c., I.C.7.

• Building community
• Morning Message

I.C.6., I.C.3., IV.C.1.

• Building community
• Morning Message

I.B.2.c., I.C.3., II.D.1.

• Building community
• Morning Message

I.B.2.a., I.C.2., I.C.6.

Moving and Learning
Time:

“Can You Move with Me?” • “¡Ven y muévete así!” action song

Waggle Dance

Ladybug rhymes and games

Dragonfly ribbon flying or game

“Little Ants” • “Las Hormigas” action song

Read-Aloud
Time:

Edie’s Backyard Bugs • Los insectos del jardín de Edie
• Introduce vocabulary
• Talk about children’s experiences

Critter Hide-and-Seek • Jugando al escondite con los animales
• Introduce concept of camouflage
• Discuss ways bugs are beneficial

II.D.1., II.A.1., VI.B.1.

The Song of the Teeny Tiny Mosquito • El canto del mosquito
• Name insect body parts
• Listen to see what animals like to eat

“Ms. Bumblebee Gathers Nectar” • “La Sra. Abeja sale a recoger nectar” prop story
• Act out story with puppet
• Discuss how bees are beneficial

II.D.1., II.A.1., VI.B.3.

Edie’s Backyard Bugs • Los insectos del jardín de Edie
• Combine words into compound word
• Read to learn about ladybugs

Shubert’s Helpful Day
• Compare story character and ladybug photo
• Classify story as real or make-believe

III.D.2., II.D.5., III. B.3.

“Catching Fireflies” • “Luciérnagas en un frasco” listening story
• Learn about dragonflies
• Discuss compassion for living things

“Dandy, the Dragonfly” • “Luciana, la libélula” story starter
• Discuss target vocabulary
• Finish Dandy’s adventure

II.D.1., II.E.3., VI.B.1.

“The Ants Go Marching” • “Las hormigas marchan” (Nursery Rhyme • Cuentes infantiles flip chart)
• Verify an ant is an insect
• Point out ants in text

“Animals Habitats and Homes” • “Los hábitats y las casas de los animales” story folder
• Compare termite’s home and anthill
• Distinguish between home and habitat
III.D.3., II.D.1., II.B.3., VIII.B.1.

Weekly Learning Centers
Time:

• Fine Motor-Make bug-eye glasses
• Science-Make a list of bugs and take a nature walk looking for insects
• Creativity Station-Draw pictures of bugs

• Fine Motor-Make kazoos to replicate the buzzing of bees
• Science-Examine a honeycomb with a magnifying glass
• Creativity Station-Use yellow and black paint to paint bees or wasps

• Fine Motor-Construct a ladybug
• Science-Observe live ladybugs
• Creativity Station-Use red and black paint to paint ladybugs

• Fine Motor-Make dragonflies
• Science-Observe and compare either live frogs and toads or photos
• Creativity Station-Create fly wings by tracing ovals on waxed paper, cutting them out and using a thin, black marker to make lines

• Fine Motor-Create ants
• Science-Observe ants after placing cereal near anthill or sidewalk
• Creativity Station-Create fingerprint ants

Literacy
Learning Centers
Time:

• Learn insect body parts
• Sort insects and other bugs

Centers
• Writer's Corner-Copy insect names
• Library and Listening-Search for animals in book
• Language and Literacy-Play insect concentration

III.B.4., II.D.5., VI.B.1.

• Recall details after listening
• Use checklist to classify bees and wasps

Centers
• Writer's Corner-Begin an insect journal
• Library and Listening-Make bumblebee stick puppets
• Language and Literacy-Use checklist to sort photo cards

II.D.5., III.C.1., II.B.2.

• Use checklist to confirm ladybugs and beetles are insects
• Discuss benefits of checklists

Centers
• Writer's Corner-Add to insect journal
• Fine Motor Center-Make pet ladybugs
• Language and Literacy-Illustrate lucky ladybug wishes

III.D.2., II.A.1., II.D.5

• Compare flies and dragonflies
• Read to find more information

Centers
• Writer's Corner-Add to insect journals
• Library and Listening-Retell and modify story
• Creativity Station-Illustrate story ending

II.D.5., III. B.3., III.D.2.

• Identify rhyming word pairs
• Create new rhyming verses

Centers
• Writer's Corner-Add to insect journal
• Language and Literacy-Match rhyming words
• Creativity Station-Illustrate new verses

IV.D.1., III.B.6., III.D.2.

Math and Science
Learning Centers
Time:

• Act out a more than, fewer than story
• Compare sets of insects

Centers
• Creativity Station-Create a backyard scene
• Science-Sift dirt and find plastic insects

V.A.5., V.B.1., V.B.2.

• Introduce concept that numeral can describe position or indicate quantity

Centers
• Creativity Station-Make pattern block insects
• Math-Order boxes from largest to smallest
V.A.5., V.A.7., V.B.1.

• Act out word-problem story
• Use models to make a word problem

Centers
• Math-Play count and match dots game
• Gross Motor Area-Toss beanbags and record results

V.A.7., V.B.1., V.B.2.

• Order towers from most cubes to fewest
• Use frogs to illustrate story problems

Centers
• Math-Use props to create word problems
• Gross Motor Area-Play number order hopping game

V.A.5., V.B.1., V.B.2.

• Identify and extend one more pattern
• Introduce dividing set equally

Centers
• Math-Play a dot-cube game
• Creativity Station-Create an egg-carton insect

V.A.5., V.B.3., V.E.2.

Content Connections
Time:

Safety
• Discuss things to do if bitten or stung

VI.D.1., IV.D.1., II.B.3.

Safety
• Discuss ways to avoid bee stings

VI.D.1., II.A.1., II.B.3.

Safety
• Review fire safety rules

VI.D.1., II.A.1., II.B.3.

Science
• Learn about frog life cycle

VI.B.2., VI.B.3.

Phonological Awareness
• Enjoy insect alliteration

III.B.7., VI.B.1., II.C.2.

Closing Circle
Time:

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

Outdoor Learning

• Pair children. Give each pair a yard of yarn. Have them find a spot on the playground to make a circle with their yarn. Encourage them to conduct a bug search inside their circle. Make sure they know not to touch any bugs they may find. Have magnifying glasses available for close-up looks.

• Invite children to play Queen Bee • Abeja reina (p. 208).

• Play Beetle, Beetle, Ladybug • Escarabajo, escarabajo, mariquita (p. 206).

• Place frog beanbags on the parachute and encourage children to figure a way to make the frogs hop up to catch flying bugs.

• Play Follow the Leader Ants. Select a lead ant and have the other children follow in a line, mimicking the movements of their leader.

Learning Goals

• I.B.2.c. Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary
• I.A.1. Is aware of where own body is in space; respects personal boundaries
• III.C.3. Produces the correct sounds for
at least ten letters
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• II.A.1. Shows understanding by responding appropriately
• VI.B.1. Identifies and describes the characteristics of organisms
• III.B.4. Combines syllables into words
• II.D.5. Uses category labels to understand how words and objects relate to each other
• V.A.5. Counts up to ten items and demonstrates that the last count indicates how many items were counted
• V.B.1. Uses concrete models or makes a
verbal word problem for adding up to five objects
• V.B.2. Uses concrete models or makes a verbal word problem for subtracting 1 to 5 objects from a set
• VI.D.1. Practices good habits of personal safety
• IV.D.1. Uses some appropriate writing conventions when writing or giving dictation
• II.B.3. Provides appropriate information for various situations

• III.B.10. Recognizes and blends two phonemes into real words with pictorial support
• I.B.2.c. Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary
• I.C.7. Begins to have meaningful friends
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• II.A.1. Shows understanding by responding appropriately
• VI.B.3. Recognizes, observes, and discusses the relationship of organisms to their environments
• II.D.5. Uses category labels to understand how words and objects relate to each other
• III.C.1. Names at least 20 upper- and at least 20 lowercase letters
• II.B.2. Engages in conversations in appropriate ways
• V.A.5. Counts up to ten items and
demonstrates that the last count
indicates how many items were
counted
• V.A.7. Uses the verbal ordinal terms
• V.B.1. Uses concrete models or makes a
verbal word problem for adding up to five objects
• VI.D.1. Practices good habits of personal safety
• II.A.1. Shows understanding by responding appropriately
• II.B.3. Provides appropriate information for various situations

• I.C.6. Demonstrates empathy and caring for others
• I.C.3. Shows competence in initiating social interactions
• IV.C.1. Independently writes letters on request
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• II.D.5. Uses category labels to understand how words and objects relate to each other
• III. B.3. Deletes a word from a compound word
• II.A.1. Shows understanding by responding appropriately
• V.A.7. Uses the verbal ordinal terms
• V.B.1. Uses concrete models or makes a
verbal word problem for adding up to five objects
• V.B.2. Uses concrete models or makes a verbal word problem for subtracting 1 to 5 objects from a set
• VI.D.1. Practices good habits of personal safety
• II.A.1. Shows understanding by responding appropriately
• II.B.3. Provides appropriate information for various situations

• I.B.2.c. Is able to increase or decrease
intensity of emotions more consistently, although adult guidance is sometimes necessary
• I.C.3. Shows competence in initiating social interactions
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• II.E.3. Uses sentences with more than one phrase
• VI.B.1. Identifies and describes the characteristics of organisms
• II.D.5. Uses category labels to understand how words and objects relate to each other
• III. B.3. Deletes a word from a compound word
• III.D.2. Uses information learned from
books by describing, relating, categorizing, or comparing and contrasting
• V.A.5. Counts up to ten items, and demonstrates that the last count indicates how many items were counted
• V.B.1. Uses concrete models or makes a
verbal word problem for adding up to five objects
• V.B.2. Uses concrete models or makes a verbal word problem for subtracting 1 to 5 objects from a set
• VI.B.2. Describes and sequences life cycles of organisms
• VI.B.3. Recognizes, observes, and discusses the relationship of organisms to their environments

• I.B.2.a. Begins to understand difference
and connection between feelings and behaviors
• I.C.2. Assumes various roles and responsibilities as part of a classroom community • I.C.6. Demonstrates empathy and caring for others
• III.D.3. Asks and answers appropriate questions about the book
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• II.B.3. Provides appropriate information for various situations
• VIII.B.1. Participates in classroom music activities
• IV.D.1. Uses some appropriate writing conventions when writing or giving dictation
• III.B.6. Produces a word that rhymes with a given word
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• V.A.5. Counts up to ten items and demonstrates that the last count indicates how many items were counted
• V.B.3. Uses informal strategies to share or divide up to ten items equally
• V.E.2. (Forerunner to) Identifies equal and unequal set
• III.B.7. Produces a word that begins with the same sound as a given pair of words
• VI.B.1. Identifies and describes the characteristics of organisms
• II.C.2. Perceives differences between similar-sounding words

Wonderful Word

zoology

Character
Education

Curiosity
Compassion

Technology

FS Math-Order It; Writer's Corner X.A.1. X.A.2. X.A.3. X.A.4. VI.B.2. V.D.1. FORERUNNER V.E.2. IV.A.1. IV.B.1. IV.D.1.

Literacy

Oral Language, Vocabulary, Written Expression

Letter
Knowledge

I,J,K,L

Math

Number and Operations

English Vocabulary

carnivorous, chimpanzee, elephants, endangered, giraffe, glossary, herbivorous, herd, kangaroo, koala, lions, mammals, nocturnal, one less, one more, pride, zebra, zoology

Easter

LESSON COMPONENTS

Day 1

Day 2

Day 3

Day 4

No School

Greeting Circle
Time:

• Building community
• Morning Message

I.B.2.c., I.C.6., III.B.10.

• Building community
• Morning Message

I.C.4., I.C.7., III.C.3.

• Building community
• Morning Message

I.B.2.c., I.C.4., I.A.1.

• Building community
• Morning Message

I.C.3., III.C.3., II.B.6.

• Building community
• Morning Message

I.B.2.c., IV.C.1.

Moving and Learning
Time:

Zookeeper Says • El guardián dice game

Monkey Nonsense • Tonterias de mono game

“Three Happy Bears” • “Tres osos felices” action song

“Twirl Those Ribbons” ribbon dance

“Chim Chim Chimpanzee” tapping game and song

Read-Aloud
Time:

Welcome to Zippity Zoo • Bienvenidos al zoológico de Zippity
• Preview the book and make summary statement
• Share questions about animals

How Do Animals Use their Mouths? • ¿Como usan la boca los animales?
• Compare the ways animals and people use their mouths
III.D.3., VI.B.1., VIII.A.3.

Welcome to Zippity Zoo • Bienvenidos al
zoológico de Zippity
• Research chimpanzees and monkeys
• Use glossary of book

Five Silly Monkeys • Cinco monos tontos
• Role-play the story
• Contrast illustrations and photos

III.D.3., II.D.1., III.D.1.

How Do Animals Use their Ears? • ¿Cómo usan los oídos los animales?
• Learn about animal ears
• Sit inside the outline of an elephant’s ear

The Gift • El regalo
• Compare fiction to nonfiction
• Develop vocabulary

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

Welcome to Zippity Zoo • Bienvenidos al zoológico de Zippity
• Introduce animal camouflage
• Read about giraffes and zebras

Animal Friends • Amigos animales
• Describe animal characters
• Compare character movements with real animals

II.D.1.,III.D.2., VI.B.1.

Welcome to Zippity Zoo • Bienvenidos al
zoológico de Zippity
• Listen for and identify rhyming words
• Read about kangaroos and koalas

“Zanzibar Zoo” • “El zoolólogico de Zanzíbar” story folder
• Introduce names of groups of animals
• Compare Zanzibar Zoo and Zippity Zoo

II.D.5., III.B.6., III.D.2.

Weekly Learning Centers
Time:

• Construction-Provide zoo photos and discuss plans to build a zoo
• Pretend and Learn-Encourage zookeepers to arrange a pretend zoo
• Creativity Station-Draw favorite zoo animals

• Construction-Provide plastic monkeys and build a habitat for them
• Pretend and Learn-Pretend to be zookeepers feeding and caring for the animals
• Creativity Station-Pretend to be a monkey while painting pictures (without thumb)

• Construction-Add elephants, bears, tigers, and lions to the zoo
• Pretend and Learn-Bathe the animals in a tub of water
• Creativity Station-Use black and orange paint to paint tigers

• Construction-Add giraffes and zebras
• Pretend and Learn-Place orders for food and supplies for zoo animals. Provide order forms, clipboards, catalogs, and pens
• Creativity Station-Use black and white paint to paint zebras

• Construction-Create an Australian section of the zoo. Provide kangaroos and koalas
• Pretend and Learn-Pretend to be visiting vets taking care of zoo animals
• Creativity Station-Paint with a feather

Literacy
Learning Centers
Time:

• Begin KWL chart for the week
• Discuss zoo animals

Centers
• Writer's Corner-Decorate word with monkey fingerprints
• Library and Listening-Listen to story
• Fine Motor-Build a zoo animal

II.E.3., II.B.3., IV.D.1.

• Tap words and syllables
• Learn about monkeys

Centers
• Writer's Corner-Try writing like a monkey (without thumb)
• Language and Literacy-Sequence story cards and retell tale
• Fine Motor-Pick small items without using thumb
II.D.5., IV.D.1., II.B.3.

• Learn about elephants, tigers, and bears
• Work on KWL chart

Centers
• Writer's Corner-Make tiger-tail words
• Library and Listening-Listen for new information
• Language and Literacy-Play zoo concentration

II.E.5., II.D.1., III.C.1.

• Learn about giraffe’s tongue
• Compare giraffe, zebra, and emu

Centers
• ABC-Create a giraffe from the letter z
• Language and Literacy-Play zoo concentration
• Math-Look for objects the length of giraffe's tongue

II.B.3., IV.D.1., III.C.1.

• Learn about marsupials
• Finish KWL chart

Centers
• Writer's Corner-Name animals in photos and write names
• Library and Listening-Learn about wallabies and koalas
• Gross Motor Area-Compare jump to kangaroo’s jump
III.D.2., II.D.1., II.D.5.

Math and Science
Learning Centers
Time:

• Use word problem to add up to five objects
• Develop strategies for problem solving

Centers
• Math-Use tree counting mat to add
• Science-Sort animals—live in trees, do not live in trees

V.A.8., V.A.5., V.B.1.

• Use models to solve problems (subtraction)
• Develop strategies for solving problems

Centers
• Math-Play a counting-board subtraction game
• Creativity Station-Make a jungle scene

V.A.8., V.A.5., V.B.2.

• Compare spider and elephant
• Develop and practice problem-solving strategies

Centers
• Math-Use story board to support adding one
• Science-Compare attributes of materials

V.A.8., V.A.5., V.B.1.

• Perform subtraction song
• Introduce one less pattern

Centers
• Creativity Station-Paint black and white striped pattern
• Math-Use story board to retell song

V.A.8., V.A.5., V.B.2.

• Act out one less and one more counting songs
• Count forward and backward

Centers
• Math-Increase and decrease frogs in set
• Gross Motor Area-Hop up and down a number line

V.A.5., V.B.1., V.B.2.

Content Connections
Time:

Social and Emotional
• Discuss zoo manners and safety, empathy toward animals

I.C.6., I.B.1.c., I.C.5.

Physical Development
• Play Monkey See, Monkey Do • Lo que el mono ve, el mono hace

IX.A.1., IX.A.2., VIII.C.I.

Problem Solving
• Play Zoo Riddles • Adivinanzas del zoológico

I.C.5., I.A.4., II.A.1.

Phonological Awareness
• Play zoo animal rhyming game

III.B.6., II.A.1.

Vocabulary
• Introduce and discuss group names

II.D.5., II.D.3., II.D.4.

Closing Circle
Time:

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

Outdoor Learning

• Hide zoo animals around the playground. Have children round them up.

• Play a game of Catch a Tiger’s Tail • Atrapa la cola del tigre (p. 206).

• Invite children to play Mbube, Mbube (p. 208) or Elephant Soccer • Fútbol de elefantes (p. 206).

• Provide can stilts (p. 166). Encourage children to pretend to walk like giraffes.

• Set up Kangaroo Races • Carreras de canguros (p. 207).

Learning Goals

• I.B.2.c. Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary
• I.C.6. Demonstrates empathy and caring for others
• III.B.10. Recognizes and blends two phonemes into real words with pictorial support
• III.D.3. Asks and answers appropriate questions about the book
• VI.B.1. Identifies and describes the characteristics of organisms
• VIII.A.3. Demonstrates interest in and shows appreciation for the creative work of others
• II.E.3. Uses sentences with more than one phrase
• II.B.3. Provides appropriate information for various situations
• IV.D.1. Uses some appropriate writing conventions when writing or giving dictation
• V.A.8. Verbally identifies, without counting, the number of objects from 1 to 5
• V.A.5. Counts up to ten items and demonstrates that the last count indicates how many items were counted
• V.B.1. Uses concrete models or makes a verbal word problem for adding up to five objects
• I.B.1.c. Regulates his own behavior with occasional reminders or assistance
from teacher
• I.C.5. Initiates problem-solving strategies and seeks adult help when necessary

• I.C.4. Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal
• I.C.7. Begins to have meaningful friends
• III.C.3. Produces the correct sounds for
at least ten letters
• III.D.3. Asks and answers appropriate questions about the book
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• III.D.1. Retells or reenacts a story after it is read aloud
• II.D.5. Uses category labels to understand how words and objects relate to each other
• IV.D.1. Uses some appropriate writing
conventions when writing or giving dictation
• II.B.3. Provides appropriate information for various situations
• V.A.8. Verbally identifies, without counting, the number of objects from 1 to 5
• V.A.5. Counts up to ten items and demonstrates that the last count indicates how many items were counted
• V.B.2. Uses concrete models or makes a verbal word problem for subtracting 1 to 5 objects from a set
• IX.A.1. Demonstrates coordination and balance in isolation
• IX.A.2. Coordinates sequence of
movements to perform tasks
• VIII.C.I. Creates or re-creates stories, moods, or experiences through dramatic representations

• I.B.2.c. Is able to increase or decrease
intensity of emotions more consistently, although adult guidance is sometimes necessary
• I.C.4. Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal
• I.A.1. Is aware of where own body is in space, respects personal boundaries
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• III.D.1. Retells or reenacts a story after it is read aloud
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• II.E.5. Combines sentences that give detail, stays on topic, and clearly communicates
• III.C.1. Names at least 20 upper- and at least 20 lowercase letters
• V.A.8. Verbally identifies, without counting, the number of objects from 1 to 5
• V.A.5. Counts up to ten items and demonstrates that the last count indicates how many items were counted
• V.B.1. Uses concrete models or makes a
verbal word problem for adding up to five objects
• I.C.5. Initiates problem-solving strategies and seeks adult help when necessary
• I.A.4. Shows initiative in independent situations and persists in attempting to solve problems
• II.A.1. Shows understanding by responding appropriately

• I.C.3. Shows competence in initiating social interactions
• III.C.3. Produces the correct sounds for at least ten letters
• II.B.6. Matches language to social contexts
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• VI.B.1. Identifies and describes the characteristics of organisms
• II.B.3. Provides appropriate information for various situations
• IV.D.1. Uses some appropriate writing conventions when writing or giving dictation
• III.C.1. Names at least 20 upper- and at least 20 lowercase letters
• V.A.8. Verbally identifies, without counting, the number of objects from 1 to 5
• V.A.5. Counts up to ten items and demonstrates that the last count indicates how many items were counted
• V.B.2. Uses concrete models or makes a verbal word problem for subtracting 1 to 5 objects from a set
• III.B.6. Produces a word that rhymes with a given word
• II.A.1. Shows understanding by responding appropriately

• I.B.2.c. Is able to increase or decrease
intensity of emotions more consistently, although adult guidance is sometimes necessary
• IV.C.1. Independently writes letters on
request
• II.D.5. Uses category labels to understand how words and objects relate to each other
• III.B.6. Produces a word that rhymes with a given word
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• II.D.5. Uses category labels to understand how words and objects relate to each other
• V.A.5. Counts up to ten items and demonstrates that the last count indicates how many items were counted
• V.B.1. Uses concrete models or makes a verbal word problem for adding up to five objects
• V.B.2. Uses concrete models or makes a verbal word problem for subtracting 1 to 5 objects from a set
• II.D.3. Demonstrates receptive vocabulary (three to four thousand words)
• II.D.4. Uses a large speaking vocabulary, adding several new words daily

Wonderful Word

agriculture

Character
Education

Curiosity
Compassion

Technology

ABC and XYZ; Sounds and Rhymes; Tux Paint
X.A.1. X.A.2. X.A.4. III.C.1. III.B.10.

Literacy

Vocabulary, Written Expression

Letter
Knowledge

E,F,G,H

Math

Whole-Part Relationships

English Vocabulary

agriculture, altogether, calf, cattle, colt, crops, domestic, ewe, farmer, flock, goats, herd, lambs, livestock, ostrich, pasture, poultry, products, sheep

Easter

LESSON COMPONENTS

Day 1

Day 2 pre-k program

Day 3

Day 4

No School

Greeting Circle
Time:

• Building community
• Morning Message

I.C.4., I.B.3.b., II.A.1.

• Building community
• Morning Message

I.C.2., I.C.6., III.C.2.

• Building community
• Morning Message

I.C.6., III.C.3., VIII.B.1.

• Building community
• Morning Message

III.B.10., IV.C.1., VIII.C.1.

• Building community
• Morning Message

I.C.4., IV.C.1., I.C.6.

Moving and Learning
Time:

“Farmer in the Dell” • “Vicente en el pajar” game

“New Chicken Dance”

“One Pretty Pig” • “Un cerdo bonito” action song

Follow the Leader game

“Farmer in the Dell” • “Vicente en el pajar” singing game

Read-Aloud
Time:

Farm Animals • Animales de la granja
• Introduce farm vocabulary
• Gather facts from informational book

“Old MacDonald” • “El viejo Donaldo” story folder
• Identify farm animals
• Imitate animal sounds

III.D.2., II.D.3., III.A.3.

Farm Animals • Animales de la granja
• Note first letter and sound in animal names
• Use table of contents

“Half-Chicken” • “Mediopollito” story folder
• Listen for information in story
• Discuss chicken body parts

II.D.5., III.C.2., III.D.2.

Farm Animals • Animales de la granja
• Read to learn about pigs and hogs
• Develop vocabulary

“Pedro, the Curious Pig” • “Pedro, el cerdo curioso” story starter
• Develop idea of curious
• Write a group story

II.D.4., III.D.2., III.D.3.

In the Cow’s Backyard • La hamaca de la vaca
• Compare real cow to story character
• Create a T-chart for animal sounds

Farm Animals • Animales de la granja
• Read to learn about cattle and horses
• Describe photographs

III.D.2., II.D.5., III.C.3.

Farm Animals • Animales de la granja
• Name parent and baby animals
• Learn about goats and sheep

“Old MacDonald” • “El viejo Donaldo” story folder
• Name farm animals
• Add verses to song

III.D.1., II.D.1., III.C.1.

Weekly Learning Centers
Time:

• Construction-Begin construction of a farm
• Sensory Table-Excavate rocks from the farm field
• Creativity Station-Cut out pictures
of farm animals, produce, or equipment from magazines to create a farm collage

• Construction-Add fences using craft sticks
• Sensory Table-Plow field and plant "seeds"
• Creativity Station-Paint with feathers

• Construction-Add lakes to the farm
• Sensory Table-Make mud and provide plastic pigs for dramatic play
• Creativity Station-Paint pink pigs using white and red fingerpaints

• Construction-Role-play farm life using plastic animals
• Sensory Table-Role-play farm life using plastic animals
• Creativity Station-Paint using a variety of brushes and describe how painting with each brush is different

• Construction-Continue dramatic play
• Sensory Table-Bury "ostrich eggs" and let children find them
• Creativity Station-Make yarn paintings

Literacy
Learning Centers
Time:

• Discuss experiences with farm animals
• Create a KWL chart for farm animals

Centers
• Library and Listening-Add animals to MacDonald’s farm
• Creativity Station-Begin drawing of a farm
• ABC-Create name tags for Bingo

II.D.5., IV.D.1., VI.B.1.

• Role-play an action rhyme
• Compare chickens, ducks, and ostriches

Centers
• Writer's Corner-Copy words with magnetic letters
• Library and Listening-Retell a story with story props
• Gross Motor Area-Drop feathers into a box
II.D.5., VI.B.1., IV.D.1.

• Learn more about pigs
• Fill in KWL chart

Centers
• Library and Listening-Compare photos of pigs
• Writer's Corner-Copy words with pink pen
• Creativity Station-Illustrate class story

II.D.1., VI.B.1., IV.D.1.

• Discuss cows and horses
• Compare them using a Venn diagram

Centers
• Writer's Corner-Practice writing words
• Library and Listening-Listen to a story
• ABC-Circle letters in magazine print

II.D.4., VI.B.1., IV.D.1.

• Compare sheep and goats
• Work on KWL Chart

Centers
• Library and Listening-Add new animals to story
• Fine Motor-Make a farm animal collage
• Creativity Station-Make handprint sheep

II.D.1., VI.B.1., IV.D.1.

Math and Science
Learning Centers
Time:

• Practice solving verbal word problems (addition)

Centers
• Creativity Station-Draw set to match dots on dot cube
• Science-Sort animal photos

V.A.1., V.A.5., V.B.1.

• Work with combinations of five
• Create a Combinations of Five chart

Centers
• Math-Play missing duckling game
• Science-Match pictures of parent and baby animals

V.A.5., V.A.8., V.A.9.

• Uses models to demonstrate one less
• Matches models to chart

Centers
• Gross Motor Area-Roll and score bowling game
• Science-Do a measurement experiment

V.A.5., V.A.8., V.B.2.

• Practice one-to-one correspondence
• Use models to count-on to add

Centers
• Math-Play dot-cube game
• Creativity Station-Paint one-more dot sets

V.A.5., V.A.8., V.B.1.

• Develop counting-on strategy for adding
• Create a counting-cube pattern

Centers
• Gross Motor Area-Throw to practice combinations of five
• Sensory Table-Make pawprints in play dough
V.A.1., V.A.2., V.E.3.

Content Connections
Time:

Fine Arts
• Build a scarecrow

VIII.A.2., VIII.B.1.

Social Studies and Science
• Create word web about farms

VII.B.1., VI.B.3., VII.B.3.

Cooking and Science
• Make pigs in a blanket

VI.A.4., II.D.5.

Cooking and Science
• Make Baggie Ice Cream

II.D.1., VI.A.1., IX.A.2.

Phonological Awareness
• Play an animal name syllable game

III.B.4., VI.B.1., II.D.1.

Closing Circle
Time:

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

Outdoor Learning

• Make a pathway using yarn or rope. Invite children to crow hop along the pathway (hop on two feet).

• Invite children to play Hopping Chicken • Pollo saltarín (p. 207).

• Play Farmer, May I? • Sr. Granjero, ¿puedo? (p. 207) as you would Mother, May I?

• Invite the children to play horseshoes.

• Encourage children to play Wolf and Sheep • El lobo y las ovejas (p. 209).

Learning Goals

• I.C.4. Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal
• I.B.3.b. Remains focused on engaging group activities for age-appropriate range of time
• II.A.1. Shows understanding by responding appropriately
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• II.D.3. Demonstrates receptive vocabulary (three to four thousand words)
• III.A.3. Seeks to understand print
• II.D.5. Uses category labels to understand how words and objects relate to each other
• IV.D.1. Uses some appropriate writing conventions when writing or giving dictation
• VI.B.1. Identifies and describes the characteristics of organisms
• V.A.1. Knows that objects or parts of an object can be counted
• V.A.5. Counts up to ten items and demonstrates that the last count indicates how many items were counted
• V.B.1. Uses concrete models or makes a verbal word problem for adding up to five objects
• VIII.A.2. Uses art as a form of creative self-expression and representation
• VIII.B.1. Participates in classroom music activities

• I.C.2. Assumes various roles and responsibilities as part of a classroom community
• I.C.6. Demonstrates empathy and caring for others
• III.C.2. Recognizes at least 20 letter sounds
• II.D.5. Uses category labels to understand how words and objects relate to each other
• III.C.2. Recognizes at least 20 letter sounds
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• VI.B.1. Identifies and describes the characteristics of organisms
• IV.D.1. Uses some appropriate writing conventions when writing or giving dictation
• V.A.5. Counts up to ten items and demonstrates that the last count indicates how many items were counted
• V.A.8. Verbally identifies, without counting, the number of objects from 1 to 5
• V.A.9. Recognizes one-digit numerals 0 through 9
• VII.B.1. Demonstrates that all people need food, clothing, and shelter
• VI.B.3. Recognizes, observes, and discusses the relationship of organisms to their environments
• VII.B.3. Discusses the roles and responsibilities of community workers

• I.C.6. Demonstrates empathy and caring for others
• III.C.3. Produces the correct sounds for at least ten letters
• VIII.B.1. Participates in classroom music activities
• II.D.4. Uses a large speaking vocabulary, adding several new words daily
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• III.D.3. Asks and answers appropriate questions about the book
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• VI.B.1. Identifies and describes the characteristics of organisms
• IV.D.1. Uses some appropriate writing
conventions when writing or giving dictation
• V.A.5. Counts up to ten items and demonstrates that the last count indicates how many items were counted
• V.A.8. Verbally identifies, without counting, the number of objects from 1 to 5
• V.B.2. Uses concrete models or makes a verbal word problem for subtracting 1 to 5 objects from a set
• VI.A.4. Investigates and describes sources of energy including light, heat, and electricity
• II.D.5. Uses category labels to understand how words and objects relate to each other

• III.B.10. Recognizes and blends two phonemes into real words with pictorial support
• IV.C.1. Independently writes letters on
request
• VIII.C.1. Creates or re-creates stories, moods, or experiences through dramatic representations
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• II.D.5. Uses category labels to understand how words and objects relate to each other
• III.C.3. Produces the correct sounds for at least ten letters
• II.D.4. Uses a large speaking vocabulary, adding several new words daily
• VI.B.1. Identifies and describes the characteristics of organisms
• IV.D.1. Uses some appropriate writing
conventions when writing or giving dictation
• V.A.5. Counts up to ten items and demonstrates that the last count indicates how many items were counted
• V.A.8. Verbally identifies, without counting, the number of objects from 1 to 5
• V.B.1. Uses concrete models or makes a verbal word problem for adding up to five objects
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• VI.A.1. Describes, observes, and investigates properties and characteristics of common objects
• IX.A.2. Coordinates sequence of movements to perform tasks

• I.C.4. Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal
• IV.C.1. Independently writes letters on request
• I.C.6. Demonstrates empathy and caring for others
• III.D.1. Retells or reenacts a story after it is read aloud
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• III.C.1. Names at least 20 upperand
at least 20 lowercase letters
• VI.B.1. Identifies and describes the characteristics of organisms
• IV.D.1. Uses some appropriate writing conventions when writing or giving dictation
• V.A.1. Knows that objects or parts of an object can be counted
• V.A.2. Uses words to rote count from 1 to 30
• V.E.3. Recognizes and creates patterns
• III.B.4. Combines syllables into words
• VI.B.1. Identifies and describes the characteristics of organisms

Lesson Plans for Things That Move • Mysterious Movers (Week 4)

Date

March 27-31

Teacher

Ms. West

Wonderful Word

mysterious

Character
Education

Self-reliance

Technology

Writer's Corner; ABC & XYZ
X.A.1. X.A.2. X.A.3. X.A.4. III.C.1. IV.D.1.

Literacy

Oral Language, Vocabulary, Comprehension

Letter
Knowledge

a,b,c,d

Math

Direction and Location Concepts

English Vocabulary

direction, east, forces, gravity, magnetism, moon, mysterious, north, pollen, powerful, rivers, south, sun, tremble, unseen, waves, west, wind

LESSON COMPONENTS

Day 1

Day 2

Day 3

Day 4

Day 5

Greeting Circle
Time:

• Building community
• Morning Message

I.B.2.c., I.C.6., VI.C.3.

• Building community
• Morning Message

I.B.2.c., I.C.7., II.E.5.

• Building community
• Morning Message

I.C.6., IX.A.2., II.E.4.

• Building community
• Morning Message

I.C.4., I.C.6., II.E.5.

• Building community
• Morning Message

I.B.2.c., I.C.4., VIII.B.1.

Moving and Learning
Time:

“Twirl Around” • “Giraremos” ribbon dance

“Itsy Bitsy Spider” down-the-spout dance

“Itsy Bitsy Spider” gravity-defying, up-the-spout dance

“The Sounds of Nature” moon dance

Waggle Dance (inspired by honeybees)

Read-Aloud
Time:

Mysterious Movers • Fuerzas misteriosas
• Experience Japanese haiku and art
• Consider how wind moves things

“The Last Leaf” • “La última hoja” story starter
• Develop vocabulary
• Add to a story

II.D.1., III.D.3., VI.C.3.

Mysterious Movers • Fuerzas misteriosas
• Discuss moving water
• Contrast brooks and oceans as movers

“River Talk” • “Plática de rios” listening story
• Introduce river vocabulary
• Analyze character’s feelings

III.D.3., VII.D.4., VI.C.3.

“Monster Coaster” • “Monstruosa, la montaña rusa” story folder
• Introduce concept of momentum
• Discuss role of gravity in carnival rides

“Henny Penny” • “La gallina Tina” story folder
• Introduce term “jumping to a conclusion”
• Consider the impact of a changed event
II.A.1., III.D.3., II.D.3.

Twinkle, the Little Star • Chispita la estrellita
• Develop star vocabulary
• Analyze story events

“The Sun and the Moon” • “El Sol y la Luna” story folder
• Learn about the moon
• Consider moon’s perspective
III.D.3., I.D.2., VII.D.3.

“Ms. Bumblebee Gathers Nectar” • “La Sra. Abeja recoge nectar” prop story
• Learn about the bee, a mysterious mover
• Sing “Honeybee Buzz”

“Seeds” • “La semillita” listening story
• Introduce movement vocabulary
• List ways that seeds move
III.D.2., VI.B.3., II.D.3.

Weekly Learning Centers
Time:

• Science-Explore moving various objects with air movers
• Sensory Table-Use fans to move boats in a water table
• Creativity Station-Draw a picture of something blowing in the wind

• Science-Explore water movement using dampened sand
• Sensory Table-Provide a variety of objects to move water
• Creativity Station-Paint with watercolors and discuss

• Science-Make a nail dance in water using a magnet
• Sensory Table-Experiments pouring water
• Creativity Station-Using a magnet, move a washer in tempera paint through a cookie sheet

• Science-Mark hours using shadow movement
• Sensory Table-Experiment with changes in water temperature
• Creativity Station-Draw a night sky and a day sky

• Science-Explore a honeycomb with a magnifiying glass
• Sensory Table-Provide plastic water animals and discuss how animals move things in the water
• Creativity Station-Construct a bird's nest using tweezers as a beak

Literacy
Learning Centers
Time:

• Read and discuss poem about wind
• Discuss sounds the wind makes

Centers
• Library and Listening-Sequence story cards
• Science-Use air to move a cotton ball
• Writer's Corner-Illustrate the class story

II.B.3., II.D.3., VI.C.3.

• Learn about oceans
• Discuss ocean pollution

Centers
• Library and Listening-Paint with watercolors in response to story
• Fine Motor-Cut six-pack rings into small pieces
• Creativity Station-Make an ocean in a bag

II.A.1., VI.C.3., VI.C.4.

• Reinforce understanding of gravity
• Answer what if questions

Centers
• Library and Listening-Change storyline of familiar story
• Fine Motor-String beads up
• Construction-Build a marble run

II.D.3., III.D.3., II.B.4.

• Introduce revolution of earth
• Learn about sun, moon, and earth

Centers
• Science-Create shadows
• Writer's Corner-Write with finger paint
• Library and Listening-Sort by nighttime sky and daytime sky

II.D.3., VI.C.2., VI.C.3.

• Act out a rhyme about animal movers
• Sequence moving seed story cards

Centers
• Library and Listening-Retell story with puppets
• Fine Motor-Simulate gathering and moving pollen
• Gross Motor Area-Follow a scent trail

VIII.C.1., VI.B.3., II.A.1.

Math and Science
Learning Centers
Time:

• Introduce cardinal directions
• Create wind and observe the result

Centers
• Science-Practice making balloon move in designated direction
• Library and Listening-Listen to story about a weather vane

V.C.3., VI.A.2., VI.A.3

• Practice identifying directions on a grid
• Create a force and predict the result

Centers
• Science-Become wind and blow a balloon
• Creativity Station-Make a wind tester

V.C.3., VI.A.2., VI.A.3.

• Predict whether two objects will fall at same speed
• Drop pairs of objects to test resistance

Centers
• Science-Continue predictions and testing
• Math-Drop objects onto a quadrant
V.C.3., VI.A.2., V.D.4.

• Discuss stars in the night sky
• Review the idea of rotation

Centers
• Math-Create constellations and count stars
• Creativity Station-Paint a night sky

V.C.3., VI.C.2., II.D.3.

• Compare the size of different insects
• Locate markers on three-by-three grid

Centers
• Math-Practice locating markers on grid
• Pretend and Learn-Plan and stake out garden

V.C.3.

Content Connections
Time:

Fine Arts
• Make wind chimes

VIII.A.1., VI.C.3., VI.A.2.

Science
• Compare the flow of different liquids

VI.A.1., VI.A.2., VI.C.1.

Science
• Sort objects after testing magnetic attraction
VI.A.1., V.E.1.

Fine Arts
• Make sun and moon stick puppets

VIII.A.2., VIII.C.1.

Literacy and Physical Development
• Play “Hickey Picky Bumblebee” • “Abejita picadora”
III.B.4., IX.A.2.

Closing Circle
Time:

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

Outdoor Learning

• Invite children to blow bubbles. Call attention to how the bubbles float on the wind.

• Build a pile of sand or dirt. Place seeds or twigs in the pile. Pour water over the pile and watch the seeds and twigs travel.

• Point out examples of gravity on the playground (slide, swings, balls).

• Take the children outdoors early in the morning on a sunny day. Have the children look at their shadow. Encourage the children to look at the shadows of the things around them. Take the children outdoors again around noon. As they look at their shadows again, ask them the same questions.

• Have children wear the old white socks they brought to school over their shoes during outdoor play. When children return to the classroom, have them checkn their socks for hitchhikers (seeds, pollen).

Learning Goals

• I.B.2.c. Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary
• I.C.6. Demonstrates empathy and
caring for others
• VI.C.3. Observes and describes what happens during changes in the earth and sky
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• III.D.3. Asks and answers appropriate questions about the book
• II.B.3. Provides appropriate information for various situations
• II.D.3. Demonstrates receptive vocabulary (three to four thousand words) • V.C.3. Demonstrates use of location words
• VI.A.2. Investigates and describes position and motion of objects
• VI.A.3. Uses simple measuring devices to learn about objects
• VIII.A.1. Uses a variety of art materials and activities for sensory experience and exploration

• I.B.2.c. Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary
• I.C.7. Begins to have meaningful friends
• II.E.5. Combines sentences that give detail, stays on topic, and clearly communicates
• III.D.3. Asks and answers appropriate questions about the book
• VII.D.4. Identifies similarities among people like himself and classmates, as well as between himself and people from other cultures
• VI.C.3. Observes and describes what happens during changes in the earth and sky
• II.A.1. Shows understanding by responding appropriately
• VI.C.4. Demonstrates the importance of caring for our environment and our planet
• V.C.3. Demonstrates use of location words
• VI.A.2. Investigates and describes position and motion of objects
• VI.A.3. Uses simple measuring devices to learn about objects
• VI.A.1. Describes, observes, and investigates properties and characteristics of common objects
• VI.C.1. Identifies, compares, and discusses earth materials and their properties and uses

• I.C.6. Demonstrates empathy and
caring for others
• IX.A.2. Coordinates sequence of movements to perform tasks
• II.E.4. Combines ideas for complex sentences
• II.A.1. Shows understanding by responding appropriately
• III.D.3. Asks and answers appropriate questions about the book
• II.D.3. Demonstrates receptive vocabulary (three to four thousand words)
• II.B.4. Demonstrates knowledge of verbal conversational rules
• V.C.3. Demonstrates use of location words
• VI.A.2. Investigates and describes position and motion of objects
• V.D.4. Uses language to describe concepts associated with the passing of time
• VI.A.1. Describes, observes, and investigates properties and characteristics of common objects
• V.E.1. Sorts objects that are the same and different into groups, and uses language to describe how the groups are similar and different

• I.C.4. Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal
• I.C.6. Demonstrates empathy and caring for others
• II.E.5. Combines sentences that give detail, stays on topic, and clearly communicates
• III.D.3. Asks and answers appropriate questions about the book
• I.D.2. Demonstrates an understanding that others have perspectives and feelings that are different from her own
• VII.D.3. Engages in voting as a method for group decision making
• II.D.3. Demonstrates receptive vocabulary (three to four thousand words)
• VI.C.2. Identifies, observes, and discusses objects in the sky
• VI.C.3. Observes and describes what happens during changes in the earth and sky
• V.C.3. Demonstrates use of location words
• VIII.A.2. Uses art as a form of creative self-expression and representation
• VIII.C.1. Creates or recreates stories, moods, or experiences through dramatic representations

• I.B.2.c. Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary
• I.C.4. Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal
• VIII.B.1. Participates in classroom music
activities
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• VI.B.3. Recognizes, observes, and discusses the relationship of organisms to their environments
• II.D.3. Demonstrates receptive vocabulary (three to four thousand words)
• VIII.C.1. Creates or re-creates stories, moods, or experiences through dramatic representations
• II.A.1. Shows understanding by responding appropriately
• V.C.3. Demonstrates use of location
words
• III.B.4. Combines syllables into words
• IX.A.2. Coordinates sequence of movements to perform tasks

Wonderful Word

aerodynamic

Character
Education

Self-reliance

Technology

Words, Words, Words; Frog Street Math-Measure It
X.A.1. X.A.2. II.D.1. V.D.1.

Literacy

Vocabulary, Oral Language

Letter
Knowledge

a,b,c,d

Math

Data Analysis/6,7,8,9,10

English Vocabulary

aerodynamic, airplane, bicycle, boats, cargo, Ferris wheel, freight, helicopter, horse, merry-go-round, object graph, people (real) graph, picture graph, roller coaster, ships, train, transportation, yacht

Bears

LESSON COMPONENTS

Day 1

Day 2

Day 3

Day 4

Day 5

Greeting Circle
Time:

• Building community
• Morning Message

I.B.2.c., I.C.3., III.B.9.

• Building community
• Morning Message

I.C.4., I.C.6., III.B.9.

• Building community
• Morning Message

I.B.2.b., VIII.B.1., I.C.6.

• Building community
• Morning Message

I.C.6., II.A.2., III.B.9.

• Building community
• Morning Message

I.B.2.a., I.C.4., I.C.6.

Moving and Learning
Time:

“The Wheels on the Bus” • “Las llantas del bus” song with sound effects

“Stars and Stripes Forever” song with pretend flying

“Little Red Train” action verse

“My Bonnie Lies over the Ocean” • “Mi amada descansa en las olas” action song

Carousel Ride dramatic play

Read-Aloud
Time:

“Reagan’s Journal • El diario de Reagan”
• Discuss travel safety measures
• Respond to questions in text

Gram Is Coming to My House • Abuelita se viene a mi casa
• Identify four-wheeled vehicles in story
• Connect story to experience

III.D.3., II.D.5.

Once Upon a Time in Dragon Land • Había una vez en Dragolandia
• Develop airplane background and vocabulary
• Share experiences about flying

Gram Is Coming to My House • Abuelita se viene a mi casa
• Compare airplane to helicopter
• Compare illustrations to photographs
III.D.2., II.A.1., II.D.3.

Gram Is Coming to My House • Abuelita se viene a mi casa
• Introduce fact-based fiction
• Compare photograph to illustrations

“Engine Ninety-Nine” • “Locomotora Noventa y Nueve” listening story
• Recall story details
• Participate in storytelling

III.D.2., I.D.2., II.A.2.

“I Saw a Ship A-Sailing” • “Yo vi un barquito que navegaba” participation story
• Develop vocabulary
• Pantomime story

“Wynken, Blynken, and Nod” • “Sueño de un niño” (Nursery Rhyme • Cuentos infantiles flip chart)
• Recognize imagery in poem
• Think about how boat is powered
III.D.2., III.D.3., II.D.1.

Giants Made by People • Gigantes hechos por el hombre
• Discuss carnival rides
• Distinguish different power sources

“Monster Coaster” • “Monstruosa, la montaña rusa”
• Introduce idea of a round-trip
• Think about what it means to be self-reliant

III.D.1., III.D.2., II.D.3.

Weekly Learning Centers
Time:

• Gross Motor Area-Children use their bodies to make the letters in car, taxi, and bus
• Pretend and Learn-Provide car games for the children to explore.
• Construction-Build a town with roads and traffic signs.

• Gross Motor Area-Cover a box with a white or brown towel to create a mountain.
• Pretend and Learn-Explore balance using a scale.
• Construction-Build an airport complete with towers and a runway.

• Gross Motor Area-Use masking tape to create a winding train track on the floor.
• Pretend and Learn-Set up a bed and sitting area to represent the caboose of the train.
• Construction-Make a train whistle with a paper towel tube.

• Gross Motor Area-Challenge a group of children to create a wave.
• Pretend and Learn-Provide a large box to use as a pretend boat.
• Construction-Create an ocean using blue fabric or paper.

• Gross Motor Area-Make a masking tape circle on the floor. Invite children to walk the tape, dipping like carousel horses.
• Pretend and Learn-Provide a cardboard horse cutout and supplies to decorate a carousel horse.
• Construction-Provide plastic horses and pizza trays as platforms for carousel horses.

Literacy
Learning Centers
Time:

• Develop vocabulary
• Distinguish between and read road signs

Centers
• Writer's Corner-Make a stop sign
• Creativity Station-Draw city traffic
• ABC Center-Make rubbings of license plates

II.D.5., III.B.6., VI.D.1.

• Introduce concept of aerodynamics
• Discuss and contrast flying vehicles

Centers
• Fine Motor Center-Fold paper airplanes
• Science Center-Cut and fold paper helicopters
• Writer's Corner-Write in clouds (shaving cream)

II.A.1., II.D.3., II.E.5.

• Discuss trains and the noises they make
• Compare different trains

Centers
• ABC-Complete missing letter patterns with magnetic letters
• Creativity Station-Paste paper shapes to construct a train
• Library and Listening-Listen to a story

II.D.5., II.B.3., IX.A.2.

• Contrast cargo ships and cruise ships
• List and categorize watercraft

Centers
• Sensory Table-Explore ways to move sailboats
• Creativity Station-Create a sailboat
• ABC-Copy words in sand

II.D.5., III.D.2., V.E.1

• Develop background information about merry-go-rounds
• Consider whether a round trip represents travel

Centers
• Writer's Corner-Dictate story about carousel
• Creativity Station-Draw favorite carnival ride
• Language and Literacy-Retell a story with props
II.E.3., I.C.5., VII.D.3.

Math and Science
Learning Centers
Time:

• Count wheels and organize data
• Compare tire tracks using positional words

Centers
• Sensory Table-Compare play dough block impressions
• Creativity Station-Make tracks with paint and toy cars
V.C.3., V.E.2.

• Collect data
• Organize data in Venn diagram

Centers
• Math-Sort attribute buttons using Venn diagram
• Science-Sort photo of moving things

V.E.1., V.E.2., VI.A.2.

• Develop need for graphic representation
• Identify set with more or less

Centers
• Math-Practice using Venn diagram
• Construction-Build train tracks

V.A.3., V.E.1., V.E.2.

• Create a picture graph
• Compare picture graph and object graph

Centers
• Creativity Station-Replace photos with drawings
• Science-Discover best tools for rowing

V.A.5., V.E.2.

• Compare and evaluate bar graph and picture graph
• Create bar graph

Centers
• Math-Create a bar graph
• Science-Sort vehicles

V.A.3., V.E.1. V.E.2.

Content Connections
Time:

Safety
• Review rules for crossing a street

VI.D.1., I.A.2.

Science and Physical Development
• Develop concept of balance

VI.A.1., IX.A.1., II.D.3.

Cooking and Art
• Make Twinkie® trains for snack

VIII.A.2., II.A.2.

Science
• Investigate how size of boat affects cargo it can carry
VI.A.1., VI.A.2., VI.A.3.

Cooking and Fine Motor
• Make an animal cracker carousel for snack
IX.B.2., II.A.2., VIII.A.2.

Closing Circle
Time:

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

Outdoor Learning

• Invite children to play Red Light, Green Light • Luz roja, luz verde (p. 204).

• Have children lie on their backs and watch for airplanes in the sky. Invite children to fly their paper airplanes.

• Invite children to connect tricycles to form a train or provide boxes (large enough to hold a child) for children to build a train.

• Use a parachute to demonstrate the resistance created by air. Lift the parachute up high and allow it to drift down. If it is a windy day, position the chute so that it is pushed by the air.

• Invite children to set up a carnival. Have a ball-tossing game, a go fishing game, and a duck draw. Suggest that children think of ways to make a pretend roller coaster (hold on to one another’s waist and twist and turn around the playground) and carousel (walk in a circle, dipping up and down).

Learning Goals

• I.B.2.c. Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary
• I.C.3. Shows competence in initiating social interactions
• III.B.9. Combines onset and rime to form familiar one-syllable words without pictorial support
• III.D.3. Asks and answers appropriate questions about the book
• II.D.5. Uses category labels to understand how words and objects relate to each other
• III.B.6. Produces a word that rhymes with a given word
• VI.D.1. Practices good habits of personal safety
• V.C.3. Demonstrates use of location words
• (Forerunner to) V.E.2. Identifies equal and unequal sets.
• V.E.2. Collects data and organizes it in a graphic representation
• I.A.2. Shows awareness of areas of competence and describes self positively
in what he is able to do

• I.C.4. Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal
• I.C.6. Demonstrates empathy and caring for others
• III.B.9. Combines onset and rime to form familiar one-syllable words without pictorial support
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• II.A.1. Shows understanding by responding appropriately.
• II.D.3. Demonstrates receptive vocabulary (three to four thousand words)
• II.E.5. Combines sentences that give detail, stays on topic, and clearly communicates
• V.E.1. Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different
• (Forerunner to) V.E.2. Identifies equal and unequal sets.
• V.E.2. Collects data and organizes it in a graphic representation
• VI.A.2. Child investigates and describes position and motion of objects.
• VI.A.1. Describes, observes, and investigates properties and characteristics of common objects
• IX.A.1. Demonstrates coordination and balance in isolation

• I.B.2.b. Is aware of own feelings most of the time
• VIII.B.1. Participates in classroom music activities
• I.C.6. Demonstrates empathy and caring for others
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting • I.D.2. Demonstrates an understanding that others have perspectives and feelings that are different from her own.
• II.A.2. Shows understanding by following two-step oral directions, and usually follows three-step directions
• II.D.5. Uses category labels to understand how words and objects relate to each other
• II.B.3. Provides appropriate information for various situations
• IX.A.2. Coordinates sequence of movements to perform tasks
• (Forerunner to) V.A.3. and V.E.1. Demonstrates awareness of one-to-one relationships
• (Forerunner to) V.E.2. Identifies equal and unequal sets
• V.E.2. Collects data and organizes it in a graphic representation
• VIII.A.2. Uses art as a form of creative self-expression and representation

• I.C.6. Demonstrates empathy and caring for others
• II.A.2. Shows understanding by following two-step oral directions, and usually follows three-step directions
• III.B.9. Combines onset and rime to form familiar one-syllable words without pictorial support
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• III.D.3. Asks and answers appropriate questions about the book
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• II.D.5. Uses category labels to understand how words and objects relate to each other
• V.E.1. Sorts objects that are the same
and different into groups and uses language to describe how the groups are similar and different
• V.A.5. Counts up to ten items, and demonstrates that the last count indicates how many items were counted
• (Forerunner to) V.E.2. Identifies equal and unequal sets
• V.E.2. Collects data and organizes it in a graphic representation
• VI.A.1. Describes, observes, and investigates properties and characteristics of common objects
• VI.A.2. Investigates and describes position and motion of objects
• VI.A.3. Uses simple measuring devices to learn about objects

• I.B.2.a. Begins to understand difference and connection between feelings and behaviors
• I.C.4. Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal
• I.C.6. Demonstrates empathy and caring for others
• III.D.1. Retells or reenacts a story after it is read aloud
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• II.D.3. Demonstrates receptive vocabulary (three to four thousand words)
• II.E.3. Uses sentences with more than one phrase
• I.C.5. Initiates problem-solving strategies and seeks adult help when necessary
• VII.D.3. Engages in voting as a method for group decision making
• (Forerunner to) V.A.3. and V.E.1. Demonstrates awareness of one-to-one relationships
• (Forerunner to) V.E.2. Identifies equal and unequal sets
• V.E.2. Collects data and organizes it in a graphic representation
• IX.B.2. Shows increasing control of tasks that require eye-hand coordination
• II.A.2. Shows understanding by following two-step oral directions, and ususally follows three-step directions
• VIII.A.2. Uses art as a form of creative self-expression and representation

Lesson Plans for Things That Move • I Move (Week 1)

Date

Feb. 22-March 2

Teacher

Ms. West

Wonderful Word

mobile

Character
Education

Self-reliance

Technology

Sounds and Rhymes; ABC and XYZ
X.A.1. X.A.2. III.C.1. III.B.8.

Literacy

Phonological Awareness, Vocabulary, Rhyming

Letter
Knowledge

Math

Patterns and Numeracy

English Vocabulary

around, between, bicycle, contraction, dance, even, mobile, muscles, numeral, odd, pattern, pattern core, retraction, scooters, skateboard, skip, snap, wagons

Dr. Suess week

LESSON COMPONENTS

Day 1 Crazy Socks

Day 2 green eggs and ham

Day 3 Cat in the Hat

Day 4 Pajama day

No School

Greeting Circle
Time:

• Building community
• Morning Message

I.C.6., I.A.1., III.B.9.

• Building community
• Morning Message

I.B.2.c., I.A.1., I.B.1.a., III.B.9.

• Building community
• Morning Message

I.C.4., III.B.1., III.B.9.

• Building community
• Morning Message

I.C.2., I.C.6., III.B.9.

• Building community
• Morning Message

I.C.4., I.B.2.c., III.B.1.

Moving and Learning
Time:

“Wiggles, Jiggles, Giggles” song and dance

“It Makes Me Jump” action song

“Hands and Fingers” • “Manos y dedos” song and dance

“The Numeral Dance” • “El baile de los números” song and dance

“Compound Boogie” dance

Read-Aloud
Time:

Our Muscles • Los músculos
• Introduce table of contents
• Apply facts in books to children’s bodies

Body Talk in Rhyme • El cuerpo habla en rimas
• Reinforce concept of mobile
• Imitate movements in book

III.A.3., II.D.3., VI.B.1.

“The Gingerbread Boy” • “El muñequito de jengibre” story folder
• Recall story details
• Create a new rhyme for story

“Half-Chicken” • “Mediopollito” story folder
• Imitate Half-Chicken’s movements
• Connect story with country of origin

III.D.1., III.D.3., II.D.1.

Hands and Fingers • Manos y dedos
• Compare song lyrics to story text
• Demonstrate hand movements

A to Z Helping Hands • Manos amables de la A a la Z
• Discuss ways hands and fingers are used
• Think of helping hand movements
II.D.3., III.D.2., II.D.1.

The Numeral Dance • El baile de los números
• Compare story to Moving and Learning song lyrics
• Describe movements

Dance! • ¡A bailar!
• Study photo and infer feelings
• Consider implications of story events
III.D.3., II.D.1., II.B.3.

Our Muscles • Los músculos
• Discuss movements of bicycle and wagon
• Consider benefits of vehicles

“My Aunt Violet” • “Mi tía Violeta” story folder
• Recall story details
• Demonstrate compound words
II.D.1., III.D.2., III.B.2.

Weekly Learning Centers
Time:

• Gross Motor Area-Create a maze
• Fine Motor-Sit on the floor and use tweezers to pick up and move objects
• Construction-Print a copy of the body parts checklist. Ask children to place a check by the body parts they use as they build.

• Gross Motor Area-Walk a tape line to tap a bell with a toe
• Fine Motor-Remove shoes and pick up various objects with toes and drop into a bucket
• Construction-Build a zigzag pathway with blocks

• Gross Motor Area-Drop clothespins into a coffee can
• Fine Motor-Work with play dough
• Construction-Build using just one hand and describe experience

• Gross Motor Area-Place the Giant Dance 1 and Giant Dance 2 sequence cards in order, and then follow the sequence to create a dance
• Fine Motor-Make finger puppets dance
• Construction-Build a stage for ballerinas to dance on using finger puppets or small figures

• Gross Motor Area-Provide a wagon for children to explore and discuss
• Fine Motor-Build wagons and scooters with Legos^®
• Construction-Provide medium-sized, shallow boxes to serve as wagons

Literacy
Learning Centers
Time:

• Play a partner game to retell the story
• Add to the story with original lines

Centers
• Language and Literacy-Retell and illustrate story
• Library and Listening-Listen to story
• Writer's Corner-Draw and explain movements

VIII.C.1., II.B.5., III.D.1

• Label parts of a foot
• List things children can do with their feet

Centers
• Writer's Corner-Form play dough letters or write in sand
• Creativity Station-Make trail of footprints
• Library and Listening-Retell stories with props

II.D.3., III.C.1., IV.B. 2.

• Recognize rhyming words
• Produce rhyming words

Centers
• Writer's Corner-Create journal covers
• Language and Literacy-Create and use finger puppets
• Creativity Station-Trace hands and think about what hands do

III.B.6., III.B.9., III.C.1.

• Categorize story as fiction
• Tap a rhythm pattern in story

Centers
• Gross Motor Area-Follow rebus directions to dance
• Language and Literacy-Sequence cards to retell story
• Library and Listening-Dance finger puppets while listening
II.D.5., IX.A.2., V.E.3.

• Compare riding toys
• Separate parts of words

Centers
• Gross Motor Area-Pretend to skate
• Writer's Corner-Place words in correct blanks
• Creativity Station-Paint a wagon

III.B.7., III.B.2., II.D.1.

Math and Science
Learning Centers
Time:

• Participate in movement patterns
• Introduce right and left, contraction and retraction

Centers
• Fine Motor-Crumple balls of paper
• Math-Replicate two-color pattern cores

V.C.3., V.E.3., VI.A.2.

• Introduce three-element pattern core
• Relate three-element core to traffic light

Centers
• Gross Motor Area-Hop along a number line
• Math-Copy three-color patterns

V.A.9., V.C.3., V.E.3.

• Introduce idea of decades as a number pattern
• March, tiptoe, and twirl through decades

Centers
• Creativity Station-Paint a zigzag pattern
• Math-Arrange numeral cards in order

V.A.2., V.A.9., V.E.3.

• Introduce the term balance
• Introduce odd and even numbers

Centers
• Sensory Table-Study tire tracks in sand
• Math-Match counting frogs to ten-frame cards

V.A.3. and V.E.1., V.A.9, V.E.3.

• Collect data and display graphically
• Lay groundwork for counting by twos

Centers
• Creativity Station-Draw eyes (two-to-one relationship)
• Math-Use pattern core to build pattern

V.A.3. and V.E.1., V.A.9, V.E.3.

Content Connections
Time:

Science and Social Studies
• Introduce Photo Fanny

VII.A.2., VI.B.1.

Physical Development and Safety
• Compare movements and address walking safety rules
IX.A.2., VI.D.1., IX.A.1.

Physical Development
• Discuss ways to strengthen muscles, arm wrestle
VI.D.3., IX.A.2.

Science and Social Studies
• Think about what Photo Fanny will do during her home visit
VII.A.2., VI.B.1.

Safety
• Discuss bike safety

VI.D.1., II.D.4.

Closing Circle
Time:

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

Outdoor Learning

• Invite children to play Keep Away • Quédate lejos (p. 202). Discuss ways the body moves during the game.

• Encourage children to play parachute games (p. 204). Which parts of the body do you use for these games?

• Challenge children to pretend to be shadow puppets and create a shadow puppet dance. Discuss body movements.

• Encourage the children to walk on stilts (p. 167). Which parts of your body move with this activity?

• Invite children to participate in tricycle relays (p. 202).

Learning Goals

• I.C.6. Demonstrates empathy and caring for others
• I.A.1. Is aware of where own body is in space; respects personal boundaries
• III.B.9. Combines onset and rime to form familiar one-syllable words without pictorial support
• III.A.3. Seeks to understand print
• II.D.3. Demonstrates receptive vocabulary (three to four thousand words)
• VI.B.1. Identifies and describes the characteristics of organisms
• VIII.C.1. Creates or re-creates stories, moods, or experiences through dramatic representations
• II.B.5. Demonstrates knowledge of nonverbal conversational rules
• III.D.1. Retells or reenacts a story after it is read aloud
• V.C.3. Demonstrates use of location words
• V.E.3. Recognizes and creates patterns
• VI.A.2. Investigates and describes position and motion of objects
• VII.A.2. Identifies similarities and differences in characteristics of families

• I.B.2.c. Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary
• I.A.1. Is aware of where own body is in space; respects personal boundaries
• I.B.1.a. Follows classroom rules and routines with occasional reminders from teacher
• III.B.9. Combines onset and rime to form familiar one-syllable words without pictorial support
• III.D.1. Retells or reenacts a story after it is read aloud
• III.D.3. Asks and answers appropriate questions about the book
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• II.D.3. Demonstrates receptive vocabulary (three to four thousand words)
• III.C.1. Names at least 20 upper- and at least 20 lowercase letters
• IV.B. 2. Closely approximates writing of first name
• V.A.9. Recognizes one-digit numerals 0 through 9
• V.C.3. Demonstrates use of location words
• V.E.3. Recognizes and creates patterns
• IX.A.2. Coordinates sequence of movements to perform tasks
• VI.D.1. Practices good habits of personal safety
• IX.A.1. Demonstrates coordination and balance in isolation

• I.C.4. Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal
• III.B.1. Separates a normally spoken four-word sentence into individual words
• III.B.9. Combines onset and rime to form familiar one-syllable words without pictorial support
• II.D.3. Demonstrates receptive vocabulary (three to four thousand words)
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• III.B.6. Produces a word that rhymes with a given word
• III.C.1. Names at least 20 upper- and at least 20 lowercase letters
• V.A.2. Uses words to rote count from 1 to 30
• V.A.9. Recognizes one-digit numerals 0 through 9
• V.E.3. Recognizes and creates patterns
• VI.D.3. Identifies good habits of nutrition and exercise
• IX.A.2. Coordinates sequence of movements to perform tasks

• I.C.2. Assumes various roles and responsibilities as part of a classroom community
• I.C.6. Demonstrates empathy and caring for others
• III.B.9. Combines onset and rime to form familiar one-syllable words without pictorial support
• III.D.3. Asks and answers appropriate questions about the book
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• II.B.3. Provides appropriate information for various situations
• II.D.5. Uses category labels to understand how words and objects relate to each other
• IX.A.2. Coordinates sequence of movements to perform tasks
• V.E.3. Recognizes and creates patterns
• (Forerunner to) V.A.3. and V.E.1. Demonstrates awareness of one-to-one relationships
• V.A.9. Recognizes one-digit numerals 0 through 9
• V.E.3. Recognizes and creates patterns
• VII.A.2. Identifies similarities and differences in characteristics of families
• VI.B.1. Identifies and describes the characteristics of organisms

• I.C.4. Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal
• I.B.2.c. Is able to increase or decrease
intensity of emotions more consistently, although adult guidance is sometimes necessary
• III.B.1. Separates a normally spoken four-word sentence into individual words
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• III.B.2. Combines words to make a compound word
• III.B.7. Produces a word that begins with the same sound as a given pair of words
• III.B.2. Combines words to make a compound word
• (Forerunner to) V.A.3. and V.E.1. Demonstrates awareness of one-to-one relationships
• V.A.9. Recognizes one-digit numerals 0 through 9
• V.E.3. Recognizes and creates patterns
• VI.D.1. Practices good habits of personal safety
• II.D.4. Uses a large speaking vocabulary, adding several new words daily

Wonderful Word

inspiration

Character
Education

Cooperation, Intentionality

Technology

Frog Street Math; Reading Buddy; Tux Paint
X.A.1. X.A.2. X.A.4.

Literacy

Oral Language, Phonological Awareness

Letter
Knowledge

Y,Z

Math

Identifying and Labeling Sets

English Vocabulary

alliteration, attribute, collages, convey, create, extraordinary, flatten, grateful, gratitude, images, imaginative, inspired, intentionality, numeral, pentagon, quadrilateral, sculpture, strategy

LESSON COMPONENTS

Day 1

Day 2

Day 3

Day 4

Day 5

Greeting Circle
Time:

• Building community
• Morning Message

I.B.2.c., I.C.6., III.B.7.

• Building community
• Morning Message

I.C.4., III.B.7., VIII.A.1.

• Building community
• Morning Message

I.B.2.c., I.C.4., III.B.7.

• Building community
• Morning Message

I.C.4., II.B.5., III.C.1.

• Building community
• Morning Message

I.B.2.b., I.C.6., III.B.7.

Moving and Learning
Time:

“Put Your Little Foot” • “Pasitos” dance

Dance with streamers

Play Freeze • Inmóvil

Pantomime “Body Talk in Rhyme”

Follow directions to “Shake Your Reader Ribbons”

Read-Aloud
Time:

Dance! • ¡A bailar!
• Make story predictions
• Contrast ordinary and extraordinary

“The Runaway Cookie Parade” • “Las galletitas que se escaparon” participation story
• Develop action word vocabulary
• Participate in telling a story
II.D.3., III.D.1., III.D.2.

Skidamarink • ¡Es amor!
• Discuss meaning of love
• Introduce inspire

“The Surprise” • “La sorpresa” chalk and prop story
• Describe illustrations
• Make inferences

VIII.A.3., III.D.3., II.A.1.

Twinkle, the Little Star • Chispita la estrellita
• Create a prop for story
• Play the role of Twinkle

Three Bears’ Rap • El rap de los tres osos
• Introduce collage as style of illustration
• Compare collages to other illustrations
III.D.1., II.D.1., VIII.A.3.

Nature’s Giants • Gigantes de la naturaleza
• Recognize descriptions as creations
• Discuss inspiration for descriptions

Fanny Frog’s Fantastic Poems and
Rhymes • Salta, saltarín
• Experience poetry
• Introduce elements of poetry
II.D.1., II.D.3., III.D.3.

Animal Friends • Amigos animales
• Identify characters in wordless book
• Dictate a story for the book

This Way to Pre-K • Camino a Pre-Kinder
• Develop story walk chart
• Retell story using chart

II.D.1., II.E.4., III.D.1.

Weekly Learning Centers
Time:

• Fine Motor-Make music using ways other than instruments
• Creativity Station-Draw or paint covers for their musical instruments
• Construction-Make musical instruments

• Fine Motor-Create various hues of green by mixing food coloring
• Creativity Station-Draw with various mediums
• Construction-Decorate paper bag blocks with markers

• Fine Motor-Make play dough creations using buttons, lace and beads
• Creativity Station-Make torn-paper collages
• Construction-Build statues with blocks or stuff paper bags to create a sculpture

• Fine Motor-Use markers to copy short sentences
• Creativity Station-Paint a design using the child's name
• Construction-Build towns and then create signage for streets and buildings

• Fine Motor-Practice the directions of the How to Care for Books • Cómo cuidar los libros rebus poster using books
• Creativity Station-Illustrate pretend books
• Construction-Add a few small books to the center. Encourage children to build bookshelves for the books.

Literacy
Learning Centers
Time:

• Create a chart of dance moves
• Participate in telling the story

Centers
• Library and Listening-Listen to a story
• Creativity Station-Illustrate dance moves
• Gross Motor Area-Make up new dance moves

IV.D.1., III.D.2., IX.A.2.

• Compare illustrations in different books
• Introduce idea of intentionality

Centers
• Writer's Corner-Create an illustration
• Creativity Station-Paint with different brushes
• Fine Motor-Fingerpaint

VIII.A.3., III.D.2., III.B.2.

• Discuss sculptures
• Describe clay sculptures

Centers
• Writer's Corner-Describe sculptures
• ABC-Shape letters with clay
• Creativity Station-Create clay sculpture or collage

VIII.A.3., II.D.3., IV.C.1.

• Discuss the power of words
• Introduce onomatopoeia, alliteration, and rhyming words

Centers
• ABC-Paint pictures
• Language and Literacy-Match rhyming items
• Library and Listening-Identify powerful words in a story
II.D.1., III.C.2., III.B.7.

• Develop concept of gratitude
• Write and draw a cooperative book

Centers
• Writer's Corner-Complete pages for book
• Library and Listening-Listen to and retell story
• Language and Literacy-Read wordless book
I.B.2.b., II.B.3., II.E.5.

Math and Science
Learning Centers
Time:

• Practice identifying the number of objects without counting
• Introduce strategies for determining number of objects in a set

Centers
• Creativity Station-Create and count thumbprint frogs
• Math-Practice counting out sets
V.A.5., V.A.8., V.A.9.

• Introduce forming a mental picture for quantification
• Play Finger Flash • Muestra con los dedos

Centers
• Sensory Table-Make wet sand prints to match number in set
• Math-Make handprint counting boards
V.A.3., V.A.8., V.A.9.

• Review introduced polygon shapes
• Introduce hexagon and pentagon

Centers
• Sensory Table-Create number sculptures
• Math-Make five-pattern-block picture

V.A.5., V.A.9., V.C.2.

• Introduce numerals 1 through 9
• Analyze shape attributes of numerals

Centers
• Writer's Corner-Trace numerals on gel bags
• Gross Motor Area-Hop along number line

V.A.4., V.A.9., V.C.1. and V.E.1.

• Introduce tally marks
• Review quantification strategies

Centers
• Creativity Station-Create a button-counting book
• Library and Listening-Browse through counting books

V.A.5., V.A.9., V.E.2.

Content Connections
Time:

Fine Arts
• Learn a simple dance

VIII.B.2., IX.A.2.

Fine Arts
• Experiment with the styles of the masters
VIII.A.3., VIII.A.1., VIII.A.2.

Science
• Make shadow sculptures

VI.A.4., VI.A.1., I.C.5.

Listen
• Listen for onomatopoeia words

III.B.7., II.C.2., II.A.1.

Social Skills
• Share children’s We are Grateful • Estamos agradecidos books
I.C.2., III.A.2., III.A.3.

Closing Circle
Time:

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

Outdoor Learning

• Take rhythm band instruments outdoors.
Invite children to have a parade.

• Invite children to use chalk to draw pictures on the sidewalk, or attach easel paper to the fence (or take easels outdoors) and encourage children to paint an outdoor scene.

• Turn a strip of masking tape backwards and place it on children’s arms to make a bracelet. Encourage children to create a bracelet using items they find outdoors (leaves, bark, twigs, pebbles).

• Provide colorful sheets of cellophane and challenge children to create colorful shadows.

• Invite children to write the story for a wordless book outdoors.

Learning Goals

• I.B.2.c. Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary
• I.C.6. Demonstrates empathy and caring for others
• III.B.7. Produces a word that begins with the same sound as a given pair of words
• II.D.3. Demonstrates receptive
vocabulary (three to four
thousand words)
• III.D.1. Retells or reenacts a story after it is read aloud
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• IV.D.1. Uses some appropriate writing conventions when writing or giving dictation
• IX.A.2. Coordinates sequence of movements to perform tasks
• V.A.5. Counts up to ten items and demonstrates that the last count indicates how many items were counted
• V.A.8. Verbally identifies, without counting, the number of objects from 1 to 5
• V.A.9. Recognizes one-digit numerals 0 through 9
• VIII.B.2. Responds to different musical styles through movement and play

• I.C.4. Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal
• III.B.7. Produces a word that begins with the same sound as a given pair of words
• VIII.A.1. Uses a variety of art materials and activities for sensory experience and exploration
• VIII.A.3. Demonstrates interest in and shows appreciation for the creative work of others
• III.D.3. Asks and answers appropriate questions about the book
• II.A.1. Shows understanding by responding appropriately
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• III.B.2. Combines words to make a compound word
• V.A.3. Counts one to ten items, with one count per item
• V.A.8. Verbally identifies, without counting, the number of objects from 1 to 5
• V.A.9. Recognizes one-digit numerals 0 through 9
• VIII.A.3. Demonstrates interest in and shows appreciation for the creative work of others
• VIII.A.2. Uses art as a form of creative self-expression and representation

• I.B.2.c. Is able to increase or decrease
intensity of emotions more consistently, although adult guidance is sometimes necessary
• I.C.4. Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal
• III.B.7. Produces a word that begins with the same sound as a given pair of words
• III.D.1. Retells or reenacts a story after it is read aloud
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• VIII.A.3. Demonstrates interest in and shows appreciation for the creative work of others
• II.D.3. Demonstrates receptive vocabulary (three to four thousand words)
• IV.C.1. Independently writes letters on request
• V.A.5. Counts up to ten items and demonstrates that the last count indicates how many items were counted
• V.A.9. Recognizes one-digit numerals 0 through 9
• V.C.2. Creates shapes
• VI.A.4. Investigates and describes sources of energy including light, heat, and electricity
• VI.A.1. Describes, observes, and investigates properties and characteristics of common objects
• I.C.5. Initiates problem-solving strategies and seeks adult help when necessary

• I.C.4. Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal
• II.B.5. Demonstrates knowledge of nonverbal conversational rules
• III.C.1. Names at least 20 upper- and at least 20 lowercase letters
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• II.D.3. Demonstrates receptive vocabulary (three to four thousand words)
• III.D.3. Asks and answers appropriate questions about the book
• III.C.2. Recognizes at least 20 letter sounds
• III.B.7. Produces a word that begins with the same sound as a given pair of words
• V.A.4. Demonstrates that the order of the counting sequence is always the same regardless of what is counted
• V.A.9. Recognizes one-digit numerals 0 through 9
• (Forerunner to:) V.C.1. and V.E.1. Describes attributes
• III.B.7. Produces a word that begins with the same sound as a given pair of words
• II.C.2. Perceives differences between similar-sounding words
• II.A.1. Shows understanding by responding appropriately

• I.B.2.b. Is aware of own feelings most of the time
• I.C.6. Demonstrates empathy and caring for others
• III.B.7. Produces a word that begins with the same sound as a given pair of words
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• II.E.4. Combines ideas for complex sentences
• III.D.1. Retells or reenacts a story after it is read aloud
• II.B.3. Provides appropriate information for various situations
• II.E.5. Combines sentences that give detail, stays on topic, and clearly communicates
• V.A.5. Counts up to ten items and demonstrates that the last count indicates how many items were counted
• V.A.9. Recognizes one-digit numerals 0 through 9
• V.E.2. Collects data and organizes it in a graphic representation
• I.C.2. Assumes various roles and responsibilities as part of a classroom community
• III.A.2. Uses books and other written materials to engage in prereading behaviors
• III.A.3. Seeks to understand print

Wonderful Word

construct

Character
Education

Cooperation
Intentionality

Technology

Words, Words, Words; Reading Buddy; Tux Paint
X.A.2. X.A.4. X.A.5. II.D.1. III.A.1. VIII.A.2.

Literacy

Sentence Structure, Vocabulary, Oral Language

Letter
Knowledge

V,W,X

Math

Classifying, Data Analysis

English Vocabulary

assemble, build, caring, category, cleverness, concrete, construction, cooperation, deeds, foundation, friend, habitats, homes, intentions, loquacious, model, raw materiacmdvls, sort, structure

LESSON COMPONENTS

Day 1

Day 2

Day 3

Day 4

Day 5

Greeting Circle
Time:

• Building community
• Morning Message

I.B.2.b., I.C.6., III.C.1.

• Building community
• Morning Message

I.B.2.b., III.B.7., III.C.1.

• Building community
• Morning Message

I.C.4., I.C.6., III.C.1.

• Building community
• Morning Message

II.E.3., I.C.2., IV.D.1.

• Building community
• Morning Message

I.C.6., VIII.B.1., III.C.1.

Moving and Learning
Time:

Create a music ensemble

Drum to marching music

Dance with streamers

Play a musical adding-on game

Follow musical directions for greeting friends

Read-Aloud
Time:

This Way to Pre-K • Camino a Pre-Kinder
• Introduce title page, author, photographer
• Compare book with classroom

The Do-Nothing Machine • La máquina de no hacer nada
• Introduce vocabulary in context
• Compare tools in book with classroom tools

II.D.3., III.D.3., II.E.5.

Homes for Everyone • Casas de todos clases
• Compare theme project to structures
• Introduce composition

Giants Made by People • Gigantes hechos por el hombre
• Identify purposes of structures
• Introduce model and intentionality

III.D.2., II.D.4., I.A.4.

“Reagan’s Journal” • “El diario de Reagan”
• Connect experiences with journal entry
• Think about solving construction problems

“The Baby Bluebird Story” • “El cuento del pajarito bebé azul” fold-and-cut story
• Enjoy a creative story experience
• Discuss paper constructions

II.D.3., III.D.2., III.D.3.

“Jack the Builder” • “Juan el constructor”
(Nursery Rhyme • Cuentos de Infantiles flip chart)
• Analyze sentence construction
• Identify rhyming words

“Animal Habitats and Homes” • "Los hábitats y las casas de los animales” story folder
• Discuss terms—habitats and homes
• Describe raw materials used to build homes
II.E.4., III.D.2., IV.D.1.

“The Giants of the City” • “Los gigantes de la ciudad” listening story
• List structures in city
• Introduce idea of building friendships

The Do-Nothing Machine • La máquina de no hacer nada
• Identify building materials
• Name the machine

II.D.4., IV.D.1., III.D.2.

Weekly Learning Centers
Time:

• Construction-Have stacking races
• Creativity Station-Decorate boxes covered in plastic wrap
• Fine Motor-Build with smaller blocks

• Construction-Build using small boxes
• Creativity Station-Decorate paper to use as wrapping paper for boxes
• Fine Motor-Have box races

• Construction-Make rainbow makers
• Creativity Station-Make tissue paper collages
• Fine Motor-Show children how to fold paper airplanes

• Construction-Build sentences with word blocks
• Creativity Station-Make a collage using environmental print
• Fine Motor-Work with name puzzles

• Construction-Build a house to share with a friend
• Creativity Station-Paint a group mural
• Fine Motor-String beads for friendship bracelets

Literacy
Learning Centers
Time:

• Discuss building projects
• Introduce construct or construir

Centers
• Writer's Corner-Form letters with blocks
• Construction-Build a home
• Library and Listening-Listen to a book

II.D.1., III.D.2., III.B.4.

• Brainstorm uses for a box

Centers
• Creativity Station-Create something from a box
• Pretend and Learn-Wrap a box
• Math-Stack graduated boxes

II.D.1., I.C.5., VI.A.1.

• Explore different kinds of paper
• Answer what if questions

Centers
• Writer's Corner-Make paper dolls
• Creativity Station-Paint a picture
• Fine Motor-Construct paper chains

III.B.6., III.D.3., II.E.4.

• Build long sentences
• Write a story for a wordless book

Centers
• Library and Listening-Tell a story
• Writer's Corner-Draw or write in journal
• Language and Literacy-Construct sentences with word cards

IV.D.1., II.E.4., II.D.1.

• Develop a word web about friends
• Discuss letters in friend and amigo(a)

Centers
• Writer's Corner-Trace letters using gel bag
• Creativity Station-Create Photo Activity Cards
• Fine Motor-Play tic-tac-toe
I.C.7., II.D.1., IV.D.1.

Math and Science
Learning Centers
Time:

• Sort blocks by size and geometric categories

Centers
• Creativity Station-Create a patterned pathway
• Math-Sort blocks by use

V.C.4., V.E.1.

• Introduce geometric vocabulary
• Compare shapes of box faces

Centers
• Fine Motor-Build a machine
• Math-Construct shapes with connecting cubes

V.C.1., V.E.1.

• Build five-cube arrangements
• Compare and sort by rules

Centers
• Science-Explore ways to connect paper
• Math-Build unique five-cube arrangements

V.A.8., V.C.4., V.E.1.

• Create name trains
• Compare and sort trains

Centers
• Library and Listening-Identify words in sentences
• Math-Sort name trains

V.E.1., V.E.2.

• Sort by attributes old and new
• Graph data collected

Centers
• Science-Observe effects of aging (banana)
• Math-Observe effects of aging (coins)

V.E.1., V.E.2.

Content Connections
Time:

Social Skills
• Follow directions to build a structure

I.C.2., I.C.4., II.A.1.

Social Awareness
• Imagine life as a jack-in-the-box

I.D.2., I.A.4., I.C.5

Literacy
• Listen to and watch a story

VI.A.1., II.B.3., III.D.2.

Literacy
• Build a loquacious sentence

II.E.4., II.E.3., II.B.3.

Physical Development and Problem Solving
• Play Hook Up • Engánchate
IX.A.2., I.C.5., I.C.4.

Closing Circle
Time:

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

Outdoor Learning

• Provide indoor blocks for outdoor building.

• Encourage children to build box towers and knock them down with balls.

• Add paper bag blocks to the cardboard boxes for building.

• Provide markers for children to decorate and label their outdoor buildings.

• Play cooperative games (p. 197) with the parachute.

Learning Goals

• I.B.2.b. Is aware of own feelings most of the time
• I.C.6. Demonstrates empathy and caring for others
• III.C.1. Names at least 20 upper- and at least 20 lowercase letters
• II.D.3. Demonstrates receptive vocabulary (three to four thousand words)
• III.D.3. Asks and answers appropriate questions about the book
• II.E.5. Combines sentences that give detail, stays on topic, and clearly communicates
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• III.B.4. Combines syllables into words
• V.C.4. Slides, flips, and turns shapes to demonstrate that the shapes remain the same
• Forerunner to V.E.1. Describes attributes
• V.E.1. Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different
• I.C.2. Assumes various roles and responsibilities as part of a classroom community
• I.C.4. Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal
• II.A.1. Shows understanding by
responding appropriately

• I.B.2.b. Is aware of own feelings most of
the time
• III.B.7. Produces a word that begins with the same sound as a given pair of words
• III.C.1. Names at least 20 upper- and at least 20 lowercase letters
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• II.D.4. Uses a large speaking vocabulary, adding several new words daily
• I.A.4. Shows initiative in independent situations and persists in attempting to solve problems
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• I.C.5. Initiates problem-solving strategies and seeks adult help when necessary
• VI.A.1. Describes, observes, and investigates properties and characteristics of common objects
• Forerunner to: V.C.1. and V.E.1. Describes attributes
• V.C.1. Names common shapes
• V.E.1. Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different
• I.D.2. Demonstrates an understanding that others have perspectives and feelings that are different from her own
• I.A.4. Shows initiative in independent situations and persists in attempting to solve problems
• I.C.5. Initiates problem-solving strategies and seeks adult help when necessary

• I.C.4. Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal
• I.C.6. Demonstrates empathy and caring for others
• III.C.1. Names at least 20 upper- and at least 20 lowercase letters
• II.D.3. Demonstrates receptive
vocabulary (three to four thousand words)
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• III.D.3. Asks and answers appropriate questions about the book
• III.B.6. Produces a word that rhymes with a given word
• II.E.4. Combines ideas for complex sentences
• V.A.8. Verbally identifies, without counting, the number of objects from 1 to 5
• V.C.4 Slides, flips, and turns shapes to
demonstrate that the shapes remain the same
• V.E.1. Sorts objects that are the same
and different into groups and uses language to describe how the groups are similar and different
• VI.A.1. Describes, observes, and investigates properties and characteristics of common objects
• II.B.3. Provides appropriate information for various situations
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting

• II.E.3. Uses sentences with more than one phrase
• I.C.2. Assumes various roles and responsibilities as part of a classroom community
• IV.D.1. Uses some appropriate writing conventions when writing or giving dictation
• II.E.4. Combines ideas for complex sentences
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• V.E.1. Sorts objects that are the same and different into groups, and uses language to describe how the groups are similar and different
• Forerunner: V.E.2. Identifies equal and unequal sets
• V.E.2. Collects data and organizes it in a graphic representation
• II.E.4. Combines ideas for complex sentences
• II.E.3. Uses sentences with more than one phrase
• II.B.3. Provides appropriate information for various situations

• I.C.6. Demonstrates empathy and caring for others
• VIII.B.1. Participates in classroom music activities
• III.C.1. Names at least 20 upper- and at least 20 lowercase letters
• II.D.4. Uses a large speaking vocabulary, adding several new words daily
• IV.D.1. Uses some appropriate writing conventions when writing or giving dictation
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• I.C.7. Begins to have meaningful friends
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• Forerunner to: V.E.1. Describes attributes
• V.E.1. Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different
• V.E.2. Collects data and organizes it in a graphic representation
• IX.A.2. Coordinates sequence of movements to perform tasks
• I.C.5. Initiates problem solving strategies and seeks adult help when necessary
• I.C.4. Increasingly interacts and
communicates with peers to initiate
pretend-play scenarios that share a
common plan and goal

Wonderful Word

machinery

Character
Education

Cooperation
Intentionality

Technology

Sounds and Rhymes; Writer's Corner; Tux Paint
X.A.1. X.A.2. X.A.3. X.A.4. III.B.7. IV.B.1. IV.D.1. VIII.A.2.

Literacy

Oral Language and Phonological
Awareness (alliteration, compound words)

Letter
Knowledge

R,S,T,U

Math

Measurement, Counting Non-standard Units

English Vocabulary

tools, machinery, constructing, funnel, more, less, same, hammer, scissors, shovel, bulldoze, graders, move, push, pull, lift, inclined plane, pulley

LESSON COMPONENTS

Day 1

Day 2

Day 3

Day 4

Day 5

Greeting Circle
Time:

• Building community
• Morning Message

I.B.2.a., I.C.6., III.B.7.

• Building community
• Morning Message

I.B.2.c., I.C.4., III.B.7.

• Building community
• Morning Message

I.B.2.a., I.C.6., III.B.7.

• Building community
• Morning Message

I.C.4., II.D.5., III.B.7.

• Building community
• Morning Message

I.D.1., I.D.2., III.C.1.

Moving and Learning
Time:

“Peanut Butter and Jelly” • “Manteguilla de cacahuate y mermelada” action song

“Push, Pull, Swing” action song

Tug-of-Peace game

“Push, Pull, Swing” song and pantomime

I Spy • Yo veo game

Read-Aloud
Time:

“Bake a Cake” • “Preparar un pastel” action story
• Act out a story
• Distinguish between tools and ingredients

“Make Tortillas” • “Preparar tortillas” action story
• Recall story details
• Compare the way tortillas and cake are made
II.D.1., III.D.2., III.D.1.

“The Shoemaker and the Elves” • “El zapatero y los duendes” story folder
• Learn about a shoemaker’s tools
• Compare a poem and a story

“My Grandmother’s Garden” • “El jardín de mi abuelita” listening story
• Identify garden tools
• Discuss the value of garden tools

III.D.2., III.D.3., II.D.1.

Machines Large and Small • Máquinas grandes y pequeñas
• Introduce machines that move things
• Discuss opposites

“The Great Enormous Rock” • “Una piedra
enorme” story folder
• Change a story by introducing a new element
• Match tools to a purpose
III.D.2., II.D.5., VI.C.1.

Machines Large and Small • Máquinas grandes y pequeñas
• Introduce tools that dig
• Compare shovels and front-end loader

“Little Red Hen” • “La gallinita roja” story folder
• Identify tools used in story
• Label wheelbarrow as compound word

II.D.5., III.D.2., III.A.3.

Tools That Help Me • Herramientas que me ayudan
• Introduce Table of Contents
• Discuss tools used by those with special needs

Shubert’s New Friend
• Discuss tolerance and acceptance of differences
• List how to help friends with special needs
I.D.1., III.D.2., III.A.3.

Weekly Learning Centers
Time:

• Pretend and Learn-Make cookies with play dough
• Science-Experiment with sand and funnels
• Fine Motor-Sweep pebbles into a scoop with a pastry brush

• Pretend and Learn-Use an eggbeater to create bubbles in a bucket of soapy water
• Science-Experiment with rocks and erosion
• Fine Motor-Provide nuts and bolts or locks and keys for children to manipulate

• Pretend and Learn-Explore a toolbox of toy tools
• Science-Experiment with movement
• Fine Motor-Encourage children to dismantle nonfunctioning working clocks, watches, and music boxes

• Pretend and Learn-Pretend to be the Little Red Hen baking her bread
• Science-Experiment with building and using a ramp
• Fine Motor-Explore with sand and a variety of digging tools

• Pretend and Learn-Provide drawing paper and marking pens. Invite children to print name cards or exit signs using large letters for children who are visually impaired.
• Science-More exploration with a ramp
• Fine Motor-Identify objects using only sense of touch

Literacy
Learning Centers
Time:

• Develop kitchen tool vocabulary
• Discuss the value of tools

Centers
• Writer's Corner-Copy a word with writing tools
• Sensory Table-Explore kitchen tools
• Language and Literacy-Match concrete tools to shadows

II.D.1., III.B.7., I.B.3.b.

• Read a story about helping hands
• Identify tools in the story

Centers
• Construction-Practice hammering
• Creativity Station-Draw someone using a tool
• Library and Listening-Retell a story with story props

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

• Introduce simple machines
• Develop concept—machines make work easier

Centers
• Fine Motor-Make a collage
• Library and Listening-Listen to a story
• Language and Literacy-Retell a story in a new way

II.D.5., II.B.3., III.A.2.

• Introduce alliteration
• Discuss front-end loader

Centers
• Writer's Corner-Explore writing tools
• Language and Literacy-Change a familiar story
• Library and Listening-Listen to a story

III.B.7., III.C.2., II.D.3.

• Introduce tools for individuals with special needs
• Demonstrate some of the tools

Centers
• Math-Measure classroom openings
• Sensory Table-Explore tools that help with vision
• Science-Demonstrate magnifying sound

II.D.3., I.D.1., I.D.2.

Math and Science
Learning Centers
Time:

• Compare tablespoon and teaspoon
• Understand that a big spoonful is greater than a small spoonful

Centers
• Sensory Table-Practice counting spoonfuls
• Science-Discuss tool safety rules

V.A.1., V.D.2., VI.A.3.

• Introduce the tape measure
• Solve a measurement problem

Centers
• Creativity Station-Print a pattern
• Math-Measure yarn with connecting cubes

V.A.1., V.A.5., V.D.1.

• Categorize tools by the way they move
• Investigate pulleys

Centers
• Sensory Table-Compare textured surfaces when drawing
• Science-Sort tools

V.D.3., V.E.1., VI.A.2.

• Confirm units of measurement must be the same size

Centers
• Sensory Table-Measure with connecting cubes
• Math-Measure with AngLegs

V.A.1., V.A.5., V.D.1.

• Construct and measure ramps
• Organize data from survey

Centers
• Science-Construct and test ramps
• Math-Compare high and low inclines

V.A.5., V.D.1., V.E.2.

Content Connections
Time:

Fine Arts and Physical Development
• Participate in a kitchen band

VIII.B.1., IX.A.1., IX.A.2.

Problem Solving and Science
• Categorize tools by their function

I.A.4., I.C.5., VI.A.1.

Science and Social Studies
• Identify simple machines in the school

VI.A.1., VII.C.1., VI.A.2.

Science
• Learn how real animals use tools

VI.B.1., VI.B.3., II.D.3.

Science
• Explore ways that tools are powered

VI.A.4., VI.A.1., VI.A.2.

Closing Circle
Time:

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

Outdoor Learning

• Provide funnels, colanders, and strainers for sand play.

• Encourage children to use chalk to create sidewalk art. Ask if the chalk is a tool.

• Discuss playground equipment in terms of tools and machines.

• Find a spot on the playground where children can dig. Provide digging tools (shovels, hand shovels) and invite children to dig. Encourage them to pay close attention to things that are unearthed.

• Look on the playground and around the outside of the school for handicap accessible modifications (ramps, railings, door exits, height of water fountains).

Learning Goals

• I.B.2.a. Begins to understand difference
and connection between feelings and behaviors
• I.C.6. Demonstrates empathy and caring for others
• III.B.7. Produces a word that begins with the same sound as a given pair of words
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• III.D.2. Uses information learned from
books by describing, relating, categorizing, or comparing and contrasting
• III.D.1. Retells or reenacts a story after
it is read aloud
• I.B.3.b. Remains focused on engaging group activities for age-appropriate range of time
• V.A.1. Knows that objects or parts of an
object can be counted
• V.D.2. Recognizes how much can be placed within an object
• VI.A.3. Uses simple measuring devices to learn about objects
• VIII.B.1. Participates in classroom music activities
• IX.A.1. Demonstrates coordination and balance in operation
• IX.A.2. Coordinates sequence of
movements to perform tasks

• I.B.2.c. Is able to increase or decrease
intensity of emotions more consistently, although adult guidance is sometimes
necessary
• I.C.4. Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal
• III.B.7. Produces a word that begins with the same sound as a given pair of words
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• III.D.3. Asks and answers appropriate questions about the book
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• III.B.2. Combines words to make a compound word
• VII.A.2. Identifies similarities and differences in characteristics of families
• V.A.1. Knows that objects or parts of an object can be counted
• V.A.5. Counts up to ten items and demonstrates that the last count indicates how many items were counted
• V.D.1. Recognizes and compares heights or lengths of people or objects
• I.A.4. Shows initiative in independent situations and persists in attempting to solve problems
• I.C.5. Initiates problem-solving strategies
and seeks adult help when necessary
• VI.A.1. Describes, observes, and investigates properties and characteristics of common objects

• I.B.2.a. Begins to understand difference and connection between feelings and behaviors
• I.C.6. Demonstrates empathy and
caring for others
• III.B.7. Produces a word that begins
with the same sound as a given pair of words
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• II.D.5. Uses category labels to understand how words and objects relate to each other
• VI.C.1. Identifies, compares, discusses
earth materials and their properties and uses
• II.D.5. Uses category labels to understand how words and objects relate to each other
• II.B.3. Provides appropriate information
for various situations
• III.A.2. Uses books and other written materials to engage in prereading behaviors
• V.D.3. Recognizes and compares weights of objects or people
• V.E.1. Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different
• VI.A.2. Investigates and describes position and motion of objects
• VI.A.1. Describes, observes, and investigates properties and characteristics of common objects
• VII.C.1. Identifies and creates common features in her immediate environment

• I.C.4. Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal
• II.D.5. Uses category labels to understand how words and objects relate to each other
• III.B.7. Produces a word that begins with the same sound as a given pair of words
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• III.A.3. Seeks to understand print
• III.B.7. Produces a word that begins with the same sound as a given pair of words
• III.C.2. Recognizes at least 20 letter
sounds
• II.D.3. Demonstrates receptive vocabulary (three to four thousand words)
• V.A.1. Knows that objects or parts of an
object can be counted
• V.A.5. Counts up to ten items and demonstrates that the last count indicates how many items were counted
• V.D.1. Recognizes and compares heights or lengths of people or objects
• VI.B.1. Identifies and describes the characteristics of organisms
• VI.B.3. Recognizes, observes and discusses the relationship of organisms to their environments
• II.D.3. Demonstrates receptive vocabulary (three to four thousand words)

• I.D.1. Demonstrates an understanding and tolerance for unique characteristics of others
• I.D.2. Demonstrates an understanding that others have perspectives and feelings that are different from her own
• III.C.1. Names at least 20 upper- and at least 20 lowercase letters
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• III.A.3. Seeks to understand print
• II.D.3. Demonstrates receptive vocabulary (three to four thousand words)
• V.A.5. Counts up to ten items and demonstrates that the last count indicates how many items were counted
• V.D.1. Recognizes and compares heights or lengths of people or objects
• V.E.2. Collects data and organizes it in a
graphic representation
• VI.A.4. Investigates and describes sources of energy including light, heat, and electricity
• VI.A.1. Describes, observes, and investigates properties and characteristics of common objects
• VI.A.2. Investigates and describes position and motion of objects

Lesson Plans for Stories and Rhymes • Ballads, Folktales and Fables (Week 4)

Date

Jan. 23-27

Teacher

Ms. West

Wonderful Word

exaggerate

Character
Education

Commitment
Loyalty

Technology

ABC and XYZ; Math-Compare It
X.A.1. X.A.2. III.C.1. V.D.1. Forerunner V.E.2.

Literacy

Problem Solving, Oral Language

Letter
Knowledge

J,K,L,M

Math

Ordinal Numbers

English Vocabulary

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

LESSON COMPONENTS

Day 1

Day 2

Day 3

Day 4

Day 5 100^th day of school

Greeting Circle
Time:

• Building community
• Morning Message

I.A.4., VIII.B.2., III.B.6.

• Building community
• Morning Message

I.A.1., I.B.2.a., III.B.6.

• Building community
• Morning Message

I.C.3., I.B.2.b., III.C.1.

• Building community
• Morning Message

I.C.6., II.A.1., IX.A.2.

• Building community
• Morning Message

I.A.1., I.B.2.c., II.A.2.

Moving and Learning
Time:

“Five Speckled Frogs” • “Cinco ranitas moteadas” and “Shubert’s Shuffle” • “El baile de Shubert”

Musical Cat and Fish • Gato y pez musical game

Itsy Bitsy Spider dance

Move like story animals

Act out exaggerations

Read-Aloud
Time:

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

The Rooster Who Went to His Uncle’s Wedding • El gallo que fue a la boda de su tío
• Develop vocabulary
• Chart cause-and-effect relationships
II.D.2., III.D.2., IV.D.1.

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

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

III.D.3., III.A.3., II.D.3.

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

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

III.D.3., II.D.1., X.A.5.

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

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

III.D.2., II.D.3., III.C.1.

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

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

II.D.1., III.D.3., III.A.1.

Weekly Learning Centers
Time:

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

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

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

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

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

Literacy
Learning Centers
Time:

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

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

III.B.6., IV.D.1., II.A.1.

• Produce rhyming words in story context

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

III.D.3., III.B.6., I.C.3.

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

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

IV.D.1., III.D.2., III.B.6.

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

Centers
• Writer's Corner-Copy letters and words
• Library and Listening-Retell a story with props
• Creativity Station-Create a weather vane
II.D.4., III.D.3., II.E.5.

• As a class, write a tall tale

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

IV.D.1., III.D.3., II.E.5.

Math and Science
Learning Centers
Time:

• Use ordinal numbers to describe wedding guests

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

V.A.7., V.A.9., V.C.3.

• Use ordinal numbers to label stops along a pathway

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

V.A.7., V.A.9., V.C.3.

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

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

V.A.7., V.A.9., V.C.3.

• Use ordinal numbers to describe things the Old Woman swallowed

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

V.A.7., V.A.9., V.C.3.

• Measure distances with string
• Order strings by length

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

V.A.7., V.A.9. V.D.1.

Content Connections
Time:

Science
• Compare frogs and mice

VI.B.1., VI.B.3., III.D.2.

Science
• Compare real and make-believe cats

VI.B.1., III.D.2.

Fine Arts
• Make wiggle spiders

VIII.B.2., IX.B.2., VIII.A.2.

Literacy
• Compare two legends on Venn diagram

III.D.2., VII.D.1., VII.D.2.

Cooking and Science
• Make applesauce

VI.B.1., VI.A.1., V.E.1.

Closing Circle
Time:

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

Outdoor Learning

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

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

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

• Invite children to participate in relay races

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

Learning Goals

• I.A.4. Shows initiative in independent situations and persists in attempting to solve problems
• VIII.B.2. Responds to different musical
styles through movement and play
• III.B.6. Produces a word that rhymes with a given word
• II.D.2. Demonstrates understanding of terms used in the instructional language of the classroom
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• IV.D.1. Uses some appropriate writing conventions when writing or giving dictation
• III.B.6. Produces a word that rhymes with a given word
• II.A.1. Shows understanding by responding appropriately
• V.A.7. Uses the verbal ordinal terms
• V.A.9. Recognizes one-digit numerals 0 through 9
• V.C.3. Demonstrates use of location words
• VI.B.1. Identifies and describes the
characteristics of organisms
• VI.B.3. Recognizes, observes, and discusses the relationship of organisms to their environments

• I.A.1. Is aware of where own body
is in space; respects personal
boundaries
• I.B.2.a. Begins to understand difference and connection between feelings and
behaviors
• III.B.6. Produces a word that rhymes with a given word
• III.D.3. Asks and answers appropriate questions about the book
• III.A.3. Seeks to understand print
• II.D.3. Demonstrates receptive vocabulary (three to four thousand words)
• I.C.3. Shows competence in initiating social interactions
• V.A.7. Uses the verbal ordinal terms
• V.A.9. Recognizes one-digit numerals 0 – 9
• V.C.3. Demonstrates use of location words
• VI.B.1. Identifies and describes the
characteristics of organisms
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting

• I.C.3. Shows competence in initiating
social interactions
• I.B.2.b. Is aware of own feelings most of the time
• III.C.1. Names at least 20 upper- and at least 20 lowercase letters
• III.D.3. Asks and answers appropriate questions about the book
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• X.A.5. Recognizes that information is accessible through the use of technology
• IV.D.1 Uses some appropriate writing
conventions when writing or giving dictation
• III.D.2. Uses information learned from
books by describing, relating, categorizing, or comparing and contrasting
• III.B.6. Produces a word that rhymes with a given word
• V.A.7. Uses the verbal ordinal terms
• V.A.9. Recognizes one-digit numerals 0 through 9
• V.C.3. Demonstrates use of location words
• VIII.B.2. Responds to different musical styles through movement and play
• IX.B.2. Shows increasing control of tasks that require hand-eye coordination
• VIII.A.2. Uses art as a form of creative self-expression and representation

• I.C.6. Demonstrates empathy and caring for others
• II.A.1. Shows understanding by
responding appropriately
• IX.A.2. Coordinates sequence of movements to perform tasks
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• II.D.3. Demonstrates receptive vocabulary (three to four thousand words)
• III.C.1. Names at least 20 upper and
at least 20 lowercase letters
• II.D.4. Uses a large speaking vocabulary, adding several new words daily
• III.D.3. Asks and answers appropriate questions about the book
• II.E.5. Combines sentences that give detail, stays on topic, and clearly communicates
• V.A.7. Uses the verbal ordinal terms
• V.A.9. Recognizes one-digit numerals 0 through 9
• V.C.3. Demonstrates use of location words
• VII.D.1. Identifies flags of the U.S. and resident state
• VII.D.2. Recites the Pledge of Allegiance to the United States flag and the state flag and observes a moment of silence

• I.A.1. Is aware of where own body is in space; respects personal boundaries
• I.B.2.c. Is able to increase or decrease
intensity of emotions more consistently, although adult guidance is sometimes necessary
• II.A.2. Shows understanding by following two-step oral directions, and usually follows three-step directions
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• III.D.3. Asks and answers appropriate questions about the book
• (Forerunner to) III.A.1. Shows interest in books
• IV.D.1. Uses some appropriate writing conventions when writing or giving dictation
• II.E.5. Combines sentences that give detail, stays on topic, and clearly communicates
• V.A.7. Uses the verbal ordinal terms
• V.A.9. Recognizes one-digit numerals 0 through 9
• V.D.1. Recognizes and compares heights or lengths of people or objects
• VI.B.1. Identifies and describes the characteristics of organisms
• VI.A.1. Describes, observes, and investigates properties and characteristics of common objects
• (Forerunner to) V.E.1. Describes attributes

Lesson Plans for Stories and Rhymes • Fairytales (Week 3)

Date

Jan. 17-20

Teacher

Ms. West

Wonderful Word

magic

Character
Education

Commitment,
Loyalty

Technology

Words, Words, Words; Extra Reading Buddy
X.A.1. X.A.2. III.A.1. II.D.1.

Literacy

Phonological Awareness—rhyming words

Letter
Knowledge

Letters g,h,I,j

Math

Number and Operation

English Vocabulary

add, castle, celebration, commitment, customers fairy tale, fewer, leather, magic, mattress, more, palace, pantomime, princess, purchase, setting, summoned, take away

LESSON COMPONENTS

No School

Day 2

Day 3

Day 4

Day 5

Greeting Circle
Time:

• Building community
• Morning Message

I.A.1., I.C.3., IX.A.2.

• Building community
• Morning Message

I.C.2., IX.A.2., III. B.3.

• Building community
• Morning Message

I.A.1., I.C.4., VI.A.4.

• Building community
• Morning Message

I.B.2.c., I.C.6., III.B.6.

• Building community
• Morning Message

I.C.4., I.C.2., III.C.1.

Moving and Learning
Time:

Princess Ball Roll • La bola de la princesa game

Practice giant movements—walk, jump, hop

Create dragon and giant shadows

Who’s Got the Pea? • ¿Quién tiene el guisante? game

Boot, Boot, Shoe • Botas, botas, zapato game

Read-Aloud
Time:

The Frog Prince • El príncipe sapo
• Discuss main characters
• Introduce fairytale elements

Reagan’s Journal • El diario de Reagan
• Develop vocabulary
• Discuss family celebration

II.D.1., III.D.2., III.D.3.

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 stories
II.D.5., III.D.2., IV.D.1.

“Odon, the Giant” • “Odón, el gigante" listening story
• Discuss onomatopoeia
• Identify onomatopoeia words

“Kilum” • “Kilum” listening story
• Develop vocabulary
• Compare make-believe world to real world
II.D.5., II.C.2., III.D.3.

“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

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

“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 zapato” listening story
• Compare nursery rhymes
VII.B.2., II.D.4., III.D.3.

Weekly Learning Centers
Time:

• 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

• 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

• 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

• Construction-Build a bench for the shoemaker
• Fine Motor-Encourage children to lace shoes
• Creativity Station-Invite children to design a pair of shoes

Literacy
Learning Centers
Time:

• Identify fairytale elements in story
• Identify rhyming words

Centers
• ABC-Sort words by ending letter
• Library and Listening-Listen to a story
• Sensory Table-Retrieve magnetic letters and match to letter cards

II.D.3., III.A.1., III.B.6.

• Retell “Jack and the Beanstalk” in a story circle

Centers
• ABC-Match upper- and lowercase letters
• Library and Listening-Retell story with story props
• Language and Literacy-Sequence story events
III.D.1., VIII.C.1., II.B.3.

• 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

II.D.3., III.D.2., III.A.3.

• Reenact queen’s mattress test
• Suggest alternate (more accurate) tests

Centers
• Creativity Station-Design a bedcover
• Library and Listening-Listen to a story
• Language and Literacy-Retell story with story props

II.E.5., III.D.2., II.D.4.

• Think about how shoes protect feet
• Categorize shoes by use and material used in making them

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
VI.D.1., II.B.3., V.E.1.

Math and Science
Learning Centers
Time:

• 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

V.A.8., V.B.1., V.B.2.

• 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

V.A.6., V.A.8., V.E.2.

• 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

V.A.5., V.A.8., V.B.1.

• 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
V.A.2., V.A.3., V.C.3.

• Use cubes to represent doubling patterns

Centers
• Math-Create reflecting patterns with paint
• Science-Use mirrors to make reflecting patterns

V.A.8., V.B.1., V.E.3.

Content Connections
Time:

Science
• Compare real and make-believe frogs

VI.B.1., II.E.5., III.D.2.

Health
• Discuss beans as an important protein

VI.D.3., II.D.1., II.B.3.

Fine Arts
• Make paper-towel tube dragons

VIII.A.2., VIII.C.1., III.D.1.

Math
• Play a game to count and compare sets of “mattresses”
V.A.3., V.E.2.

Social Studies
• Discuss possible jobs and ways to earn income
VII.B.1., VII.B.2., VII.B.3.

Closing Circle
Time:

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

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)

• Draw a hopscotch grid. Encourage children to use the princess’s pea (a pebble) as a marker

• Provide chalk and invite children to trace around their shoe

Learning Goals

• I.A.1. Is aware of where own body is in space; respects personal boundaries
• I.C.3. Shows competence in initiating social interactions
• IX.A.2. Coordinates sequence of movements to perform tasks
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• III.D.3. Asks and answers appropriate questions about the book
• II.D.3. Demonstrates receptive vocabulary (three to four thousand words)
• (Forerunner to) III.A.1. Shows interest in books
• III.B.6. Produces a word that rhymes with a given word
• V.A.8. Verbally identifies, without counting, the number of objects from 1 to 5
• V.B.1. Uses concrete models or makes a verbal word problem for adding up to 5 objects
• V.B.2. Uses concrete models or makes a verbal word problem for subtracting 1 to
5 objects from a set
• VI.B.1. Identifies and describes the characteristics of organisms
• II.E.5. Combines sentences that give detail, stays on topic, and clearly communicates

• I.C.2. Assumes various roles and responsibilities as part of a classroom community
• IX.A.2. Coordinates sequence of movements to perform tasks
• III. B.3. Deletes a word from a
compound word
• II.D.5. Uses category labels to understand how words and objects relate to each other
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• IV.D.1. Uses some appropriate writing conventions when writing or giving dictation
• III.D.1. Retells or reenacts a story after it
is read aloud
• VIII.C.1. Creates or re-creates stories,
moods, or experiences through dramatic representations
• II.B.3. Provides appropriate information
for various situations
• V.A.6. Demonstrates understanding
that when counting, the item can be chosen in any order
• V.A.8. Verbally identifies, without counting, the number of objects from 1 to 5
• V.E.2. Collects data and organizes it in a graphic representation
• VI.D.3. Identifies good habits of nutrition and exercise
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions

• I.A.1. Is aware of where own body is in space; respects personal boundaries
• I.C.4. Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal
• VI.A.4. Investigates and describes sources of energy including light, heat, and electricity
• II.D.5. Uses category labels to understand how words and objects relate to each other
• II.C.2. Perceives differences between similar-sounding words
• III.D.3. Asks and answers appropriate questions about the book
• II.D.3. Demonstrates receptive vocabulary (three to four thousand words)
• III.D.2. Uses information learned from
books by describing, relating, categorizing, or comparing and contrasting
• III.A.3. Seeks to understand print
• V.A.5. Counts up to ten items and demonstrates that the last count indicates how many items were counted
• V.A.8. Verbally identifies, without counting, the number of objects from 1 to 5
• V.B.1. Uses concrete models or makes a verbal word problem for adding up to five objects
• VIII.A.2. Uses art as a form of creative self-expression and representation
• VIII.C.1. Creates or re-creates stories,
moods, or experiences through dramatic
representations
• III.D.1. Retells or reenacts a story after it is read aloud

• I.B.2.c. Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary
• I.C.6. Demonstrates empathy and caring for others
• III.B.6. Produces a word that rhymes
with a given word
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• III.D.1. Retells or reenacts a story after it is read aloud
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• II.E.5. Combines sentences that give detail, stays on topic, and clearly communicates
• II.D.4. Uses a large speaking vocabulary, adding several new words daily
• V.A.2. Uses words to rote count from 1 to 30
• V.A.3. Counts 1 to 10 items, with one count per item
• V.C.3. Demonstrates use of location words
• Forerunner (V.E.2.) Identifies equal and unequal

• I.C.4. Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal
• I.C.2. Assumes various roles and responsibilities as part of a classroom community
• III.C.1. Names at least 20 upper- and at least 20 lowercase letters
• VII.B.2. Participates in activities to help them become aware of what it means to be a consumer
• II.D.4. Uses a large speaking vocabulary, adding several new words daily
• III.D.3. Asks and answers appropriate questions about the book
• VI.D.1. Practices good habits of personal safety
• II.B.3. Provides appropriate information for various situations
• V.E.1. Sorts objects that are the same and different into groups and uses language to describe how the groups are
similar and different
• V.A.8. Verbally identifies, without counting, the number of objects from one to five
• V.B.1. Uses concrete models or makes a verbal word problem for adding up to five objects
• V.E.3. Recognizes and creates patterns

Wonderful Word

traditional

Character
Education

Commitment

Technology

Reading Buddy; Sounds and Rhymes
X.A.1. X.A.2. III.B.6. III.A.1.

Literacy

Comprehension and Dramatic Expression

Letter
Knowledge

C,D.E,F

Math

Measurement, Ordering by Attributes

English Vocabulary

audience, barnyard, carnivore, dress rehearsal, durable, factual, fictional, greedy, longest, original, porridge, shortest, survey, traditional, trowel, version

LESSON COMPONENTS

Day 1

Day 2

Day 3

Day 4

Day 5

Greeting Circle
Time:

• Building community
• Morning Message

I.B.2.c., I.C.6., II.B.3.

• Building community
• Morning Message

I.A.1., I.C.4., II.D.3.

• Building community
• Morning Message

I.C.6., III.B.6., III.C.1.

• Building community
• Morning Message

I.C.7., VIII.B.1., III.C.1.

• Building community
• Morning Message

I.C.3., I.B.2.c., VIII.B.1.

Moving and Learning
Time:

“Goldilocks” • “Ricitos de oro” Walk-on Nursery Rhyme

“One Pink Piglet” • “Un cerdito rosado” action song

What Time Is It, Mr. Wolf? • Sr. Lobo, ¿qué hora es? game

“New Chicken Dance”

“Henny Penny” • “La gallina Tina” dance

Read-Aloud
Time:

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

III.A.1., III.D.2., II.D.3.

“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

III.D.1., III.D.2., III.D.3.

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)

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

“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
II.D.1., III.D.2., III.D.3.

“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

III.D.2., III.D.3., II.D.3.

Weekly Learning Centers
Time:

• Fine Motor-Invite children to spoon porridge (ice-cream salt) from a pot into
small, 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

• 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

• 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 magnetic
letters to her Grandmother’s home
• Construction-Build a jail cell for the wolf

• 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-Have children take their shoes off and try to pick up acorns or marbles with their toes
• Pretend and Learn-Invite children to make acorn soup
• Construction-Reenact the story of Henny Penny using plastic farm animals

Literacy
Learning Centers
Time:

• 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
• ABC-Match magnetic letters to letter cards

II.D.5., III.D.1.. VIII.C.1.

• Compare real and make-believe pigs

Centers
• Writer's Corner-Label pictures as fiction or factual
• Science-Conduct “blowing” test
• Creativity Station-Paint pink pigs

II.B.1., II.D.2., III.C.1.

• Compare two versions of Little Red Riding Hood
• Determine most significant differences

Centers
• Creativity Station-Sequence story events
• Language and Literacy-Create a new version of a story
• Library and Listening-Listen to a story

III.D.2., I.D.2., II.D.3.

• Identify story characters
• Create story pyramid

Centers
• ABC-Find alphabet letters in character names
• Creativity Station-Create a new story character
• Language and Literacy-Retell a story

II.E.5., III.D.2., VII.D.3.

• 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

III.D.1., VIII.C.1., III.B.6.

Math and Science
Learning Centers
Time:

• 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

V.C.3., V.D.1., VI.A.1.

• Observe and test attributes of different paper squares

Centers
• Creativity Station-Blow paint with straws
• Science-Test force needed to blow over cube towers

V.A.7, V.C.3., VI.A.1.

• Sort objects and explain categories
• Order Anglegs by size

Centers
• Library and Listening-Graphically represent pitch on xylophone
• Math-Play Shortest Straw game

V.C.3., V.D.1., V.E.1.

• Play a matching and counting game
• Tally results to a survey question about Little Red Hen

Centers
• Writer's Corner-Create a picture graph
• Math-Make predictions, order cube
towers of different heights

V.A.7., V.E.2., V.E.2.

• Make cube towers to represent characters in a story scene
• Identify patterns

Centers
• Language and Literacy-Track number of characters in each scene
• Math-Order dot cards and represent numbers with cubes
V.A.7., V.B.1., V.E.3.

Content Connections
Time:

Math and Literacy
• Recite “Pease, Porridge Hot” and enjoy a porridge snack

II.D.1., V.E.2., VI.A.1.

Science
• Compare weight and buoyancy of different materials

VI.A.1., V.D.3., V.C.1. and V.E.1.

Health
• Evaluate Little Red’s treats in terms of healthy food options

VI.D.3., III.D.3., II.D.1.

Science and Math
• Bake bread
• Discuss role heat plays in helping dough rise
VI.A.1., V.D.2., VI.A.4.

Science
• Practice observation skills

VI.A.1., III.D.2.

Closing Circle
Time:

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

Outdoor Learning

• Encourage children to play with small,
medium, and large balls

• 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)

• 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)

• Invite children to play a traditional
Mexican game, La gallinita ciega • The
Blind Hen (p. 193)

Learning Goals

• I.B.2.c. Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary
• I.C.6. Demonstrates empathy and caring for others
• II.B.3. Provides appropriate information for various situations
• (Forerunner) III.A.1. Shows interest in books
• III.D.2. Uses information learned from books by describing, relating,categorizing,
or comparing and contrasting
• II.D.3. Demonstrates receptive vocabulary (three to four thousand words)
• II.D.5. Uses category labels to understand how words and objects relate to each other
• III.D.1. Retells or reenacts a story after it is read aloud
• VIII.C.1. Creates or recreates stories, moods, or experiences through dramatic representations
• V.C.3. Demonstrates use of location words
• V.D.1. Recognizes and compares heights or lengths of people or objects
• VI.A.1. Describes, observes, and investigates properties and characteristics of common objects
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• V.E.2. Collects data and organizes it in a graphic representation

• I.A.1. Is aware of where own body is in space, respects personal boundaries
• I.C.4. Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal
• II.D.3. Demonstrates receptive vocabulary (three to four thousand words)
• III.D.1. Retells or reenacts a story after it is read aloud
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• III.D.3. Asks and answers appropriate questions about the book
• II.B.1. Is able to use language for different purposes
• II.D.2. Demonstrates understanding of terms used in the instructional language of the classroom
• III.C.1. Names at least 20 upper and 20 lowercase letters
• V.A.7 Uses the verbal ordinal terms
• V.C.3. Child demonstrates use of location
• VI.A.1. Describes, observes, and investigates properties and characteristics of common objects
• V.D.3. Recognizes and compares weights of objects or people
• (Forerunner) V.C.1. and V.E.1. Describes attributes

• I.C.6. Demonstrates empathy and caring for others
• III.B.6. Produces a word that rhymes with a given word
• III.C.1. Names at least 20 upper- and at least 20 lowercase letters
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• II.A.1. Shows understanding by responding appropriately
• (Forerunner) III.A.1. Shows interest in books
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• I.D.2. Demonstrates an understanding that others have perspectives and feelings that are different from her own
• II.D.3. Demonstrates receptive vocabulary (three to four thousand words)
• V.C.3. Demonstrates use of location words
• V.D.1. Recognizes and compares heights or lengths of people or objects
• V.E.1. Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different
• VI.D.3. Identifies good habits of nutrition and exercise
• III.D.3. Asks and answers appropriate questions about the book

• I.C.7. Begins to have meaningful friends
• VIII.B.1. Participates in classroom music activities
• III.C.1. Names at least 20 upper- and at least 20 lowercase letters
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• III.D.3. Asks and answers appropriate questions about the book
• II.E.5. Combines sentences that give detail, stays on topic, and clearly communicates
• VII.D.3. Engages in voting as a method for group decision making
• V.A.7. Uses the verbal ordinal terms
• (Forerunner) V.E.2. Identifies equal and unequal sets
• V.E.2. Collects data and organizes it in a graphic representation
• VI.A.1. Describes, observes, and investigates properties and
characteristics of common objects
• V.D.2. Recognizes how much can be placed within an object
• VI.A.4. ● Investigates and describes sources of energy including light, heat, and electricity

• I.C.3. Shows competence in initiating social interactions
• I.B.2.c. Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary
• VIII.B.1 Participates in classroom music
activities
• III.D.2. Uses information learned from books by describing, relating, categorizing, orcomparing and contrasting
• III.D.3. Asks and answers appropriate questions about the book
• II.D.3. Demonstrates receptive vocabulary (three to four thousand words)
• III.D.1. Retells or reenacts a story after it is read aloud
• VIII.C.1. Creates or re-creates stories,
moods, or experiences through dramatic
representations
• III.B.6. Produces a word that rhymes with a given word
• V.A.7. Uses the verbal ordinal terms
• V.B.1. Uses concrete models or makes a verbal word problem for adding up to five objects
• V.E.3. Recognizes and creates patterns
• VI.A.1. Describes, observes, and investigates properties and characteristics of common objects
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting

Lesson Plans for Stories and Rhymes • Nursery Rhymes (Week 1)

Date

Jan.3-6

Teacher

Ms. West

Wonderful Word

culture

Character
Education

Commitment, Loyalty

Technology

Writer's Corner
X.A.1. X.A.2.X.A.3. X.A.4. X.A.5. III.C.1. III.C.2. III.C.3.

Literacy

Phonological Awareness (Rhyming)

Letter
Knowledge

a,b,c

Math

Counting, Whole-Part Relationship

English Vocabulary

alike, broth, crown, different, fleece, half, hare, injury, mystify part, radiant, tuffet, twinkle, whole, wounds

LESSON COMPONENTS

Day 1

Day 2

Day 3

Day 4

Day 5

Greeting Circle
Time:

• Building community
• Morning Message

I.C.6., III.B.6., VIII.B.2.

• Building community
• Morning Message

I.B.2.c., VI.D.2., VIII.B.1.

• Building community
• Morning Message

I.C.4., VIII.B.2., III.B.6.

• Building community
• Morning Message

I.C.4., I.B.2.a., III.B.6.

• Building community
• Morning Message

I.C.2., I.C.4., VIII.C.1.

Moving and Learning
Time:

“Stars and Stripes Forever” with musical eggs

“Ring around the Rosie” • “Ronda de las rositas” singing game

“Miss Mary Mack” clapping game

Dance with streamers to music

Drop the Mitten • Deja caer el mitón game

Read-Aloud
Time:

“This Is the House that Jack Built” • “Ésta es la casa que Juan construyó” listening story (p. 196)
• Describe characters
• Explore cause-and-effect relationships

“Peter, Peter, Pumpkin Eater” • “Daniel, Daniel” (Nursery Rhyme • Cuentos infantiles flip chart)
• Identify and produce rhyming words
• Compare Jack’s house to Peter’s pumpkin
III.D.2., II.D.1., III.B.6.

Going Down Frog Street A to Z or Abeceloco
• Enjoy an alphabet story
• Identify uppercase letters A, B, C, D, E, F

“Jack and Jill” • “Juan y Josefina” (Nursery Rhyme • Cuentos infantiles flip chart)
• Use illustrations to predict story action
• Introduce new vocabulary words

III.D.1., II.D.1., III.C.1.

“Hey Diddle Diddle” • Hey mentironsín
(Nursery Rhyme • Cuentos infantiles flip chart)
• Distinguish between real and pretend
• Produce rhyming words

“Little Miss Muffet” or “Arroz con leche” (Nursery Rhyme • Cuentos infantiles flip chart)
• Extend vocabulary

III.B.6., II.D.3., III.D.2.

Mysterious Movers • Fuerzas misteriosas
• Extend vocabulary
• Role-play action verbs

Twinkle, the Little Star • Chispita la estrellita
• Extend vocabulary
• Recognize that author is telling a story

III.A.1., III.A.3., II.D.1.

“Cucú” • “Ribbit, Ribbit” (Cultural Rhymes flip book)
• Hear a traditional Latin American rhyme
• Produce rhyming words

“There Was an Old Woman” (Nursery Rhyme • Cuentos infantiles flip chart)
• Compare two stories
• Identify rhyming words in story

III.D.3., III.B.6., III.D.2.

Weekly Learning Centers
Time:

• Creativity Station-Use stencils to draw an egg shape
• Pretend and Learn-Build a wall with blocks and explore items that balance
• Science-Balance a plastic egg on a wall built from blocks

• Creativity Station-Discuss safety and make a poster
• Pretend and Learn-Pretend to treat injuries with brown paper strips
• Science-Place a pretend first-aid kit in the center and pretend to bandage wounds

• Creativity Station-Paint with black tempera paint or draw with white chalk on black construction paper
• Pretend and Learn-Discuss the elephant that jumped the fence and provide items to toss in the air and watch drop
• Science-Provide black clothing for children to explore

• Creativity Station-Make kites
• Pretend and Learn-Test the wind direction outside using bubbles
• Science-Set up a kite stand to sell kites

• Creativity Station-Trace hands and design mittens
• Pretend and Learn-Discuss the role of mittens and hold ice cubes with and without them
• Science-Provide mittens to match

Literacy
Learning Centers
Time:

• Analyze and produce rhyming words

Centers
• Language and Literacy-Match objects to create rhyming pairs
• Library and Listening- Match pairs of sounds
• ABC-Match alphabet letters

III.B.6., III.C.1., III.C.2.

• Work with rhyming words

Centers
• ABC-Write with cotton swabs and paint
• Language and Literacy-Match rhyming word cards
• Library and Listening-Listen to and retell ”Itsy Bitsy Spider”

III.B.6, III.C.1., VI.D.2.

• Identify letter at beginning of alliterative phrases
• Identify straight lines in alphabet letters

Centers
• ABC-Shape M or B with play dough
• Language and Literacy-Sort buttons by attributes
• Library and Listening-Listen to and clap with chant

III.B.7., III.C.1., II.A.2.

• Learn parts of a kite
• Compare Japanese symbols and alphabet letters

Centers
• ABC-Shape letters with string or yarn
• Language and Literacy-Match rhyming words
• Writer's Corner-Paint Japanese symbols

II.D.1., III.B.6., VII.D.4.

• Analyze the rhyming words mitten and kitten
• Retell the story of the three little kittens

Centers
• ABC-Match magnetic letters to letters in alphabet book
• Language and Literacy-Match pairs of mittens
• Library and Listening-Retell “Three Little Kittens” • “Tres lindos gatitos”
III.B.6., III.C.1., III.D.1.

Math and Science
Learning Centers
Time:

• Compare parts and wholes
• Put egg puzzles together

Centers
• Creativity Station-Divide dough shapes into a specific number of pieces
• Science-Sort items by those that break and those that do not

V.A.1., V.D.1., V.E.1.

• Practice counting
• Introduce parts and wholes

Centers
• Sensory Table-Count squirts needed to fill a container
• Math-Cut a string into two equal-sized pieces.
V.A.1., V.D.1., V.D.2.

• Count sounds

Centers
• Sensory Table-Play patterns of notes on xylophone
• Gross Motor Area-Hop a specific number of spaces

V.A.1., V.A.3., V.A.4.

• Play a counting game

Centers
• Creativity Station-Make a two-color part-to-whole wheel
• Science-Mix yellow and red food coloring

V.A.1., V.A.5., V.A.8.

• Recognize wholes are collections of parts
• Use pattern blocks to help solve a problem

Centers
• Creativity Station-Make handprint mittens
• Math-Match patterned mittens
V.A.1., V.A.6., V.A.8.

Content Connections
Time:

Science
• Compare the different ways an egg and a ball roll

VI.A.1., VI.A.2, V.E.1.

Health and Safety
• Discuss contents of a first-aid kit

VI.D.2., II.D.1.

Science and Fine Arts
• Mix colors to make new colors

VI.A.1., VIII.A.1.

Science
• Make a plastic bag kite

VI.A.1., VI.A.2., IX.A.1.

Social Studies
• Discuss value of gloves and mittens
• Identify community workers who wear gloves
VII.B.3., VI.D.1, I.C.5.

Closing Circle
Time:

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

Outdoor Learning

• Play Please Don’t Let the Ball Fall • No dejen que la pelota caiga (p. 193).

• Provide first-aid props. Turn bicycles
into emergency vehicles.

• Encourage children to Jump the Fence • Saltar la cerca (p. 193).

• Invite children to fly the kites made in the Creativity Station.

• Play Find the Mitten • Busquen el mitón (p. 193).

Learning Goals

• I.C.6. Demonstrates empathy and
caring for others
• III.B.6. Produces a word that rhymes
with a given word
• VIII.B.2. Responds to different musical styles through movement and play
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• III.B.6. Produces a word that rhymes with a given word
• III.C.1. Names at least 20 upper- and at least 20 lowercase letters
• III.C.2. Recognizes at least 20 letter sounds
• V.A.1. Knows that objects or parts of an object can be counted
• V.D.1. Recognizes and compares heights or lengths of people or objects
• V.E.1. Sorts objects that are the same and different into groups and uses language
• VI.A.1. Describes, observes, and investigates properties and characteristics of common objects
• VI.A.2 Investigates and describes position and motion of objects
• (Forerunner) V.E.1. Describes attributes

• I.B.2.c. Is able to increase or decrease
intensity of emotions more consistently, although adult guidance is sometimes necessary
• VI.D.2. Practices good habits of personal
health and hygiene
• VIII.B.1. Participates in classroom music
activities
• III.D.1. Retells or reenacts a story after it is read aloud
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• III.C.1. Names at least 20 upperand at least 20 lowercase letters
• III.B.6. Produces a word that rhymes with a given word
• V.A.1. Knows that objects or parts
of an object can be counted
• V.D.1. Recognizes and compares heights or lengths of people or objects
• V.D.2. Recognizes how much can be placed within an object
• VI.D.2. Practices good habits of personal health and hygiene
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions

• I.C.4. Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal
• VIII.B.2. Responds to different musical
styles through movement and play
• III.B.6. Produces a word that rhymes with a given word
• II.D.3. Demonstrates receptive vocabulary (three to four thousand words)
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• III.B.7. Produces a word that begins with the same sound as a given pair of words
• III.C.1. Names at least 20 upper- and at least 20 lowercase letters
• II.A.2. Shows understanding by following two-step oral directions, and usually follows three-step directions
• V.A.1. Knows that objects or parts of an object can be counted
• V.A.3. Counts one to ten items, with one count per item
• V.A.4. Demonstrates that the order of the counting sequence is always the same
• VI.A.1. Describes, observes, and investigates properties and characteristics of common objects
• VIII.A.1. Uses a variety of art materials and activities for sensory experience and
exploration

• I.C.4. Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal
• I.B.2.a. Begins to understand difference
and connection between feelings and behaviors
• III.B.6. Produces a word that rhymes with a given word
• (Forerunner) III.A.1. Shows interest in books
• III.A.3. Seeks to understand print
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• VII.D.4. Identifies similarities among people like himself and classmates, as well as between himself and people from other cultures
• V.A.1. Knows that objects or parts of an object, can be counted
• V.A.5. Counts up to ten items, and demonstrates that the last count indicates how many items were counted
• V.A.8. Verbally identifies, without counting, the number of objects from 1 to 5
• VI.A.1. Describes, observes, and investigates properties and characteristics of common objects
• VI.A.2. Investigates and describes position and motion of objects
• IX.A.1. Demonstrates coordination and balance in isolation

• I.C.2. Assumes various roles and responsibilities as part of a classroom community
• I.C.4. Increasingly interacts and communicates with peers to initiate
pretend-play scenarios that share a common plan and goal
• VIII.C.1. Creates or recreates stories, moods, or experiences through dramatic representations
• III.D.3. Asks and answers appropriate questions about the book
• III.B.6. Produces a word that rhymes with a given word
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• III.B.6. Produces a word that rhymes with a given word
• III.C.1. Names at least 20 upper- and at least 20 lowercase letters
• III.D.1. Retells or reenacts a story after it is read aloud
• V.A.1. Knows that objects or parts of an object can be counted
• V.A.6. Demonstrates understanding that when counting, the items can be chosen in any order
• V.A.8. Verbally identifies, without counting, the number of objects from one through five
• VII.B.3. Discusses the roles and responsibilities of community workers
• VI.D.1. Practices good habits of personal safety
• I.C.5. Initiates problem-solving strategies and seeks adult help when necessary

Lesson Plans for Choices • Healthy Habits (Week 3)

Date

Dec. 5-9

Teacher

Ms. West

Wonderful Word

habit

Character
Education

Fairness
Confidence

Technology

Math-What Comes Next?; Words Words Words
X.A.1. X.A.2. III.C.1. III.C.2. III.A.1.

Literacy

Oral Language, Vocabulary

Letter
Knowledge

Ww/Xx

Math

Measurement–Time

English Vocabulary

active, after, alert, bedtime, before, confidence daytime during, etiquette, exercise fair, habit, manners, nighttime, respect, routine

LESSON COMPONENTS

Day 1

Day 2

Day 3

Day 4

Day 5

Greeting Circle
Time:

• Building community
• Morning Message

VI.D.3., IX.A.2., III.C.2.

• Building community
• Morning Message

I.B.2.a., VI.D.1., V.E.3.

• Building community
• Morning Message

I.C.7., I.C.3., III.C.2.

• Building community
• Morning Message

VI.D.2., VIII.B.1., I.B.2.c.

• Building community
• Morning Message

VI.D.2., I.B.2.c., VIII.B.1.

Moving and Learning
Time:

“Wiggle, Jiggle, Giggle” song and dance

Create a new patty-cake pattern

“Peanut Butter and Jelly” • “Mantequilla de cacahuate y mermelada” song

“Dr. Knicker Bocker” action song

“Ten in the Bed” • “Diez en una cama” action song

Read-Aloud
Time:

“Kylie and Riley” • “Tita y Rita” action story
• Participate in story action
• Develop concept of exercise

Five Huge Dinosaurs • Cinco enormes dinosaurios
• Explore different ways to move
• Interesting movement words

VI.D.3., II.B.3., II.D.5.

Shubert is a S.T.A.R.
• Learn three calming strategies
• Practice S.T.A.R. strategy

“My Grandmother’s Garden” • “El jardín de mi abuelita” listening story
• Participate appropriately in storytelling
• Find and name l, p, and r in vocabulary words

I.D.2., I.B.2.c., III.C.2.

A to Z Ps and Qs • Buenos modales de la A a la Z
• Introduce idea of manners
• Listen for /p/, /l/, and /r/

A to Z Ps and Qs • Buenos modales de la A a la Z
• Discuss how using manners can build confidence
• Generate examples of good manners
II.D.3., I.C.2., I.B.1.c.

“Five Little Monkeys” • “Cinco Monitas”
action rhyme
• Role-play rhyme
• Consider monkey’s choices—were they safe?

Neighborhood Helpers • Ayudantes
del vecindario
• Introduce doctor, nurse, and dentist
• Consider healthy habits
VIII.C.1., III.D.1., VI.D.2.

“There Is a Sweet Mother Who Lives in a Shoe” • “La señora que vive en un zapato” listening story
• Identify going-to-bed sequence
• Compare with bedtime routines

“Bedtime Book” • “Libro para la hora de dormir” action story
• Role-play reading a book as an
important part of the bedtime routine
VI.D.2., III.A.3., III.D.3.

Weekly Learning Centers
Time:

• Fine Motor-Use a sponge to move
water from one bowl to another
• Math-Make up a pattern of exercises (two jumping jacks, three toe touches, two jumping jacks…)
• Pretend and Learn-Create a morning exercise routine

• Fine Motor- Invite the children to draw a picture of something they do just for fun
• Math-Count breaths using a sand timer
• Pretend and Learn-Use a tub of water, soap and sponges to discuss how the feel and sound of water can relieve stress

• Fine Motor-Play a game or build a Lego™ house with a friend
• Math-Play Pass the Number Please
• Pretend and Learn-Set the table and sit down to a pretend dinner

• Fine Motor-Place in order the Teeth Brushing sequence cards and Hand Washing sequence cards
• Math-Experiment with weight and height
• Pretend and Learn-Provide props for a doctor’s office

• Fine Motor-Play game with wiggle eyes
• Math-Role-play “Ten in the Bed” • “Diez
en una cama” (p. 193)
• Pretend and Learn-Invite children to put the baby dolls to bed

Literacy
Learning Centers
Time:

• Discuss benefits of exercise
• Explore levels of fitness

Centers
• Fine Motor-Pick up buttons with your toes race
• Writer's Corner-Draw exercising
• Gross Motor-Practice exercises

II.D.3., VI.D.3., IX.A.2.

• Introduce relaxing strategies as a healthy choice to overcome stress
• Practice relaxing yoga strategies

Centers
• Creativity Station-Draw favorite activities
• Gross Motor Area-Practice yoga strategies
• Library and Listening-Read books with relaxing music in background

I.A.1., VI.D.3., I.D.2.

• List inappropriate behaviors
• Restate these behaviors as positive rules

Centers
• Pretend and Learn-Pretend to serve and eat a meal
• Creativity Station-Illustrate good manners
• Describe a sloober

II.A.1., I.C.2., I.B.1.c.

• Discuss children’s experiences with doctors, nurses, and dentists
• Sequence parts of a typical wellness checkup
Centers
• Writer's Corner-Use Wikki-Stix™ and magnetic letters to copy words
• Pretend and Learn-Role-play doctor visits
• Language and Literacy-Sequence pictures of brushing teeth and visiting a doctor
VII.B.3., VII.A.3., VI.D.2.

• Describe familiar steps in the bedtime routine

Centers
• Pretend and Learn-Role-play reading bedtime story to doll
• Language and Literacy-Sequence bedtime routine pictures
• Library and Listening-Listen to book on manners

VI.D.2., VII.A.3., V.D.4.

Math and Science
Learning Centers
Time:

• Introduce day-night cycle
• Create a pattern

Centers
• Fine Motor-Arrange cutouts to show day-night pattern
• Math-Copy a pattern using connecting cubes

V.A.5., V.D.4., V.E.3.

• Introduce vocabulary before, during, and after
• Create timeline of school day events

Centers
• Gross Motor Area-Experience changes in heartbeat before and after exercise
• Science-Sequence events in daily routine
V.C.3., V.D.4., VII.A.3.

• Compare passage of time (analog clock, sand timer)
• Time a simple task

Centers
• Sensory Table-Measure how much water is squeezed from a sponge into a container in one minute
• Sort numerals that come before and after a given number
V.A.9., V.D.4., V.E.1.

• Introduce calendar and months of the year

Centers
• Creativity Station-Make a birthday calendar
• Math-Match numerals

V.A.5., V.A.9., V.D.4.

• Recognize numerals 1 through 9
• Become familiar with analog clock

Centers
• Math-String and count beads
• Gross Motor Area-Toss and count beanbags

V.A.2., V.A.9., V.D.4.

Content Connections
Time:

Literacy
• Participate in action story—“Mr. Wiggle and Mr. Waggle”

III.D.2., III.D.3., VI.D.3.

Physical Development
• Practice a muscle relaxation exercise

IX.A.2., VI.B.1, VI.D.3.

Social Competence
• Consider Goldilocks’s behavior in terms of good manners

III.D.2., III.D.3., I.C.5.

Safety
• Model calling 911 in an emergency

VI.D.1., II.B.3., II.B.1.

Fine Arts and Social Studies
• Discuss and sing lullabies

VII.A.2., VIII.B.1., VIII.B.2.

Closing Circle
Time:

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

Outdoor Learning

• Remind the children about endurance
exercises. Encourage them to play a game of keep-away with the ball. Point out that this activity is an endurance activity. The running increases their heart
rate.

• Have children lie on their backs and watch the clouds. Point out that being quiet and being fully present with nature can be an effective way to relax and reduce stress.

• Play Mother, May I, …? • Mamá, puedo.
(p. 200)

• Play The Doctor Says • El médico dice as you would play Simon Says

• Play “Old Gray Cat” • “El viejo gato gris”
(p. 200)

Learning Goals

• VI.D.3. Identifies good habits of nutrition and exercise
• IX.A.2. Coordinates sequence of movements to perform tasks
• III.C.2. Recognizes at least 20 letter sounds
• II.B.3. Provides appropriate information for various situations
• II.D.5. Uses category labels to understand how the words and objects relate to each other
• II.D.3. Demonstrates understanding in a variety of ways or knowing the meaning of three to four thousand words
• V.A.5. Counts up to ten items, and demonstrates that the last count indicates how many items were counted
• V.D.4. Uses language to describe concepts associated with the passing of
time
• V.E.3. Recognizes and creates patterns
• III.D.2. Uses information learned from
books by describing, relating, categorizing, or comparing and contrasting
• III.D.3. Asks and answers appropriate questions about the book

• I.B.2.a. Begins to understand difference and connection between feelings and behaviors
• VI.D.1. Practices good habits of personal safety
• V.E.3. Recognizes and creates patterns
• I.D.2. Demonstrates an understanding that others have perspectives and feelings that are different from her own
• I.B.2.c. Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary
• III.C.2. Recognizes at least 20 letter sounds
• I.A.1. Is aware of where own body is in space, respects personal boundaries
• VI.D.3. Identifies good habits of nutrition
and exercise
• I.D.2. Demonstrates an understanding that others have perspectives and feelings that are different from her own
• V.C.3. Demonstrates use of location words
• V.D.4. Uses language to describe concepts associated with the passing of time
• VII.A.3. Organizes their life around events, time, and routines
• IX.A.2. Coordinates sequence of movements to perform tasks
• VI.BI.1 Identifies and describes the characteristics of organisms

• I.C.7. Begins to have meaningful friends
• I.C.3. Shows competence in initiating social interactions
• III.C.2. Recognizes at least 20 letter sounds
• II.D.3. Demonstrates understanding in a variety of ways or knowing the meaning of three to four thousand words, many more than he or she uses
• I.C.2. Assumes various roles and responsibilities as part of a classroom community
• I.B.1.c. Regulates his own behavior with occasional reminders or assistance from teacher
• II.A.1. Shows understanding by responding appropriately
• V.A.9. Recognizes one-digit numerals 0 through 9
• V.D.4. Uses language to describe concepts associated with the passing of time
• V.E.1. Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• I.C.5. Initiates problem-solving strategies and seeks adult help when necessary

• VI.D.2. Practices good habits of personal health and hygiene
• VIII.B.1. Participates in classroom music
activities
• I.B.2.c. Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary
• VIII.C.1. Creates or re-creates stories, moods, or experiences through dramatic representations
• III.D.1. Retells or reenacts a
story after it is read aloud
• VII.B.3. Discusses the roles and responsibilities of community workers
• VII.A.3. Organizes their life around events, time, and routines
• VI.D.2. Practices good habits of personal health and hygiene
• V.A.5. Counts up to ten items, and
demonstrates that the last count indicates how many items were counted
• V.A.9. Recognizes one-digit numerals 0 through 9
• V.D.4. Uses language to describe concepts associated with the passing of time
• VI.D.1. Practices good habits of personal safety
• II.B.3. Provides appropriate information for various situations
• II.B.1. Is able to use language for
different purposes

• VI.D.2. Practices good habits of personal health and hygiene
• I.B.2.c. Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary
• VIII.B.1. Participates in classroom music activities
• III.A.3. Asks to be read to or asks the meaning of written text
• III.D.3. Asks and answers appropriate questions about the book
• VII.A.3. Organizes their life around
events, time, and routines
• V.D.4. Uses language to describe concepts associated with the passing of time
• V.A.2. Uses words to rote count from 1 to 30
• V.A.9. Recognizes one-digit numerals, 0 through 9
• VII.A.2. Identifies similarities and differences in characteristics of families
• VIII.B.2. Responds to different musical styles through movement and play

Date

Nov. 28-Dec. 2

Teacher

Ms. West

Wonderful Word

nutritious

Character Education

Fairness, Justicia
Confidence

Technology

Writer's Corner; ABC & XYZ
X.A.3. X.A.4. X.A.1. X.A.2. III.C.1. III.C.2. IV.B.1.

Literacy

Vocabulary, Phonological Awareness - Alliteration

Letter Knowledge

Uu/Vv

Math

Geometry

English Vocabulary

abundant, bean, dairy, dehydrated, diagonal, feast, fruits, grain, horizontal, meat, nutritious, produce, silkworms

Vocabulary

LESSON COMPONENTS

Day 1

Day 2

Day 3

Day 4

Day 5

Greeting Circle
Time:

• Building community
• Morning Message

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

• Building community
• Morning Message

II.A.2., III.C.2., I.B.3.a.

• Building community
• Morning Message

I.C.4., III.C.2., IV.D.1.

• Building community
• Morning Message

I.C.6., VI.D.3., III.B.7.

• Building community
• Morning Message

I.B.2.a., VI.B.3., VIII.B.2.

Moving and Learning
Time:

Fruit Basket Turnover • Canasta de frutas game

Food clapping rhymes

Drop the Peanut • Suelta el cacahuate game

Who Took the Cookie from the Cookie Jar? • ¿Quién se comió las galletitas de mamá? game

Raindrop ribbon dance

Read-Aloud
Time:

Food Around the World • Comidas de todo el mundo
• Discuss food pyramid
• Focus on fruits and vegetables

“Reagan’s Journal” • “El diario de Reagan” listening story
• Graph favorite snack
• Learn about silkworms and their diet

II.D.5., VII.A.2., VI.B.1.

“The Country and City Mouse” • “El ratón de campo y el ratón de la ciudad” listening story
• Compare the city mouse and the country mouse
• Discuss the abundant feast

“Little Red Hen” • “La gallinita roja”
story folder
• Shared reading
• Develop vocabulary
II.D.4., II.D.5., III.D.3.

Food Around the World • Comidas de todo el mundo
• Discuss different proteins and how they are prepared for eating
• Focus on nuts

“Food Nursery Rhymes” • “Rimas infantiles en torno a la comida” story folder
• Read and recite rhymes
• Listen for rhyming words
VII.A.2., III.C.2., III.B.6.

“Candy Land Journey” • “Diario del país del dulce” action story
• Discuss the importance of eating nutritious foods
• Recognize letters c and d

Food Around the World • Comidas de todo el mundo
• Categorize foods
• Discuss fast food

VI.D.3., III.C.1., II.D.1.

Food Around the World • Comidas de todo el mundo
• Review photos of foods
• List many other different foods

“Jack and Jill” • “Juan y Josefina”
Nursery Rhyme • Cuentos infantiles
flip chart
• Develop vocabulary
• Notice rhyming words

VII.B.1., VI.D.3., III.B.6.

Weekly Learning Centers
Time:

• Pretend and Learn - Set up a fruit and vegetable stand
• Fine Motor - Use tweezers to move apple seeds from one container to another container
• Construction - Make collages on boxes with pictures of fruits and vegetables for food pyramid

• Pretend and Learn - Add dairy and grain products and begin grocery store
• Fine Motor - Use tweezers to
move the beads into cupcake holders
• Construction - Make collages on boxes with pictures of grains and dairy products for food pyramid

• Pretend and Learn - Add canned foods and pretend meat to the grocery store
• Fine Motor - Use tweezers to place
the “pickles” on a bun (circle of brown construction paper)
• Construction - Make collages on boxes with pictures of meats and beans for food pyramid

• Pretend and Learn - Set up a fast food restaurant
• Fine Motor - Move candy from one bowl to the other using tweezers
• Construction - Build a sculpture using fast-food containers and napkins

• Pretend and Learn - Practice pouring water and cleaning up spills
• Fine Motor - Transfer water using a sponge and an eyedropper
• Construction - Build a well

Literacy
Learning Centers
Time:

• Compare and categorize fruits and vegetables
• Sequence seed to fruit

Centers
• Writer's Corner - Write and draw in journals
• Science - Sort fruits and vegetables
• Creativity Station - Match colors and paint

VI.D.3., VI.B.1., VI.B.2.

• Retell and role-play “Little Red Hen”
• Discuss different kinds of bread

Centers
• Writer's Corner - Form play dough letters
• Language and Literacy - Use sequence cards to retell a story
• Listening and Library - Use story props to retell and change story

III.D.1., III.D.3., VIII.C.1.

• Imagine creative hamburgers
• Notice /h/ at the beginning of words

Centers
• Creativity Station - Draw a hamburger
• ABC - Make play dough hamburger patties
• Language and Literacy - Sort rhyming objects

VI.D.3., II.D.4., III.B.7.

• Read environmental print
• Vote for favorite fast-food snack

Centers
• Writer's Corner - Use magnetic letters to copy words
• Construction - Build fast-food restaurants
• Library and Listening - Listen to story

VII.D.3., VI.D.3., III.C.2.

• Discuss importance of drinking water
• Work with rhyming words

Centers
• Writer's Corner - Draw foods and give oral descriptions
• Sensory Table - Fill bottles with water
• Language and Literacy - Retell nursery rhymes with props

III.B.6., III.C.2., VI.D.3.

Math and Science
Learning Centers
Time:

• Investigate a pyramid shape
• Compare ovals and circles

Centers
• Creativity Station - Make apple shapes with Wikki Stix™
• Math - Match blocks to food items (three-dimensional shapes)

V.C.1., V.C.2., V.C.4.

• Learn about triangles
• Develop concept of diagonal and horizontal

Centers
• Creativity Station - Make horizontal and diagonal cuts
• Math - Follow rebus recipe to make a
cheese sandwich

V.C.1., V.C.2., V.E.2.

• Develop concept of three-dimensional shapes using food as models

Centers
• Sensory Table - Make play dough shapes
• Science - Make food pyramids

V.C.2., V.E.2., VII.D.3.

• Create hexagonal shapes with pattern blocks

Centers
• Math - Recreate hexagonal shapes with pattern blocks
• Sensory Table - Create patterns by twirling two colored strips

V.C.1., V.C.2., V.C.3.

• Observe properties of liquid
• Introduce three-dimensional shapes

Centers
• Creativity Station - Trace and paint shapes
• Science - Observe melting ice cubes

V.C.1., V.D.2., VI.C.1.

Content Connections
Time:

Science
• Float or sink test with fruits and vegetables

VI.A.1., VI.A.2. II.D.5.

Health
• List different kinds of bread, eat tortillas

VI.D.3., VIII.C.1., II.D.1.

Social Studies and Fine Art
• Sing song and discuss food that comes from farms

VII.B.1., VII.B.3., II.B.3.

Music
• Sing song and vote on favorite foods

II.A.1., VI.D.3. VIII.B.1.

Science
• Discover the importance of water for plants

VI.B.1., VI.B.3.

Closing Circle
Time:

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

Outdoor Learning

• Toss watermelon seeds
into cups

• Plant a fall garden in pots or in old
tires

• Serve snack or lunch outdoors

• Provide props (hat, apron, ice cream
cartons, snow-cone cups, music box,
signage) to add to the bicycles to make
them pretend ice-cream trucks

• Provide watering cans, and let the
children water the outdoor plants

Learning Goals

• I.A.1. Is aware of where own body is in space, respects personal boundaries
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• III.C.2. Recognizes at least 20 letter sounds
• II.D.5. Uses category labels to understand how the words or objects relate to each other
• VII.A.2. Identifies similarities and differences in characteristics of families
• VI.B.1. Identifies and describes the characteristics of organisms
• VI.D.3. Identifies good habits of nutrition and exercise
• VI.B.1. Identifies and describes the characteristics of organisms
• VI.B.2. Describes life cycles of organisms
• V.C.1. Names common shapes
• V.C.2. Creates shapes
• V.C.4. Slides, flips, and turns shapes to demonstrate that the shapes remain the same
• VI.A.1. Describes, observes, and investigates properties and characteristics of common objects
• VI.A.2. Investigates and describes position and motion of objects
• II.D.5. Uses category labels to understand how the words and objects relate to each other

• II.A.2. Shows understanding by following two-step oral directions and usually follows three-step directions
• III.C.2. Recognizes at least 20 letter sounds
• I.B.3.a. Sustains attention to personally
chosen or routine tasks until they are completed
• II.D.4. Uses a large speaking vocabulary, adding several new words daily
• II.D.5. Uses category labels to understand how the words and objects relate to each other
• III.D.3. Asks and answers appropriate questions about the book
• III.D.1. Retells or reenacts a story after it is read aloud
• III.D.3. Asks and answers appropriate questions about the book
• VIII.C.1. Creates or re-creates stories, moods, or experiences through dramatic representations
• V.C.1. Names common shapes
• V.C.2. Creates shapes
• V.E.2. Collects data and organizes it in a graphic representation
• VI.D.3. Identifies good habits of nutrition and exercise
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions

• I.C.4. Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal
• II.C.2. Recognizes at least 20 letter sounds
• IV.D.1. Uses some appropriate writing conventions when writing or giving dictation
• VII.A.2. Identifies similarities and differences in characteristics of families
• III.C.2. Recognizes at least 20 letter sounds
• III.B.6. Produces a word that rhymes with a given word
• VI.D.3. Identifies good habits of nutrition and exercise
• II.D.4. Uses a large speaking vocabulary, adding several new words daily
• III.B.7. Produces a word that begins with the same sound as a given pair of words
• V.C.2. Creates shapes
• V.E.2. Collects data and organizes it in a graphic representation
• VII.D.3. Engages in voting as a method for group decision making
• VII.B.1. Demonstrates that all people
need food, clothing, and shelter
• VII.B.3. Discusses the roles and responsibilities of community workers
• II.B.3. Provides appropriate information for various situations

• I.C.6. Demonstrates empathy and caring for other
• VI.D.3. Identifies good habits of nutrition and exercise
• III.B.7 Produces a word that begins with the same sound as a given pair of words
• VI.D.3. Identifies good habits of nutrition and exercise
• III.C.1. Names at least 20 upper- and at least 20 lowercase letters
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• VII.D.3. Engages in voting as a method for group decision-making
• VI.D.3. Identifies good habits of nutrition and exercise
• III.C.2. Recognizes at least 20 letter sounds
• V.C.1. Names common shapes
• V.C.2. Creates shapes
• V.C.3. Demonstrates use of location words
• II.A.1. Shows understanding by responding appropriately
• VIII.B.1. Participates in classroom music activities

• I.B.2.a. Begins to understand difference and connection between feelings and behaviors
• VI.B.3. Recognizes, observes, and discusses the relationship of organisms to their environments
• VIII.B.2. Responds to different musical styles through movement and play
• VII.B.1. Demonstrates that all people need food, clothing, and shelter
• VI.D.3. Identifies good habits of nutrition and exercise
• III.B.6. Produce a word that rhymes with a given word
• III.C.2. Recognizes at least 20 letter sounds
• V.C.1. Names common shapes
• V.D.2. Recognizes how much can be placed within an object
• VI.C.1. Identifies, compares, discusses earth materials and their properties and use
• VI.B.1. Identifies and describes the characteristics of organisms

Lesson Plans for Giants • - Make-Believe Giants (Week 4)

Date

Nov. 7-11

Teacher

Ms. West

Wonderful Word

make-believe,

Character
Education

Courage,
Humor,

Technology

Math-Concentration; Sounds and Rhymes
X.A.1. X.A.2. II.D.1. V.E.3.

Literacy

Comprehension, Vocabulary

Letter
Knowledge

Math

Patterns

English Vocabulary

LESSON COMPONENTS

Day 1

Day 2

Day 3

Day 4

Day 5

Greeting Circle
Time:

• Building community
• Morning Message

II.A.1., III.B.5., IX.A.2.

• Building community
• Morning Message

I.B.2.c., III.B.7., IX.A.2.

• Building community
• Morning Message

I.B.2.c., I.C.7., VIII.B.2.

• Building community
• Morning Message

I.C.1., III.B.1., VIII.B.2.

• Building community
• Morning Message

I.C.3., III.B.4., III.B.5.

Moving and Learning
Time:

Do a giant dance

Play The Giant’s Grumble • El gruñido del gigante

Dance The Giant Grumble • El gruñido del gigante

Become fire-spitting dragons by ribbon dancing

Move like flying dragons to instrumental music

Read-Aloud
Time:

"Jack and the Beanstalk” • “Juan y los frijoles mágicos” story folder
• Introduce characters
• Practice prediction

“Jack and the Beanstalk” • “Juan y los frijoles mágicos” story folder
• Complete story
• Think about why characters acted as they did

VII.B.1, VII.B.2., II.D.3.

“Jack and the Beanstalk” • “Juan y los frijoles mágicos” story folder
• Identify story as make-believe
• Recognize words that begin with the same sound

“Be a Giant!” • “¡Conviértete en un gigante!” participation stor
• Take on the characteristics of a giant
• Discuss exaggeration

VIII.C.1., III.B.7., I.C.4.

“Odon, the Giant” • “Odón, el gigante” listening story
• Introduce story characters
• Identify attributes of each character

“Odon, the Giant” • “Odón, el gigante” listening story
• Identify story as tale from the Philippines
• List giant descriptive words

VI.B.1., III.D.3., II.D.1.

Once Upon a Time in Dragon Land • Había una vez en Dragolandia
• Compare make-believe dragon to real animals
• Identify silly and exaggerated story events

“Kilum” listening story
• Develop vocabulary
• Use story to infer meaning of nonsense words
III.D.3., II.D.3.

Once Upon a Time in Dragon Land • Había una vez en Dragolandia
• Recall story events
• Learn about the author and illustrator

“Kilum” listening story
• Discuss Kilum’s differences
• Introduce tolerant and courageous as they relate to the characters

III.D.3., I.A.3., II.D.3.

Weekly Learning Centers
Time:

• Gross Motor Area-Make a giant footprint and measure it with baby steps
• Pretend and Learn-Set the table for a giant
• Fine Motor-Play giant pick up sticks

• Gross Motor Area-Giant beanbag toss
• Pretend and Learn-Explore giant clothes
• Fine Motor-Make giant goose eggs from gold play dough

• Gross Motor Area-Make a maze with boxes
• Pretend and Learn-Make a giant bed
• Fine Motor-Play giant Concentration

• Gross Motor Area-Make giant eyes
• Pretend and Learn-Create dragon shadows
• Fine Motor-Roll giant dragon eggs without touching them

• Gross Motor Area-Bowling
• Pretend and Learn-Serve a meal to the dragons
• Fine Motor-Play feed the dragon

Literacy
Learning Centers
Time:

• Repeat rhyming chant
• Substitute initial consonants to create new rhymes

Centers
• ABC-Write giant letters
• Language and Literacy-Retell the story with story props
• Gross MotorArea-Follow sequenced picture cards to dance like a giant

III.B.7., III.C.1., III.C.2.

• Compare real and make-believe elements of a story
• Show data using a Venn diagram

Centers
• Writer's Corner-Write in magic sand
• Sensory Table-Build a sand castle
• Language and Literacy-Sequence story cards

II.D.2., II.B.3., II.E.3.

• Notice new alliteration
• Discuss humor in the story

Centers
• Writer's Corner-Copy words with magnetic letters
• Creativity Station-Draw a favorite character
• Language and Literacy-Sequence story events and retell story

III.B.7., III.D.3., II.D.1.

• Work with alliterative sentences from story
• Create new alliterative sentence

Centers
• ABC-Listen to recordings of alliterative phrases
• Library and Listening-Listen to read-aloud story
• Creativity Station-Paint or draw a dragon

III.B.7., III.C.1.

• Think about the attributes of a fairytale
• Write a class fairytale

Centers
• Creativity Station-Illustrate the class story
• Writer's Corner-Dictate a sentence about their dragon drawing
• Language and Literacy-Retell giant stories with sequence cards

IV.D.1., II.B.1., VII.D.3

Math and Science
Learning Centers
Time:

• Participate in movement patterns
• Compare two movement patterns

Centers
• Gross Motor Area-Make up a giant dance
• Science-Order objects by the sound they create when they are dropped

VI.A.2., V.E.3., VII.D.3

• Recognize a sequence of words
• Represent word sequence with connecting cubes

Centers
• Creativity Station-Paint the pattern in a song
• Science-Look for patterns in leaves and sort into groups

V.A.7., V.E.3.

• Identify stacks of two colored cubes as the same or different
• Connect stacks that are the same to form a pattern

Centers
• Math-Play the two-cube comparison game
• Gross Motor Area-Hop along a hopscotch path
V.A.7., V.C.3., V.E.3.

• Identify the pattern sequence of bouncing ball
• Predict what comes next in the pattern

Centers
• Math- Distinguish whether a row of
pennies has a heads-tails pattern
• Gross Motor Area-Practice ball throwing and catching

V.A.7., V.E.3., VI.A.2.

• Recognize a circular pattern of movements

Centers
• Match-Match number cards to numbers on an analog clock
• Fine Motor-String beads in a three-color pattern

V.A.7., V.A.9., V.E.3.

Content Connections
Time:

Science
• Plant bean seeds and record growth

VI.B.1., VI.B.2., V.D.1.

Move in many different ways
• Move in many different ways

II.D.1., II.D.3., IX.A.1.1.

Science
• Order animals in a story by size

V.D.1., VI.B.1., III.D.2.

Fine Arts
• Make dragon wings

VIII.A.2., VIII.A.3.

Fine Arts
• Role-play a story with a few props

I.A.4., III.D.1., VIII.C.1

Closing Circle
Time:

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

Outdoor Learning

• Play Jack and the Giant Hide-and-Seek • Juan y el juego gigante de las escondidas

• Play Grab the Goose • Atrapa el ganso

• Catch a ball using the giant’s catcher

• Play dragon game

• Create dragon fire shadows

Learning Goals

• II.A.1. Shows understanding by responding appropriately
• III.B.5. Deletes a syllable from a word
• IX.A.2. Coordinates sequence of
movements to perform tasks
• VII.B.1. Demonstrates that all people need food, clothing, and shelter
• VII.B.2. Participates in activities to help them become aware of what it means to be a consumer
• II.D.3. Demonstrates receptive vocabulary (three to four thousand words)
• III.B.7. Produces a word that begins with the same sound as a given pair of words
• III.C.1. Names at least 20 upper- and at least 20 lowercase letters
• III.C.2. Recognizes at least 20 letter
sounds
• VI.A.2. Investigates and describes position and motion of object
• V.E.3. Recognizes and creates patterns
• VII.D.3 Engages in voting as a method for group decision making
• VI.B.1. Identifies and describes the characteristics of organisms
• VI.B.2. Describes and sequences life cycles of organisms
• V.D.1. Recognizes and compares heights or lengths of people or objects

• I.B.2.c. Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary
• III.B.7. Produces a word that begins with the same sound as a given pair of words
• IX.A.2. Coordinates sequence of movements to perform tasks
• VIII.C.1 Creates or re-creates
stories, moods, or experiences through dramatic representations
• I.C.4. Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal
• II.D.2. Demonstrates understanding of terms used in the instructional language of the classroom
• II.B.3. Provides appropriate information
for various situations
• II.E.3. Uses sentences with more than one phrase
• V.A.7. Uses the verbal ordinal terms
• V.E.3. Recognizes and creates patterns
• Recognizes and creates patterns
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• II.D.3. Demonstrates receptive vocabulary (three thousand to four thousand words)
• IX.A.1.1. Demonstrates coordination and balance in isolation

• I.B.2.c. Is able to increase or decrease
intensity of emotions more consistently, although adult guidance is sometimes necessary
• I.C.7. Begins to have meaningful friends
• VIII.B.2. Responds to different musical styles through movement and play
• VI.B.1. Identifies and describes the characteristics of organisms
• III.D.3. Asks and answers appropriate questions about the book
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• III.B.7. Produces a word that begins with
the same sound as a given pair of words
• III.D.3. Asks and answers appropriate questions about the book
• V.A.7. Uses the verbal ordinal terms
• V.C.3. Demonstrates use of location words
• V.E.3. Recognizes and creates
patterns
• V.D.1. Recognizes and compares heights or lengths of people or objects
• VI.B.1. Identifies and describes the characteristics of organisms
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting

• I.C.1. Develops warm relationships with teachers
• III.B.1. Separates a normally spoken four-word sentence into individual words
• VIII.B.2. Responds to different musical
styles through movement and play
• III.D.3. Asks and answers appropriate questions about the book
• II.D.3. Demonstrates receptive vocabulary (three thousand to four thousand words)
• III.B.7. Produces a word that begins with the same sound as a given pair of words
• III.C.1. Names at least 20 upper- and at least 20 lowercase letters
• V.A.7. Uses the verbal ordinal terms
• V.E.3. Recognizes and creates patterns
• VI.A.2. Investigates and describes position and motion of objects
• VIII.A.2. Uses art as a form of
creative self-expression and representation
• VIII.A.3. nterest in and shows appreciation for the creative work of others

• I.C.3. Shows competence in initiating social interactions
• III.B.4. Combines syllables into words
• III.B.5. Deletes a syllable from a word
• III.D.3. Asks and answers appropriate questions about the book
• I.A.3. Shows reasonable opinion of his own abilities and limitations
• II.D.3. Demonstrates receptive vocabulary (three thousand to four thousand words)
• IV.D.1. Uses some appropriate writing
conventions when writing or giving dictation
• II.B.1. Is able to use language for different purposes
• VII.D.3. Engages in voting as a method for group decision making
• V.A.7. Uses the verbal ordinal terms
• V.A.9. Recognizes one-digit numerals 0 through 9
• V.E.3. Recognizes and creates patterns
• I.A.4. Shows initiative in independent
situations and persists in attempting to solve problems
• III.D.1 Retells or reenacts a story after it is read aloud
• VIII.C.1 Creates or re-creates stories, moods, or experiences through dramatic
representations

Lesson Plans for Giants • Nature's Giants (Week 2)

Date

October24-28

Teacher

Ms. West

Wonderful Word

gigantic

Character
Education

Courage
Humor

Technology

Reading Buddy; ABC and XYZ
X.A.1. X.A.2. III.A.1. III.A.2. III.C.1.

Literacy

Oral Language, Comprehension

Letter
Knowledge

Ll/Mm

Math

Classification

English Vocabulary

caverns, glacier, hiking, hill, iceberg, lakes, majestic, mighty, moon, mountains, ocean, rocks, scrape, trees, waterfall

LESSON COMPONENTS

Day 1

Day 2

Day 3

Day 4

Day 5

Greeting Circle
Time:

• Building community
• Morning Message

I.C.6., I.B.2.b., III.B.7.

• Building community
• Morning Message

I.B.2.c., I.C.3., III.B.5.

• Building community
• Morning Message

VI.C.4., I.C.6., III.B.1.

• Building community
• Morning Message

I.C.4., III.B.7., II.D.1.

• Building community
• Morning Message

I.C.4., III.B.1., VIII.B.2.

Moving and Learning
Time:

“Mountain Hike” • “Paseo por la montaña” participation story

“My Bonnie Lies Over the Ocean” action song

Musical Hide-and-Seek • El escondite musical game

Ribbon dance like a waterfall

Simulate walking, hopping, and dancing on the moon

Read-Aloud
Time:

Reagan’s Journal • El diario de Reagan
• Read about a mountain hike
• Make realistic predictions
• Write in journals

Nature’s Giants • Gigantes de la
naturaleza
• Revisit giant phenomena in nature
• Notice alliteration in the book

III.D.2., III.D.3., III.B.7.

“Going on a Whale Watch” • Vamos a mirar ballenas”
• Learn about whales
• Participate in the telling of a story

A Chance for Esperanza • Una oportunidad para Esperanza
• Introduce ocean and sea turtle as giants of nature
• Compare size of mother and baby turtles
II.A.2., VI.C.1., VI.B.3.

“The Great Enormous Rock” • “Una piedra enorme” story folder
• Develop vocabulary
• Compare pushing and pulling

“Going on a Lion Hunt” • “Me voy a cazar
un león” participation story
• Participate in telling a story
• Learn about caves

III.D.2., III.D.3., II.E.4.

Nature’s Giants • Gigantes de la naturaleza
• Contrast photographers and illustrators
• Extending “giant” vocabulary

“River Talk” • “Plática de ríos”
listening story
• Compare rivers and oceans
• Use model to show rivers flowing to the sea

II.D.3., II.D.5., III.D.2.

“The Sun and the Moon” • “El Sol y la Luna” listening story
• Compare day and night skies

Nature’s Giants • Gigantes de la naturaleza
• Discuss facts about the giant in the book

VI.C.2., I.D.2., III.D.2.

Weekly Learning Centers
Time:

• Pretend and Learn-Build a pretend treehouse
• Creativity Station-Create a mountain from magazine strips
• Science-Make wave machines

• Pretend and Learn-Make iceberg floats
• Creativity Station-Create icebergs from soap flakes
• Science-Make icebergs in the wave machine

• Pretend and Learn-Turn the treehouse into a cave
• Creativity Station-Create larger rocks with rock salt
• Science-Make a rock garden

• Pretend and Learn-Pretend to be at Niagra Falls
• Creativity Station-Compare painting activity to waterfalls
• Science-Sculpt a mountain

• Pretend and Learn-Make wall shadows using a light source
• Creativity Station-Create sun art
• Science-Create a sundial

Literacy
Learning Centers
Time:

• Develop vocabulary
• Learn how mountains change

Centers
• Science-Experiment with erosion
• Writer's Corner-Write and draw about hiking experiences
• Creativity Station-Paint mountains for Theme Project

VI.C.1., VI.C.3., II.D.1.

• Create a word map about oceans
• Learn to delete a syllable in a word

Centers
• Writer's Corner- Practice writing name
with ice stick
• ABC-Use gel bags to draw waves and write w
• Listening and Library-Listen to Nature’s Giants • Gigantes de la naturaleza

III.C.1., III.B.5., II.D.1.

• Develop the idea that a cave is a home to some animals
• Explore echoes

Centers
• Writer's Corner-Use clay and sticks to make cave drawings
• Listening and Library- Use story props to retell “The Great Enormous Rock” • “Una piedra enorme”
• Science-Play with echoes

II.A.1., VI.B.3., VI.C.1.

• Discuss waterfalls
• Describe movement of water

Centers
• Listening and Library-Listen to Nature’s Giants • Gigantes de la naturaleza
• Creativity Station-Paint waterfalls
• Science-Explore rainbow peepholes

VI.A.4., VI.A.2., VI.C.3.

• Compare sun and earth
• Discuss sun safety

Centers
• Language and Literacy-Illustrate safety rules for playing out in the sun
• Science-Experiment to show effects of
sunscreen
• Writer's Corner-Choose a favorite sunlight activity

VI.A.4., VI.C.2., VI.D.1.

Math and Science
Learning Centers
Time:

• Learn how to use a balance scale
• Compare weights with a balance

Centers
• Gross Motor Area-Walk on a balance beam
• Construction-Build block trees

V.D.3., VI.A.3., VI.C.1.

• Learn about floating icebergs
• Discuss floating and sinking

Centers
• Sensory Table-Explore floating ice cubes
• Science-Test items to see if they float

V.D.3., VI.A.1., VI.C.1.

• Use balance scale to compare the weights of different objects

Centers
• Math-Use the balance scale to explore
weight of rocks
• Sensory Table-Excavate rocks and order according to size and weight

V.D.3., V.E.1., VI.C.1.

• Explore effect of force of water on sand
• Compare capacity of two containers

Centers
• Sensory Table-Explore force of pouring water
• Construction-Build a container with blocks

V.D.1., V.D.2., VI.A.2.

• Explore the earth’s rotation around the sun
• Sort daily activities by time of day they occur

Centers
• Fine Motor-Make clay models of planets
• Math-Sort foods by the time of day they would be eaten
V.C.3., V.D.4., VI.C.3.

Content Connections
Time:

Social Studies
• Introduce “America the Beautiful”

VII.D.1., VII.D.2.

Science
• Compare size of whale to a line of children

VI.B.1., VI.A.1., V.D.1.

Literature and Science
• Compare events in two stories, record observations on chart

III.D.2., VI.C.1., IV.D.1.

Science
• Make a milk-carton waterfall

VI.C.3., VI.A.4., VI.A.2.

Science
• Recognize and attach meaning to time-related statements

VI.C.3., VI.C.2., V.D.4.

Closing Circle
Time:

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

Outdoor Learning

• Examine trees with magnifying glass and create tree rubbings

• Play Iceberg Freeze

• Play Rolling Rock Race

• Play with bubbles

• Play Shadow Tag

Learning Goals

• I.C.6. Demonstrates empathy and caring for others
• I.B.2.b. Is aware of own feelings most of the time
• III.B.7. Produces a word that begins with the same sound as a given pair of words
• II.D.2. Uses information learned from books by describing, relating,categorizing, or comparing and contrasting
• III.D.3. Asks and answers appropriate questions about the book
• VI.C.1. Identifies, compares, and discusses earth materials and their properties and uses
• VI.C.3. Observes and describes what happens during changes in the earth and sky
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• V.D.3. Informally recognizes and compares weights of objects or people.
• VI.A.3. Uses simple measuring devices to learn about objects.
• VII.D.1. Identifies flags of the United States and Texas
• VII.D.2. Recites the Pledge of Allegiance to the United States flag and the state flag and observes a moment of silence

• I.B.2.c. Is able to increase or decrease
intensity of emotions more consistently, although adult guidance is sometimes necessary
• I.C.3. Shows competence in initiating social interactions.
• III.B.5. Deletes a syllable from a word.
• II.A.2. Shows understanding by following two-step oral directions and usually follows three-step directions.
• VI.C.1. Identifies, compares, discusses earth materials, and their properties and uses.
• VI.B.3. Recognizes, observes, and discusses the relationship of organisms to their environments.
• III.C.1. Names at least 20 upper and at least 20 lower case letters.
• III.B.5. Deletes a syllable from a word.
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• V.D.3. Informally recognizes and compares weights of objects or people
• VI.A.1. Describes, observes, and investigates properties and characteristics of common objects
• VI.C.1. Identifies, compares, discusses earth materials, and their properties and uses
• VI.B.1. Identifies and describes the characteristics of organisms
• V.D.1. Recognizes and compares heights or lengths of people or objects

• VI.C.4. Demonstrates the importance of caring for our environment and our planet
• I.C.6. Demonstrates empathy and caring for others
• III.B.1. Separates a normally spoken four-word sentence into individual words
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• III.D.3. Asks and answers appropriate questions about the book
• II.E.4. Combines more than one idea using complex sentences
• II.A.1. Shows understanding by responding appropriately
• VI.B.3. Recognizes, observes, and discusses the relationship of organisms to their environments
• VI.C.1. Identifies, compares, discusses earth materials, and their properties and uses
• V.D.3. Informally recognizes and compares weights of objects or people
• V.E.1. Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different
• III.D.2. Uses information learned from books by describing, relating,categorizing, or comparing and contrasting
• IV.D.1. Uses some appropriate writing conventions when writing or giving dictation

• I.C.4. Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal
• III.B.7. Produces a word that begins with the same sound as a given pair of words
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• II.D.3. Demonstrates receptive vocabulary (three to four thousand words)
• II.D.5. Uses category labels to understand how the words and objects relate to each other
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• VI.A.4. Investigates and describes sources of energy including light, heat, and electricity
• VI.A.2. Investigates and describes position and motion of objects
• VI.C.3. Observes and describes what happens during changes in the earth and sky
• V.D.1. Recognizes and compares heights or lengths of people or objects
• V.D.2. Recognizes how much can be placed within an object
• VI.A.2. Investigates and describes
position and motion of objects

• I.C.4. Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal
• III.B.1. Separates a normally spoken four-word sentence into individual words
• VIII.B.2. Responds to different musical styles through movement and play
• VI.C.2. Identifies, observes, and discusses objects in the sky.
• I.D.2. Demonstrates an understanding that others have perspectives and feelings that are different from own.
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting.
• VI.A.4. Investigates and describes sources of energy including light, heat, and electricity
• VI.D.1. Practices good habits of personal safety
• V.C.3. Demonstrates use of location words
• V.D.4. Uses language to describe concepts associated with the passing of time
• VI.C.3. Observes and describes what happens during changes in the earth and sky

Lesson Plans for Giants • Big and Little (Week 1)

Date

October 10-14

Teacher

Ms. West

Wonderful Word

enormous

Character
Education

Courage
Humor

Technology

Name Game; Sounds and Rhymes
X.A.1. X.A.2. III.B.4. IV.B.2. III.C.1.

Literacy

Phonological Awareness, Vocabulary

Letter
Knowledge

Ii/Jj

Math

Comparing Attributes, Measurement

English Vocabulary

brontosaurus, compare, courageous, dinosaur, enormous, ferocious, gigantic, gnawing, grumble, height, humorous, length, longest, measure, perspective, shortest, stumble, wade

LESSON COMPONENTS

Day 1

Day 2

Day 3

Day 4

Day 5

Greeting Circle
Time:

• Building community
• Morning Message

I.C.1., II.A.2., III.B.4.

• Building community
• Morning Message

I.B.2.c., I.C.3., III.B.4.

• Building community
• Morning Message

I.C.3., III.B.1., II.A.2.

• Building community
• Morning Message

VIII.B.2., I.C.2.

• Building community
• Morning Message

VIII.B.1., III.B.4.

Moving and Learning
Time:

Frogs and Mosquitoes • Ranos y mosquitos game

Big Gray Cat • El viejo gato gris game

Mbube, Mbube, a South African game

“Dino Pokey” dance

“These Bones” • “Estos huesos” song and pattern dance

Read-Aloud
Time:

The Song of the Teeny Tiny Mosquito • El canto del mosquito
• Develop vocabulary
• Talk about big and small
• Order animals according to size

“Giant” • “Un gigante” story folder
• Discuss perspective

VI.B.3., III.D.3., II.D.1.

“Going on a Bear Hunt” • “Nos vamos a cazar osos” participation story
• Learn about the spectacled bear
• Participate in a story

“Forest Friends” • “Los amigos del bosque” story folder
• Receptive vocabulary
• Compare size of story characters

II.A.1., II.D.3., VI.B.1.

“The Lion and the Mouse” • “El león y el ratón” listening story
• Develop vocabulary

“Giant” • “Un gigante” story folder
• Discuss perspective

II.D.5., III.D.2.

Five Huge Dinosaurs • Cinco enormes dinosaurios
• Role-play action words

Five Huge Dinosaurs • Cinco enormes dinosaurios
• Listen for rhyming words

III.D.3., II.D.1., III.B.6.

Five Huge Dinosaurs • Cinco enormes
dinosaurios
• Vocabulary and rhyming

The Song of the Teeny Tiny Mosquito • El canto del mosquito
• Retell the story and review perspective

III.B.6., II.D.6., II.D.1

Weekly Learning Centers
Time:

• Construction-Build with boxes and arrange them from largest to smallest
• Science-Experiment with items that sink and float
• Sensory Table-Compare capacities of graduated containers using sand

• Construction-Build with paper bag blocks and point out largest and smallest
• Science-Experiment with items that sink and float
• Sensory Table-Dig bear caves in sand

• Construction-Sort plastic animals into categories of large and small
• Science-Examine and discuss small bugs
• Sensory Table-Make lion footprints in damp sand

• Construction-Arrange paper cylinders
shortest to longest and then the reverse
• Science-Examine and discuss shadows
• Sensory Table-Make dinosaur footprints in damp sand

• Construction-Build a Box-o-saurus
• Science-Catch paper fish and sort them into categories of big and little
• Sensory Table-Excavate clean, dry bones from sand

Literacy
Learning Centers
Time:

• Develop concept of big and little

Centers
• Pretend and Learn-Sort big and little
• Writer's Corner-Write with big and little pencils
• Fine Motor-Roll big and little “bugs” to feed a “frog”

V.D.1., III.C.1., VI.A.1.

• Compare and name the size of books
• Develop synonyms for big

Centers
• Math-Order sets of three different-sized objects
• Language and Literacy-Sequence big, bigger, biggest
• Library and Listening-Listen to a story

II.D.5., V.D.1., III.D.2.

• KWL chart for lions

Centers
• Construction- Make a block wall the length of a lion
• Library and Listening- Use story props to order giant
• Creativity Station-Draw or finger-crochet

II.D.4., III.D.2., VI.B.1.

• Use dinosaur names to address alphabet knowledge and phonological awareness

Centers
• Language and Literacy-Name puzzles
• Writer's Corner-Copying names
• Library and Listening-Listen to dinosaur story

IV.D.1., III.B.4., III.C.1.

• Describe adaptations for a pet dinosaur to develop oral language

Centers
• Writer's Corner-Copy dinosaur names
• Creativity Station-Draw a pet dinosaur
• Gross Motor Area-Do a dinosaur romp

IX.A.1., II.B.3., II.E.5.

Math and Science
Learning Centers
Time:

• Use frog counters and AngLeg triangles to compare sizes

Centers
• Math-Sort counters by size
• Sensory Table-Compare size and capacity of containers

V.D.3., V.E.1., V.E.2.

• Develop tool for size comparison
• Compare heights

Centers
• Math-Play game to compare lengths
• Construction-Make a bed for a baby giraffe

V.A.5., V.D.1., VI.B.1.

• Create shapes using pattern blocks

Centers
• Math-Create shapes with pattern blocks
• Creativity Station-Make thumbprint fish

V.C.2., V.D.1., V.D.2.

• Compare a brachiosaurus footprint
with children’s footprints

Centers
• Sensory Table-Make and measure handprints in sand
• Creativity Station-Decorate a paper sole

Forerunner V.E.1., V.D.1., V.D.2.

• Model pattern and describe passing of time

Centers
• Library and Listening-Tap pattern to song
• Science-Compare timers

V.D.4., V.E.3., VI.A.3.

Content Connections
Time:

Fine Arts and Math
• Make fingerpaint handprints and compare

V.D.1., VIII.A.2.

Science
• Compare the size of different bears

V.D.1., VI.B.1.

Vocabulary
• Solve animal riddles

VI.B.1., II.A.1.

Science and Physical Development
• Play “These Bones” • “Estos huesos”

VI.B.1., IX.B.2.

Fine Arts and Physical Development
• Play “One Dinosaur” • “Un dinosaurio”

VIII.B.2., IX.A.1.

Closing Circle
Time:

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

Outdoor Learning

• Take giant steps and baby steps across playground

• Explore large and small balls

• Play games with the large parachute
and scarf

• Take a walk outside looking for big and little things

• Activities using 80 feet ball of yarn

Learning Goals

• I.C.1. Develops warm relationships with teachers
• II.A.2. Shows understanding by following two-step oral directions and usually follows three-step directions
• III.B.4. Combines syllables into words
• VI.B.3. Recognizes, observes, and discusses the relationship of organisms to their environments
• III.D.3. Asks and answers appropriate questions about the book
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• V.D.3. Recognizes and compares weights of objects or people
• III.C.1. Names at least 20 upper- and at least 20 lowercase letters
• VI.A.1. Describes, observes, and investigates properties and characteristics of common objects
• V.E.1. Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different
• V.E.2. Collects data and organizes it in a
graphic representation
• VIII.A.2. Uses art as a form of creative self-expression and representation

• I.B.2.c. Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary
• I.C.3. Shows competence in initiating social interactions
• III.B.4. Combines syllables into words
• II.A.1. Shows understanding by responding appropriately
• II.D.3. Demonstrates receptive vocabulary (three to four thousand words)
• VI.B.1. Identifies and describes the characteristics of organisms
• II.D.5 Uses category labels to understand how words and objects relate to each other
• V.D.1. Recognizes and compares heights or lengths of people or objects
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• V.A.5. Counts up to ten items, and demonstrates that the last count indicates how many items were counted
• VI.B.1. Identifies and describes the characteristics of organisms

• I.C.3. Shows competence in initiating social interactions
• III.B.1. Separates a normally spoken four-word sentence into individual words
• II.A.2. Shows understanding by following two-step oral directions and usually follows three-step directions
• I.D.5. Uses category labels to understand how words and objects relate to each other
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• I.D.4. Uses a large speaking vocabulary, adding several new words daily
• VI.B.1. Identifies and describes the characteristics of organisms
• V.C.2. Creates shapes
• V.D.1. Recognizes and compares heights or lengths of people or objects
• V.D.2. Recognizes how much can be placed within an object
• II.A.1. Shows understanding by responding appropriately

• VIII.B.2. Responds to different musical styles through movement and play
• I.C.2. Assumes various roles and responsibilities as part of a classroom community
• III.D.3. Asks and answers appropriate questions about the book
• II.D.1. Uses a wide variety
of words to label and describe people, places, things, and actions
• III.B.6. Produces a word that rhymes with a given word
• IV.D.1. Uses some appropriate writing conventions when writing or giving dictation
• III.B.4. Combines syllables into words
• III.C.1. Names at least 20 upper- and
at least 20 lowercase letters
• Forerunner V.E.1. Describes attributes
• V.D.1. Recognizes and compares heights or lengths of people or objects
• V.D.2. Recognizes how much can be placed within an object
• VI.B.1. Identifies and describe the characteristics of organisms
• IX.B.2. Shows increasing control of tasks that require eye-hand coordination

• VIII.B.1. Participates in classroom music
activities
• III.B.4. Combines syllables into words
• III.B.6. Produces a word that rhymes
with a given word
• II.D.6. Increases listening vocabulary and begins to develop vocabulary of object names and common phrases in English (ELL)
• II.D.1 Uses a wide variety of words to label and describe people, places, things, and actions
• IX.A.1. Demonstrates coordination and balance in isolation
• II.B.3. Provides appropriate information for various situations
• II.E.5. Combines sentences that give detail, stays on topic, and clearly communicates
• V.D.4. Uses language to describe concepts associated with the passing of time
• V.E.3. Uses language to describe concepts associated with the passing of time
• VI.A.3. Uses simple measuring devices to learn about objects
• VIII.B.2. Child responds to different musical styles through movement and play
• IX.A.1. Demonstrates coordination and balance in isolation (may not yet
coordinate consistently
with a partner)

Wonderful Word

grateful

Character
Education

Tolerance,Helpfulness,

Technology

ABC and XYZ; Math - Does Not Belong
X.A.1. X.A.2. III.C.1. Forerunner V.C.1. and V.E.1.

Literacy

Phonological Awareness (rhyming), Vocabulary,
Oral Language

Letter
Knowledge

Gg/Hh

Math

Attributes, Classification

English Vocabulary

courageous, dentist, doctor, envelope, firefighter, fragile, grateful, guard, jobs, mane, neighborhood, nurse, police officer, protect, service, veterinarian

LESSON COMPONENTS

Day 1

Day 2

Day 3

Day 4

Day 5

Greeting Circle
Time:

• Building community
• Morning Message

VI.D.1., I.B.2.a., III.C.1.

• Building community
• Morning Message

VI.D.1., VI.D.2., I.B.2.c.

• Building community
• Morning Message

I.C.6., VIII.B.2., II.D.1.

• Building community
• Morning Message

III.C.1., III.B.1., VIII.B.2.

• Building community
• Morning Message

I.B.2.b., III.B.1., III.C.1.

Moving and Learning
Time:

Please, Mr. Police Officer • Por favor, señor policía game

Feel heartbeat after exercise and calming
strategy

“A Tisket, a-Tasket” • “Tris-triste do-dolido” singing game

“Alphabet March and Match” musical game

"Hello, My Name Is Joe" • "Hola, me llamo José" action story

Read-Aloud
Time:

Neighborhood Helpers • Ayudantes del vecindario
• Make predictions about book
• Read to learn and check predictions

“Firefighters” • “Los bomberos” listening rhyme
• Brainstorm synonyms for quick
• Consider the need for speed when fighting fires

III.D.2., VII.B.3.

Neighborhood Helpers • Ayudantes del vecindario
• Read about nurses, doctors, and dentists
• Discuss their helpful contributions

“Tillie the Triangle” • “Tilly, el triángulo” prop story
• Recall story details
• Notice alliteration in character names

VII.B.3., V.C.1., II.B.1.

“The Lion’s Haircut” • “El corte de pelo del león” prop story
• Discuss similarities between mane and hair
• Recall story details

A to Z Helping Hands • Manos amables
de la A a la Z
• Discuss ways to help at home
• Identify letters in story text

III.C.1., III.D.3., II.D.3.

A to Z Helping Hands • Manos amables de la A a la Z
• Discuss crossing guard
• Compare experiences with characters

This Way to Pre-K! • Camino a Pre-Kinder
• Review school worker jobs
• Supply familiar rhyming words

III.C.1., VI.D.1., VII.B.3.

“My Mother Plants Strawberries” • “Mi mamá siembra fresas” story folder
• Develop vocabulary
• Introduce concept of service

“My Father Is a Shoemaker” • “Mi padre
es zapatero” poem (Fanny Frog’s Fantastic Poems and Rhymes)
• Discuss jobs family members do in the community

II.D.1., III.D.3.

Weekly Learning Centers
Time:

• Pretend and Learn-Firefighters and police officers
• Creativity Station-Fire paintings
• Construction-Build a police or fire station and homes nearby

• Pretend and Learn-Doctors and dentists
• Creativity Station-Paint with old toothbrushes or dental floss
• Construction-Build a hospital, veterinary clinic and dentist office

• Pretend and Learn-Mail carriers, veterinarians, hair dressers, librarians and bakers
• Creativity Station-Stamp designs or designer cookies
• Construction-Build a post office, library, beauty salon, bakery, grocery store, animal hospital, and city hall

• Pretend and Learn-Playing school
• Creativity Station-Chalk drawings
• Construction-Build a school and a childcare center and a baseball or football field

• Pretend and Learn-Family member job "show and tell"
• Creativity Station-Draw pictures of family members at work
• Construction-Build homes and a park

Literacy
Learning Centers
Time:

• Identify rhyming words in a chant
• Note beginning letters of vocabulary words

Centers
• ABC-Copy fire with magnetic letters
• Language and Literacy-Sort rhyming words
• Creativity Station- Make safety posters

III.B.6., II.C.2., II.B.3.

• Role-play “Five Little Monkeys” • “Cinco monitos”
• Identify rhyming words

Centers
• Library and Listening-Role-play “Five Little Froggies”
• ABC-Write letters with cotton swabs
• Language and Literacy-Retell and draw “Tillie the Triangle”

VIII.C.1., II.D.1., VII.B.3.

• Solve riddles to identify names
• Discuss jobs of mail carriers and postal workers

Centers
• Writer's Corner-Write letters or make cards
• ABC-Identify letters in name
• Fine Motor - Role-play baking cookies

I.C.5. III.C.1., II.A.1.

• Play Don’t Let the Ball Fall • No dejes que la pelota te caiga sobre la bota rhyming game

Centers
• Library and Listening-Listen to a story
• Science-Sort balls by texture, size, and
bounce
• Gross Motor-Play variation of rhyming game

II.A.2., III.B.6., IX.A.2.

• Sort photos of workers into categories
• Add family members with jobs to categories

Centers
• Writer's Corner-Create a class book
• Listening and Library-Listen and respond to a story
• Language and Literacy-Match job tools to community helpers

VII.A.2., VII.B.3., VII.D.4.

Math and Science
Learning Centers
Time:

• Compare attributes of firefighters and police officers to find similarities and differences

Centers
• Gross Motor Area-Play a counting game
• Math-Sort attribute buttons (one attribute)

V.A.5., V.E.1., VI.A.1.

• Compare attributes of pennies
• Count pennies that are shiny

Centers
• Science-Compare penny cleaning methods
• Creativity Station-Do crayon rubbings of pennies

V.A.8., V.E.1., VI.A.1.

• Use Venn diagram to compare names on envelopes
• Sort attribute buttons using Venn diagram

Centers
• Science-Sort recyclable materials
• Math-Role-play postal worker

V.E.1., V.E.2., VII.B.3.

• Count and sort books
• Develop sorting rules

Centers
• Listening and Library-Place sorted books on shelf
• Math-Sort towers of blocks in several ways

V.A.6., V.E.1., VI.A.1.

• Identify similarities and differences in objects
• Organize data about preferences

Centers
• Creativity Station-Draw with different crayons
• Sensory Table-Find and sort rocks in sand table
V.E.1., VI.C.1., I.D.2.

Content Connections
Time:

Health and Safety
• Practice fire safety rules

VI.D.1., IX.A.2.

Health and Safety
• Review how to wash hands, brush teeth, stay safe on playground

VI.D.1., VI.D.2.

Social Studies
• Mail Carrier • El cartero and guest speaker

VII.B.3.. III.D.2., VIII.A.3.

Social Studies
• Visit by a librarian

VII.B.3., I.B.1.b.

Social Studies
• Analyze community workers that helped story character

III.D.2., VII.B.3.

Closing Circle
Time:

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

Outdoor Learning

• Bucket Brigade Relay

• Tricycle emergency vehicles

• Muffin Toss

• Choose games children would like to play again

• Practice safety lessons during the week

Learning Goals

• VI.D.1. Practices good habits of personal safety
• I.B.2.a. Begins to understand difference and connection between feelings and behaviors
• III.C.1. Names at least 20 uppercase
and at least 20 lowercase letters
• III.D.2. Uses information learned from books by describing, relating,categorizing,
or comparing and contrasting
• VII.B.3. Discusses the roles and responsibilities of community workers
• III.B.6. Produces a word that rhymes
with a given word
• II.C.2. Perceives differences between
similar-sounding words
• II.B.3. Provides appropriate information for various situations
• V.A.5. Counts up to ten items, and demonstrates that the last count indicates how many items were counted
• V.E.1. Sorts objects that are the same
and different into groups, and use language to describe how the groups
are similar and different
• VI.A.1. Describes, observes, and investigates properties and characteristics of common objects
• IX.A.2. Coordinates sequence of movements to perform tasks

• VI.D.1. Practices good habits of personal safety
• VI.D.2. Practices good habits of personal health and hygiene
• I.B.2.c. Is able to increase or decrease
intensity of emotions more consistently, although adult guidance is sometimes necessary
• VII.B.3. Discusses the roles and responsibilities of community workers
• V.C.1. Names common shapes
• II.B.1. Is able to use language for different purposes
• VIII.C.1. Creates or recreates stories, moods, or experiences through dramatic representations
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• V.A.8. Verbally identifies, without counting, the number of objects from one to five
• V.E.1. Sorts objects that are the same
and different into groups, and use language to describe how the groups
are similar and different
• VI.A.1. Describes, observes, and investigates properties and characteristics of common objects

• I.C.6. Demonstrates empathy and caring for others
• VIII.B.2. Responds to different musical
styles through movement and play
• II.D.1. Uses a wide variety of words to
label and describe people, places, things, and actions
• III.C.1. Names at least 20 uppercase
and at least 20 lowercase letters
• III.D.3. Asks and answers appropriate questions about the book
• II.D.3. Demonstrates receptive vocabulary (three to four thousand words)
• I.C.5. Initiates problem-solving strategies and seeks adult help when necessary
• II.A.1. Shows understanding by responding appropriately
•V.E.1. Sorts objects that are the same
and different into groups, and use language to describe how the groups
are similar and different
• Forerunner V.E.2. Identifies equal and unequal sets
• VII.B.3. Discuss the roles and responsibilities of community workers

• III.C.1. Names at least 20 uppercase and at least 20 lowercase letters
• III.B.1. Separates a normally spoken
four-word sentence into individual words
• VIII.B.2. Responds to different musical styles through movement and play
• VI.D.1. Practices good habits of personal safety
• VII.B.3. Practices good habits of personal safety
• II.A.2. Shows understanding by following two-step oral directions; and usually follows three-step directions
• III.B.6. Produces a word that rhymes with a given word
• IX.A.2. Coordinates sequence of movements to perform tasks
• V.A.6. Demonstrates understanding that when counting, the items can be chosen in any order
• V.E.1. Sorts objects that are the same
and different into groups and use language to describe how the groups are similar and different
• VI.A.1. Describes, observes, and investigates properties and characteristics of common objects
• VII.B.3. Discusses the roles and responsibilities of community workers
• I.B.1.b. Takes care of and manages classroom materials

• I.B.2.b. Is aware of own feelings most of the time
• III.B.1. Separates a normally spoken four-word sentence into individual words
• III.C.1. Names at least 20 uppercase and at least 20 lowercase letters
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• III.D.3. Asks and answers appropriate questions about the book
• VII.A.2. Identifies similarities and differences in characteristics of families
• VII.B.3. Discusses the roles and responsibilities of community workers
• VII.D.4. Identifies similarities among people like himself and classmates as well as between himself and people from other
cultures
• V.E.1. Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different
• VI.C.1. Identifies, compares, discusses earth materials, and their properties and uses
• I.D.2. Demonstrates an understanding that others have perspectives and feelings that are different from her own
• III.D.2 Uses information learned
from books by describing, relating, categorizing, or comparing and contrasting
• VII.B.3. Discusses the roles and responsibilities of community workers

Wonderful Word

loyal

Character
Education

Tolerance
Helpfulness

Technology

Writer's Corner; Reading Buddy
X.A.1. X.A.2. X.A.3. X.A.4. IV.B.1. IV.D.1. III.A.1.

Literacy

Oral Language, Written Expression, Vocabulary

Letter
Knowledge

Ee/Ff

Math

Geometry

English Vocabulary

attributes, celebration, commonalities, different, domestic, exotic, friendship, habitat, loyal, observe, partner, pets, question, similar (same), startled

LESSON COMPONENTS

Day 1

Day 2 Chickasaw Festival

Day 3

Day 4

Day 5

Greeting Circle
Time:

• Building community
• Morning Message

I.B.2.c., I.C.6., III.B.1.

• Building community
• Morning Message

I.C.7, I.B.2.b., I.C.2.

• Building community
• Morning Message

I.C.6., III.B.1., VIII.B.1.

• Building community
• Morning Message

I.C.6., IX.A.1., III.B.1.

• Building community
• Morning Message

I.A.2., III.C.1., VIII.B.1.

Moving and Learning
Time:

Cooperative Musical Circles • Círculos musicales de colaboración game

Back-to-Back Lifts • Levantarse juntando las espaldas exercises

Musical Dog and Bone • Perro y hueso musicales game

Imitate animal movements

“Rock and Roll Pat-a-Cake” clapping pattern

Read-Aloud
Time:

Weekly Learning Centers
Time:

• Creativity Station-Create a mural
• Fine Motor-Tic Tac Toe
• Library and Listening-Activities with friends

• Creativity Station-Make friendship circles
• Fine Motor-Ping Pong ball races
• Library and Listening-Explore books about friendship

• Creativity Station-Pet collages
• Fine Motor-Penny drop game
• Library and Listening-Retell a story with
a friend using story folder props

• Creativity Station-Build a robot
• Fine Motor-Pet Concentration
• Library and Listening-Share a story with a friend

• Creativity Station-Paint with a friend
• Fine Motor-Play dough activity
• Library and Listening-Share a book with a friend and explore favorite pages

Literacy
Learning Centers
Time:

Math and Science
Learning Centers
Time:

• Compare two different triangles

Centers
• Math-Create a pattern block design with a partner
• Science-Match photos of hands with child

V.C.1., V.E.1., VI.A.1.

• Compare AngLeg quadrilaterals
• Graph data on ages of children

Centers
• Fine Motor-Trace shape stencils with
partner
• Math-Create AngLeg quadrilaterals

V.C.1., V.E.1., V.E.2.

• Use positional vocabulary
• Observe changes

Centers
• Math-Play a memory game with a
partner
• Science-Sort pets by number of legs

V.C.3., V.E.1., VI.B.1.

• Flip, slide, and turn shapes
• Match orientation of shapes

Centers
• Creativity Station-Mix colors and note changes
• Science-Create pattern block designs

V.C.4. V.E.1., VI.A.2.

Content Connections
Time:

Social Studies
• Compare puppets, crackers, and musical instruments

VII.A.1., V.E.1., VI.A.1.

Physical Development
• Blow and chase bubbles

IX.B.2., I.C.4.

Science
• Learn about iguanas

III.D.2., VI.B.1.

Fine Arts
• Mirror dance with a friend

VIII.B.2., VIII.C.1., IX.A.2.

Social and Emotional
• "Freddie Frog” • “Juanito el sapito” and Tummy Ticklers

I.C.4., I.C.7.

Closing Circle
Time:

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

Outdoor Learning

• Parachute activities

• Sidewalk drawing with a friend

• Iguana Tag

• Bug search with a friend

• Parachute activites

Learning Goals

Families and Homes- Sept. 19-23

Wonderful Word

residence

Character
Education

Tolerance
Helpfulness

Technology

Words Words Words, Fanny's Computer Tutor, Name Game X.A.1. X.A.2. IV.B.1. II.D.1.

Literacy

Oral Language, Vocabulary, Written Expression

Letter
Knowledge

Cc Dd

Math

Geometry

English Vocabulary

apartment, habitats, home, journal, noisy, permanent, rectangle, relatives, residence, sibling, square, suitcase, temporary, triangle, unusual

LESSON COMPONENTS

Day 1

Day 2

Day 3

Day 4

Day 5

Greeting Circle
Time:

• Building community
• Morning Message

I.B.2.b., III.B.1, I.C.2.

• Building community
• Morning Message

I.C.6., II.C.2.

• Building community
• Morning Message

II.A.2., I.C.2., I.C.6.

• Building community
• Morning Message

I.C.6., I.D.2., II.A.1.

• Building community
• Morning Message

II.D.5., I.C.2.

Moving and Learning
Time:

“Ten in the Bed” • “Diez en una cama” action song

“The Rhyme Family” rhythm song

Grandmother’s Buttons • Los botones de la abuela game

“The Cool Bear Hunt” participation story

“Window Watching” • “Mirando por la ventana” finger play

Read-Aloud
Time:

Weekly Learning Centers
Time:

• Pretend and Learn-Serve snacks
• Creativity Station-Build homes
• Construction-Build houses/Reflection questions

• Pretend and Learn-Bathe the baby doll
• Creativity Station-Paint homes
• Construction-Build houses/Reflection questions

• Pretend and Learn-Polish shoes
• Creativity Station-Decorate homes
• Construction-Build houses/Reflection questions

• Pretend and Learn-Arrange flowers
• Creativity Station-Furnish homes
• Construction-Build houses/Reflection questions

• Pretend and Learn-Read to a sibling (doll)
• Creativity Station-Make roofs
• Construction-Build houses/Reflection questions

Literacy
Learning Centers
Time:

Math and Science
Learning Centers
Time:

• Go on a shape hunt
• Record shapes seen

Centers
• Creativity Station-Glue shapes to build house
• Math-Use pattern blocks to design house

V.A.5., V.C.1., V.C.2.

• Match block shapes
• Draw circles

Centers
• Fine Motor-Roll spheres of play dough
• Science-Roll tubes down different slopes

V.C.1., V.C.2., V.C.3.

Content Connections
Time:

Fine Arts
• Draw a shoe house

VIII.A.2., II.D.5.

Physical Development and Math
• Play two active games that require shape identification

IX.A.1., V.C.1.

Fine Arts
• Paint and print geometric solid faces

VIII.A.1., VIII.A.2.

Fine Arts
• Sing a variety of songs about animal habitats

VIII.B.1., VIII.C.1., VI.B.3.

Fine Arts
• “Little Red House” participation story

VIII.A.2., II.A.1.

Closing Circle
Time:

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

Outdoor Learning

• Camping and tent fun - setting up camp

• Camping and tent fun - reading

• Camping and tent fun - drawing

• Camping and tent fun - games

• Camping and tent fun - snacks

Learning Goals

Lesson Plans for My Family and Me • Families (Week 1)

Date

Sept. 12-16

Teacher

Ms. West

Wonderful Word

fabulous

Character
Education

tolerance
helpfulness

Technology

Sounds and Rhymes - Compound Words
Math - Listen and Find It (X.A.1. X.A.2. III.B.2. III.B.3. V.C.3.)

Literacy

Oral Language, Vocabulary, Phonological Awareness

Letter
Knowledge

Math

One-to-One Correspondence, Counting

English Vocabulary

America, cooperative, crowded, extended family, fabulous, family, family name, fragile, grandfather, grandmother, nuclear family, relatives, slide, soar, spin, twist, unique, wiggle

LESSON COMPONENTS

Day 1 Career day

Day 2 Hat day

Day 3 Tropical day

Day 4 Paparazzi day

Day 5 homecoming/ pictures

Greeting Circle
Time:

• Building community
• Morning Message

I.B.2.c., I.C.2., VIII.B.1

• Building community
• Morning Message

I.C.2., I.C.4, III.C.1.

• Building community
• Morning Message

I.C.4., I.C.2., III.C.1.

• Building community
• Morning Message

I.C.2., III.B.1,

• Building community
• Morning Message

I.C.4., VIII.B.1., V.A.9., III.C.1

Moving and Learning
Time:

Grandmother’s Buttons • Los botones de abuela game

Grandpa’s Glasses • Los anteojos del abuelo game

Duck, Duck, Duckie • Pato, pato, patito game

“The Numeral Dance” • “El baile de los números” song and dance

Read-Aloud
Time:

Weekly Learning Centers
Time:

• Pretend and Learn - Cook and serve
• Creativity Station - Paint pictures of family members
• Writer's Corner- Write a letter to mom or dad

• Pretend and Learn - Role-play household jobs
• Creativity Station - Paint pictures of extended family members
• Writer's Corner - Write to a sibling or friend

• Pretend and Learn - Pack a suitcase
• Creativity Station - Paint pictures of family homes
• Writer's Corner - Write to grandmother, grandfather, aunt or uncle

• Pretend and Learn - Role-play house cleaning
• Creativity Station - Use play dough for pictures
• Writer's Corner - Write to a pet or a letter asking for a pet

• Pretend and Learn - Sort clothes
• Creativity Station - Use play dough to create alphabet letters
• Writer's Corner - Practice writing uppercase and lowercase letters (the alphabet family)

Literacy
Learning Centers
Time:

Math and Science
Learning Centers
Time:

• Make cube towers to represent number in a family

Centers:
• Math - Construct cube towers
• Pretend and Learn - Practice setting a table

V.A.1., V.A.3., V.A.5.

• Compare chain links to show few and many; Count chain links

Centers:
• Math - Counting game
• Pretend and Learn - Pretend to have a picnic

V.A.2., V.A.3., V.A.5.

Content Connections
Time:

Literacy
• Retell “The Three Bears” • “Los tres osos”
• Match chairs, beds, and bowls to bears
III.D.3., VII.A.2., V.A.3.

Social Studies
• Compare jobs mothers do

VII.B.2., VII.A.2., VI.D.1.

Math and Fine Motor
• Make Fabulous Orange Ball cookies

V.A.3., V.D.2., IX.B.1

Literacy and Science
• Read about animal families
• Introduce alliteration

III.B.7., II.D.1., III.C.2

Fine Arts
• Recognize rhyming words

III.B.6., VIII.B.1.,

Closing Circle
Time:

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

Outdoor Learning

• Have a pretend family picnic

• Play Mother, May I? • ¿Mamá, puedo? (p. 202)
• For diversity, play Father, May I? • ¿Papá, puedo?

• Play Aunt Bessie’s Scarf • El pañuelo de tia Bessie (p.200)

• Encourage children to look for homes of insects
• Provide magnifying glasses for close-up looks

• Hide magnetic letters on the playground and invite children to have a letter hunt
When they are finished, have them check to see if they have found the entire letter family (A to Z).

Learning Goals

Lesson Plans for My School and Me • I Think and Feel (Week 4)

Date

Sept.6-9

Teacher

Ms. West

Wonderful Word

Character
Education

Respect, Responsibility

Technology

Words Words Words
X.A.1. X.A.2. II.D.1.

Literacy

Problem Solving, Oral Language

Letter
Knowledge

English - C, c, F, f, T,

Math

Measuring, Attributes

English Vocabulary

clever, courage, creative, determination, emotions, expressions, facial, feeling, height, kindness, length, minute, persistent, problem solving, think, weight

LESSON COMPONENTS

Day 1 No school

Day 2 Blue day

Day 3 Green day

Day 4 pink and purple

Day 5 Rainbow

Greeting Circle
Time:

• Building community
• Morning Message

I.B.2.b., I.C.6., III.B.1.

• Building community
• Morning Message

I.B.2.b., I.A.4.

• Building community
• Morning Message

I.C.5., I.C.6., I.B.2.a.

• Building community
• Morning Message

I.B.2.b., I.C.6.

• Building community
• Morning Message

III.C.1., VIII.B.1., I.B.2.a.

Moving and Learning
Time:

“The Old Gray Cat” • El viejo gato gris” action chant

Itsy Bitsy Spider dance

“Skidamarink” • “¡Es amor!” action song

Spider and monster dance

“The Alphabet Song”—forward and backward

Read-Aloud
Time:

Shubert is a S.T.A.R.
• Introduce idea of a Safe Place in the classroom
• Brainstorm possible locations in your classroom

“The Cat and the Mice” • “El gato y los ratones” listening story
• Introduce story vocabulary
• Evaluate cat’s actions

I.C.5., III.D.3.

Our Senses • Los sentidos
• Develop connection between senses and brain
• List things children can create

“The Chihuahua and the Leopard” • “El perrito chihuahua y el leopardo” story folder
• Introduce the word mischievous
• Perform story actions

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

Skidamarink • ¡Es amor!
• Introduce idea of nonsense words
• List things children can create

“Reagan’s Journal” • “El diario de Reagan” (page 160)
• Consider characters’ feelings
• Develop vocabulary

III.D.3., VIII.A.3.

Shubert’s Big Voice
• Introduce new vocabulary
• Reinforce using a big voice

Developmental Storybook “The Three Billy Goats Gruff” • “Los tres chivos”
• Introduce vocabulary
• Discuss goats’ feelings

I.B.2.b., II.D.4., III.D.3.

“The Chihuahua and the Leopard” • “El perrito chihuahua y el leopardo” story folder
• Discuss character feelings

Skidamarink • ¡Es amor!
• Teach sign language words
• Discuss night sky
• Discover rhyming word pairs

III.D.3., II.D.5., III.B.6.

Weekly Learning Centers
Time:

• Gross Motor Area-Crawl through maze
• Fine Motor-Puzzle fun
• Creativity Station-Create puppets with different facial expressions

• Gross Motor Area-Walk through maze
• Fine Motor-Puzzle fun
• Creativity Station-Create puppets with different facial expressions

• Gross Motor Area-Hop through maze
• Fine Motor-Puzzle fun
• Creativity Station-Create puppets with different facial expressions

• Gross Motor Area-Go through maze with partner
• Fine Motor-Puzzle fun
• Creativity Station-Create puppets with different facial expressions

• Gross Motor Area-Explore maze of tactile squares
• Fine Motor-Puzzle fun
• Creativity Station-Create puppets with different facial expressions

Literacy
Learning Centers
Time:

• Develop strategies for putting puzzles together

Centers
• Writer's Corner-Assemble name puzzles
• Creativity Station-Create puzzles
• Literacy and Language-Put giant floor puzzles together

I.A.4., I.C.5.

• Develop concepts of persistence and determination

Centers
• Creativity Station-Draw spiders
• Writer's Corner-Match alphabet letters
• Language and Literacy-Retell story with story props

I.A.2., III.C.1.

• Discuss emotions
• Play Happy or Sad • Feliz or triste

Centers
• Language and Literacy-Play Facial Expression Concentration
• Writer's Corner-Write and draw in journals
• Creativity Station-Fingerpaint happy and sad faces

I.B.2.b., II.B.5.

• Discuss fear
• Develop possible solutions to fearful situations

Centers
• Sensory Table-Create Monster Spray
• Pretend and Learn-Reenact familiar stories
• Creativity Station-Draw something frightening

III.D.1., I.B.2.a.

• Read The Do-Nothing Machine • La máquina de no hacer nada
•Brainstorm different uses for a clothespin

Centers
• Sensory Table-Sift gravel with a variety of tools
• Construction-Create a “do-nothing” machine
• Library and Listening-Listen to a story

II.B.3., I.C.5., IV.D.1.

Math and Science
Learning Centers
Time:

• Compare Fanny Frog’s height to familiar objects

Centers
• Math-Compare length of play dough ropes
• Gross Motor Area-Toss beanbags

V.C.3., V.D.1., VI.A.1.

• Take a “taller and shorter” walk.
• Compare familiar outdoor objects to Fanny Frog

Centers
• Math-Explore heavy and light with balance
• Science-Use a magnifying glass

V.D.1., V.E.1.

• Compare volume of similar containers

Centers
• Math-Fill boxes and compare amounts
• Sensory Table-Pour and fill to find containers with same capacity

V.C.3., V.C.4., V.D.2.

• Compare weights of similar objects
• Sort into groups of heavy and light

Centers
• Pretend and Learn-Flatten play dough with blocks
• Sensory Table-Count frogs necessary to sink a lid

V.D.3.

• Compare different timers

Centers
• Creativity Station-Compare paint strokes made with thick and thin brushes
• Writer's Corner-Time name writing

V.D.4., VI.A.2.

Content Connections
Time:

Science
• Test materials for softness

VI.A.1.

Science
• Measure children’s height

V.D.1., VI.A.3., V.C.3.

Fine Arts
• Draw pictures for Theme Project

VIII.A.2.

Literacy and Fine Arts
• Write a new verse to a song

IV.D.1., VIII.A.2.

Science
• Compare heartbeat before and after running

VI.B.1., V.D.4.

Closing Circle
Time:

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

Outdoor Learning

• Explore different ways to transfer water

Learning Goals

• I.B.2.b. Is aware of own feelings most of the time
• I.C.6. Demonstrates empathy and caring for others
• III.B.1. Separates a normally spoken four-word sentence into individual words
• I.C.5. Initiates problem-solving strategies and seeks adult help when necessary
• III.D.3. Demonstrates receptive vocabulary (three to four thousand words)
• I.A.4. Shows initiative in independent situations and persists in attempting to solve problems
• I.C.5. Initiates problem-solving strategies and seeks adult help when necessary
• V.C.3. Demonstrates use of location words
• V.D.1. Recognizes and compares heights or lengths of people or objects
• VI.A.1. Describes, observes, and investigates properties and characteristics of common objects
• VI.A.1. Describes, observes, and investigates properties and characteristics of common objects

• I.B.2.b. Is aware of own feelings most of the time
• I.A.4. independent situations and persists in attempting to solve problems
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• III.D.3. Demonstrates receptive vocabulary (three to four thousand words)
• I.A.2. Shows awareness of areas of competence and describes self positively in what he is able to do
• III.C.1. Names at least 20 upper- and at least 20 lowercase letters
• V.D.1. Recognizes and compares heights or lengths of people or objects
• V.E.1. Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different
• VI.A.3. Uses simple measuring devices to learn about objects
• V.C.3 Demonstrates use of location words

• I.C.5. Initiates problem-solving strategies and seeks adult help when necessary
• I.C.6. Demonstrates empathy and caring for others
• I.B.2.a. Begins to understand difference and connection between feelings and behaviors
• III.D.3. Asks and answers appropriate questions about the book
• VIII.A.3. Demonstrates interest in and shows appreciation for the creative work of others
• I.B.2.b. Is aware of own feelings most of the time
• II.B.5. Demonstrates knowledge of nonverbal conversational
• V.C.3. Demonstrates use of location words
• V.C.4. Slides, flips, and turns shapes to demonstrate that the shapes remain the same
• V.D.1. Recognizes and compares heights or lengths of people or objects
• V.D.2. Recognizes how much can be placed within an object
• VIII.A.2. Uses art as a form of creative self-expression and representation

• I.B.2.b. Is aware of own feelings most of the time
• I.C.6. Demonstrates empathy and caring for others
• II.D.4. Uses a large speaking vocabulary, adding several new words daily
• III.D.3. Asks and answers appropriate questions about the book
• III.D.1. Retells or reenacts a story after it is read aloud
• I.B.2.a. Begins to understand difference and connection between feelings and behaviors
• V.D.3. Recognizes and compares weights of objects or people
• IV.D.1. Uses some appropriate writing conventions when writing or giving dictation
• VIII.A.2 Uses art as a form of creative self-expression and representation

• III.C.1. Names at least 20 upper- and at least 20 lowercase letters
• VIII.B.1. Participates in classroom music activities
• I.B.2.a. Begins to understand difference and connection between feelings and behaviors
• III.D.3. Asks and answers appropriate questions about the book
• II.D.5. Uses category labels to understand how words and objects relate to each other
• III.B.6. Produces a word that rhymes with a given word
• II.B.3. Provides appropriate information for various situations
• I.C.5. Initiates problem-solving strategies and seeks adult help when necessary
• IV.D.1. Uses some appropriate writing conventions when writing or giving dictation
• V.D.4. Uses language to describe concepts associated with the passing of time
• VI.A.2. Investigates and describes position and motion of objects
• VI.B.1. Identifies and describes the characteristics of organisms
• V.D.4. Uses language to describe
concepts associated with the passing of time

Lesson Plans for My School and Me - My Senses (Week 3)

Date

Aug 31-Sept.2

Teacher

Ms. West

Wonderful Word

sensational

Character
Education

Respect, Responsibility

Technology

Reading Buddy
X.A.1. X.A.2. X.A.5. III.A.1.

Literacy

Listening, Phonological Awareness (or Rhyme
Awareness), Vocabulary

Letter
Knowledge

English - Letters in Child’s Name

Math

Attributes

English Vocabulary

aromas, ears, eyes, hear, listen, nose, odors, see, sensational, senses, skin, smell, taste, tongue

LESSON COMPONENTS

Day 1 red

Day 2 orange

Day 3 yellow

Day 4 black

Day 5 school colors

Greeting Circle
Time:

• Building community
• Morning Message

I.C.4., II.B.6.

• Building community
• Morning Message

I.C.5.

• Building community
• Morning Message

I.C.1., II.B.2.

• Building community
• Morning Message

I.B.2.a., I.C.2.

• Building community
• Morning Message

I.B.2.a., I.C.1., I.C.2.

Moving and Learning
Time:

“Stop and Go” • “Sigue y détente” game

Freeze • Las estatuas game

“One Elephant” • “Un elefante” song and game

Tongue exercises

Perform the “Listening Story”

Read-Aloud
Time:

Our Senses • Mis sentidos
• Introduce vocabulary
• Talk about parts of a book

Shubert Is a S.T.A.R.
• Talk about feelings
• Introduce Safe Place in classroom

II.D.2., II.D.3.

Weekly Learning Centers
Time:

• Sensory Table-Bubbles and colors
• Gross Motor Area-Use various tactile items
• Creativity Station-Finger paint

• Sensory Table-Bubbles and temperature
• Gross Motor Area-Use various tactile items
• Creativity Station-Paint to music

• Sensory Table-Sand exploration
• Gross Motor Area-Use various tactile items
• Creativity Station-Use scented paints

• Sensory Table-Sand exploration
• Gross Motor Area-Use various tactile items
• Creativity Station-Paint with pudding

• Sensory Table-Excavating in sand
• Gross Motor Area-Use various tactile items
• Creativity Station-Use textured or tactile paints

Literacy
Learning Centers
Time:

• Identify nonrhyming word in set of three words

Centers
• Gross Motor Area-Play Freeze
• Science-Recognize loud and
soft sounds
• Creativity Station-Draw to music

II.A.1., II.C.2.

Math and Science
Learning Centers
Time:

• Identify attributes of buttons

Centers
• Math-Explore sets of manipulatives
• Science-Explore with a magnifying glass

V.A.8., V.C.1., VI.A.1.

• Explore the xylophone
• Predict high and low sounds

Centers
• Math-Use a ten-frame to count
• Science-Feel the vibrations on the xylophone

V.A.2., V.A.4., VI.A.1.

• Use senses to gather information

Centers
• Math-Sort and categorize foods by taste
• Science-Use sense of smell

V.E.2., VI.A.1.

• Describe how objects feel

Centers
• Math-Trace numerals in shaving cream
• Science-Describe objects in feely boxes

V.A.9., V.E.1., VI.A.1.

• Use a grid to play the memory game

Centers
• Math-Practice recording data
• Fine Motor-Play Hiding Game • El juego
del escondite

V.E.3., VI.A.1., V.E.1.

Content Connections
Time:

Social Studies and Safety
• Learn safety rules for crossing a street

Fine Arts and Science
• Make a paper-plate tambourine

VI.A.2.

Literacy
• Act out Little Red • Gorrita Roja

III.D.1.

Art
• Create a touch-and-feel collage

VI.A.1., VIII.A.1.

Writing
• Compare feathers and crayons

IV.C.1.

Closing Circle
Time:

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

Outdoor Learning

• Learning with sunglasses

• Listening walk

• Bubble mixtures

• Snacks outside

• Finding the wind

Learning Goals

Lesson Plans for My School and Me • Physical Me (Week 2)

Date

Aug. 22-26

Teacher

Ms. West

Wonderful Word

responsibility

Character
Education

Respect, Responsibility

Technology

Name Game - Letters in first name
X.A.1. X.A.2. III.C.1.

Literacy

Vocabulary, Phonological Awareness

Letter
Knowledge

English - Letters in Child’s Name

Math

Position Words

English Vocabulary

brushing, closed, down, face, fingers, hands, head, knees, open, responsibility, shoulder, teeth, toes, up

LESSON COMPONENTS

Day 1

Day 2

Day 3

Day 4

Day 5

Greeting Circle
Time:

• Building community
• Morning Message

I.C.2., II.D.1.

• Building community
• Morning Message

I.C.1., II.A.1.

• Building community
• Morning Message

III.B.1., III.B.2.

• Building community
• Morning Message

I.C.6., II.A.1.

• Building community
• Morning Message

II.A.1., IX.A.2.

Moving and Learning
Time:

The Hokey Pokey • Baila el hokey pokey dance

Simon Says • Simón dice game

“Shake a Hand” handshakes

“Hands and Fingers” • “Manos y dedos” participation song

Jumping jacks, toe touches, push-ups, squats, and arm swings

Read-Aloud
Time:

Weekly Learning Centers
Time:

• Pretend and Learn-Dress-up
• Gross Motor Area-Activites with legs and feet
• Creativity Station-Children will trace their bodies and add to picture throughout the week.

• Pretend and Learn-Dress-up
• Gross Motor Area-Walk,hop,crawl along a straight line
• Creativity Station-Children will trace their bodies and add to picture throughout the week.

• Pretend and Learn-Dress-up
• Gross Motor Area-Walk, hop, crawl along a zigzag pattern
• Creativity Station-Children will trace their bodies and add to picture throughout the week.

• Pretend and Learn-Dress-up
• Gross Motor Area-Broad-jumping activity
• Creativity Station-Children will trace their bodies and add to picture throughout the week.

• Pretend and Learn-Dress-up
• Gross Motor Area-Broad-jumping challenge
• Creativity Station-Children will trace their bodies and add to picture throughout the week.

Literacy
Learning Centers
Time:

• Introduce body part vocabulary

Centers
• ABC-Use magnetic letters to copy words
• Science-Make and compare fingerprints
• Creativity Station-Draw self-portrait

II.A.1.,II.D.5.,II.D.3.

Math and Science
Learning Centers
Time:

• Introduce spatial vocabulary
• Practice using new vocabulary

Centers
• Math-Practice one-to-one counting with l inks
• Science-Use a mirror to view location of hand

V.A.3., V.C.3., VI.A.2.

• Introduce position words up, down, left, and right
• Use body to demonstrate vertical and horizontal
Centers
• Contruction-Build a block structure and divide it to compare left and right sides
• Creativity Station-Fold painted handprints to create vertical and horizontal reflections
I.A.1., V.C.3., VI.A.2.

• Introduce open, closed, inside, and outside

Centers
• ABC-Sort letters by open and closed shapes
• Science-Sort objects by safe and unsafe to put in mouth

V.C.1., V.C.3., IX.B.2.

• Discuss the importance of brushing teeth
• Learn how to brush teeth

Centers
• Math-Sequence picture cards for teeth brushing and hand washing
• Science-Make homemade toothpaste and brush teeth
V.A.7.

Content Connections
Time:

Science and Social Studies
• Explore and discuss items that protect bodies

Fine Arts
• Make a Me Puppet

VIII.A.2.

Math and Science
• Explore difference between running and rolling

VI.A.1., VI.A.2.

Math
• Sort objects as safe or unsafe to put in your mouth

V.C.3., VI.D.1

Physical Development
• Chant compound word playground as you march to outdoor play

III.B.2., IX.A.2.

Closing Circle
Time:

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

Outdoor Learning

• Large muscle games such as Hopscotch, Keep Away, or Red Rover

• Blue contruction paper experiment

• Review and discuss playground rules

Learning Goals

• I.C.2. Assumes various roles and responsibilities as part of a classroom community
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• II.D.5. Uses category labels to understand how words and objects relate to each other
• II.A.1. Shows understanding by responding appropriately
• II.D.5.Uses category labels to understand how words and objects relate to each other
• II.D.3. Child demonstrates understanding in a variety of ways or knowing the meaning of 3,000 to 4,000 words*, many more than he or she uses. ELL: Child learning English as a second language may comprehend up to 1,000 words (ELL student will comprehend many more
• V.A.3. Counts one to ten items, with one count per item
• V.C.3. Demonstrates use of location words
• VI.A.2. Child investigates and verbally describes position and motion of objects.

• I.C.1. Child uses positive communication or conversation skills to build relationships with others.
• II.A.1. Shows understanding by responding appropriately
• III.A.2. Child self selects books and other written materials to engage in pre-reading behaviors.
• II.D.1. Uses a wide variety of words to label people, places, things, and actions
• II.B.2. Engages in conversations in appropriate ways
• II.B.3. Provides appropriate information for various situations
• II.D.3. Child demonstrates understanding in a variety of ways or knowing the meaning of 3,000 to 4,000 words*, many more than he or she uses. ELL: Child learning English as a second language may comprehend up to 1,000 words (ELL student will comprehend many more
• IX.B.1. Shows control of task that requires small-muscle strength and control
• V.C.3. Demonstrates use of location words
• VI.A.2. Child investigates and verbally describes position and motion of objects.
• VIII.A.2. Uses art as a form of creative self-expression and representation

• III.B.1. Sentence segmenting for Concept of Word. Child separates a normally spoken four-word sentence into individual words.
• III.B.2. Combines words to make a compound word
• III.D.3. Asks and answers appropriate questions about the book
• II.A.1. Shows understanding by responding appropriately
• II.C.2. Perceives differences between similar-sounding words
• III.B.6. Child can recognize rhyming words.
• I.A.1. Is aware of where own body is in space, respects personal boundaries
• V.C.3. Demonstrates use of location words
• VI.A.2. Child investigates and verbally describes position and motion of objects.
• VI.A.1. Child observes, verbally describes, and investigates properties and characteristics of common objects.
• VI.A.2. Child investigates and verbally describes position and motion of objects.

• I.C.6. Demonstrates empathy and
caring for others
• II.A.1. Shows understanding by responding appropriately
• II.D.3. Child demonstrates understanding in a variety of ways or knowing the meaning of 3,000 to 4,000 words*, many more than he or she uses. ELL: Child learning English as a second language may comprehend up to 1,000 words (ELL student will comprehend many more
• II.A.1. Shows understanding by responding appropriately
• V.C.1. Names common shapes
• V.C.3. Demonstrates use of location words
• IX.B.2. Shows increasing control of tasks that require eye-hand coordination
• V.C.3. Demonstrates use of location words

• II.A.1. Shows understanding by responding appropriately
• IX.A.2. Coordinates sequence of movements to perform tasks
• III.D.1. Retells or reenacts a story after it is read aloud
• III.B.2. Combines words to make a compound word
• III.C.1. Names at least 20 upper- and at least 20 lowercase letters
• V.A.7. Uses the verbal ordinal terms
• III.B.2. Combines words to make a compound word
• IX.A.2. Coordinates sequence of movements to perform tasks

Lesson Plans for My School and Me • - This Way to Pre-K (Week 1)

Date

8-15-19

Teacher

Ms. West

Wonderful Word

routine

Character
Education

Respect,
Responsibilty

Technology

Frog Street Pre-K Interactive Software will be introduced next week.

Literacy

Oral Language

Letter
Knowledge

Letters in Child's Name; Alphabet

Math

Listening; Attributes

English Vocabulary

centers, circle, classroom, daily schedule, friends, letter wall, listening, pledge, principal, safe, school, teacher

LESSON COMPONENTS

Day 1

Day 2

Day 3

Day 4

Day 5

Greeting Circle
Time:

• Building community
• Introduce responsibilities in the classroom
• Morning Message
I.C.2., VIII.B.1

• Building community
• Introduce and review school routines
• Morning Message

I.C.1., I.C.2.

• Building community
• Introduce and review daily commitments
• Morning Message

I.C.2. III.B.4. III.C.1.

• Building community
• Introduce school outside of the classroom
• Morning Message
II.B.1., I.C.1., I.C.2.

• Building community
• Acknowledge new friendships
• Morning Message

I.C.3., II.B.5., II.B.4.

Moving and Learning
Time:

“Hands and Fingers” • “Manos y dedos” participation song

“Rainbow Dancers” • “Los bailarines del arco iris” ribbon dance

Copy letter shapes using body

Freeze • Las estatuas game

“Shake Hands” greeting game

Read-Aloud
Time:

Weekly Learning Centers
Time:

• Pretend and Learn -
• Construction - Use the information they gather to add to their model
• Library and Listening - “I Like School” • “Me gusta la escuela” story props - retell story

• Pretend and Learn -
• Construction - Continue with suggesting ideas for blocks
• Library and Listening - “I Like School” • “Me gusta la escuela” story props - retell story

Literacy
Learning Centers
Time:

Math and Science
Learning Centers
Time:

• Learn how to wash hands
• Discuss germs

Centers
• Pretend and Learn-Practice washing hands
• Creativity Station-Draw a germ

VI.D.2., II.A.2.

• Compare loud and soft sounds
• Take a listening walk

Centers
• Sensory Table-Sort sounds heard on walk
• Science-Sort objects that make sounds when dropped

VI.A.1. VII.C.1.

Content Connections
Time:

Science
• Conduct experiment to see how germs travel

VI.D.2.

Social Studies
• Discuss daily routines

VII.A.3.

Fine Arts and Literacy
• Play “Alphabet March and Match”

VII.D.1., VII.D.2., II.A.1.

Social Studies
• Discuss safety on playground equipment

VI.D.1.

Social Studies
• School personnel visit classroom and explain their jobs

VII.B.3., VIII.A.2

Closing Circle
Time:

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

Outdoor Learning

Play group games this week.
• Cat and Mouse ( p. 194)

Play group games this week.
• Dog and Bone ( p. 194)
• La rueda de San Miguel ( p. 196)

Play group games this week.
• Japanese Tag ( p. 196)

Play group games this week.
• Duck, Duck, Goose ( p. 194)

Play group games this week.
• Drop the Handkerchief ( p. 194) or
Take the children outdoors to chase bubbles.
• Reflect

Learning Goals

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

• I.C.1. Child uses positive communication or conversation skills to build relationships with others.
• I.C.2. Assumes various roles and responsibilities as part of a classroom community
• III.D. 2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• III.D.3. Asks and answers appropriate questions about the book
• II.D.2. Demonstrates understanding of terms used in the instructional language of the classroom
• VII.A.3. Child connects their life to events, time, and routines.
• VI.A.1. Child observes, verbally describes, and investigates properties and characteristics of common objects.
• VII.C.1. Identifies, compares, discusses earth materials and their properties and
• VII.A.3. Child connects their life to events, time, and routines.

• I.C.2. Assumes various roles and responsibilities as part of a classroom community
• III.B.4. Sentence segmenting for Concept of Word. Child separates a normally spoken four-word sentence into individual words.
• III.C.1.Names at least 20 upper- and at least 20 lowercase letters
• III.A.1. Child engages in pre-reading and reading-related activities during shared or interactive reading.
• III.D.3. Asks and answers appropriate questions about the book
• III.C.1 Names at least 20 upper- and at least 20 lowercase letters
• II.B.3. Provides appropriate information for various situations
• VIII.B.1. Participates in classroom music activities
• Forerunner V.C.1. and V.E.1. Describes attributes
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• VII.D.1. Identifies flags of the United States and resident state
• VII.D.2. Recites the Pledge of Allegiance to the United States flag and the state flag and observes a moment of silence
• II.A.1. Shows understanding by responding appropriately

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

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

Lesson Plans for Animals - Zoo Animals

Date

April 25-29

Teacher

Ms. Hughes

Wonderful Word

zoology,

Character
Education

Curiosity
Compassion

Technology

FS Math-Order It; Writer's Corner X.A.1. X.A.2. X.A.3. X.A.4. VI.B.2. V.D.1. FORERUNNER V.E.2. IV.A.1. IV.B.1. IV.D.1.

Literacy

Oral Language, Vocabulary, Written Expression

Letter
Knowledge

Math

Number and Operations

English Vocabulary

carnivorous, chimpanzee, elephants, endangered, giraffe, glossary, herbivorous, herd, kangaroo, koala, lions, mammals, nocturnal, one less, one more, pride, zebra, zoology

LESSON COMPONENTS

Day 1

Day 2

Day 3

Day 4

Day 5

Greeting Circle
Time:

• Building community
• Morning Message

I.B.2.c., I.C.6., III.B.10.

• Building community
• Morning Message

I.C.4., I.C.7., III.C.3.

• Building community
• Morning Message

I.B.2.c., I.C.4., I.A.1.

• Building community
• Morning Message

I.C.3., III.C.3., II.B.6.

• Building community
• Morning Message

I.B.2.c., IV.C.1.

Moving and Learning
Time:

Zookeeper Says • El guardián dice game

Monkey Nonsense • Tonterias de mono game

“Three Happy Bears” • “Tres osos felices” action song

“Twirl Those Ribbons” ribbon dance

“Chim Chim Chimpanzee” tapping game and song

Read-Aloud
Time:

Weekly Learning Centers
Time:

• Construction-Provide zoo photos and discuss plans to build a zoo
• Pretend and Learn-Encourage zookeepers to arrange a pretend zoo
• Creativity Station-Draw favorite zoo animals

• Construction-Add elephants, bears, tigers, and lions to the zoo
• Pretend and Learn-Bathe the animals in a tub of water
• Creativity Station-Use black and orange paint to paint tigers

Literacy
Learning Centers
Time:

Math and Science
Learning Centers
Time:

• Perform subtraction song
• Introduce one less pattern

Centers
• Creativity Station-Paint black and white striped pattern
• Math-Use story board to retell song

V.A.8., V.A.5., V.B.2.

Content Connections
Time:

Social and Emotional
• Discuss zoo manners and safety, empathy toward animals

I.C.6., I.B.1.c., I.C.5.

Physical Development
• Play Monkey See, Monkey Do • Lo que el mono ve, el mono hace

IX.A.1., IX.A.2., VIII.C.I.

Problem Solving
• Play Zoo Riddles • Adivinanzas del zoológico

I.C.5., I.A.4., II.A.1.

Phonological Awareness
• Play zoo animal rhyming game

III.B.6., II.A.1.

Vocabulary
• Introduce and discuss group names

II.D.5., II.D.3., II.D.4.

Closing Circle
Time:

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

Outdoor Learning

• Hide zoo animals around the playground. Have children round them up.

• Play a game of Catch a Tiger’s Tail • Atrapa la cola del tigre (p. 206).

• Invite children to play Mbube, Mbube (p. 208) or Elephant Soccer • Fútbol de elefantes (p. 206).

• Provide can stilts (p. 166). Encourage children to pretend to walk like giraffes.

• Set up Kangaroo Races • Carreras de canguros (p. 207).

Learning Goals

• I.B.2.c. Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary
• I.C.6. Demonstrates empathy and caring for others
• III.B.10. Recognizes and blends two phonemes into real words with pictorial support
• III.D.3. Asks and answers appropriate questions about the book
• VI.B.1. Identifies and describes the characteristics of organisms
• VIII.A.3. Demonstrates interest in and shows appreciation for the creative work of others
• II.E.3. Uses sentences with more than one phrase
• II.B.3. Provides appropriate information for various situations
• IV.D.1. Uses some appropriate writing conventions when writing or giving dictation
• V.A.8. Verbally identifies, without counting, the number of objects from 1 to 5
• V.A.5. Counts up to ten items and demonstrates that the last count indicates how many items were counted
• V.B.1. Uses concrete models or makes a verbal word problem for adding up to five objects
• I.B.1.c. Regulates his own behavior with occasional reminders or assistance
from teacher
• I.C.5. Initiates problem-solving strategies and seeks adult help when necessary

Lesson Plans for Animals • More bugs ( April 11-14)

Date

Teacher

Kristi Hughes

Wonderful Word

metamorphosis

Character
Education

Curiosity, Compassion

Technology

Words, Words, Words; Internet
X.A.1. X.A.2. X.A.5. II.D.1.

Literacy

Oral Language, Phonological Awareness, Vocabulary

Letter
Knowledge

review

Math

Number and Operations

English Vocabulary

butterflies, caterpillar, compare, crickets, egg, grasshopper, hammock, larva, metamorphosis, mollusk, pupa, slugs, snails, spiders, squirm, wiggle, worms, zero

LESSON COMPONENTS

Day 1

Day 2

Day 3

Day 4

Day 5

Greeting Circle
Time:

• Building community
• Morning Message
I.B.2.a., I.C.6., III.B.10.

• Building community
• Morning Message
I.D.1., I.C.6., I.B.2.b.

• Building community
• Morning Message
I.C.3., I.B.3.b., II.B.5

• Building community
• Morning Message
I.C.4., I.C.6., I.B.1.c.

• Building community
• Morning Message
I.B.2.a., I.C.2., I.C.6.

Moving and Learning
Time:

“The Life Cycle Chant” action rhyme

Hop! Hop! Stop! • ¡Salta! ¡Salta! ¡Detente! Game

Can You Move with Me? • ¡Ven y muévete así! action song

“Itsy Bitsy Spider” dance

Insect and Bug Orchestra pretend-play

Read-Aloud
Time:

Weekly Learning Centers
Time:

• Gross Motor-Pretend to be caterpillars
• Creativity Station-Create blotto butterflies
• Fine Motor-Use tweezers to place yarn "caterpillars" on paper leaves

• Gross Motor-Have worm races
• Creativity Station-Paint worms with brown and black tempera paint using brushes of varied widths
• Fine Motor-Roll play dough into worms

• Gross Motor-Create a yarn maze and pretend to be a spider
• Creativity Station-Make puff-paint spider webs
• Fine Motor-Roll play dough into balls to assemble spiders

Literacy
Learning Centers
Time:

Math and Science
Learning Centers
Time:

• Use cube worms to model subtraction and addition

Centers
• Creativity Station-Create a pattern block worm
• Math-Play Compare and Capture • Comparar y capturar
V.B.1., V.B.2., V.E.2.

Content Connections
Time:

Life Science
• Finish a story about the life cycle of a butterfly

VI.B.2., II.E.5.

Social and Emotional
• Propose compassion for all living things

I.C.6., I.B.1.c., VI.B.3.

Science
• Create an earthworm habitat

VI.B.1., VI.B.3., IV.B.1.

Science
• Navigate by feeling vibrations

VI.A.2., VI.B.1., Forerunner: V.C.1., V.E.1.

Safety
• Discuss fear and ways to overcome it

VI.D.1., I.B.2.b., VI.B.1.

Closing Circle
Time:

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

Outdoor Learning

• Give children colorful cellophane to use as butterfly wings and have them fly around the playground making colorful butterfly shadows.

• Encourage children to jump around the perimeter of the playground pretending to be crickets or grasshoppers. They may be able to observe some real jumping insects.

• Invite children to make a long worm by holding onto each other’s waist. Challenge them to wiggle across the playground without coming apart.

• Make a giant spider with the parachute. (p. 208).

Learning Goals

Lesson Plans for Animals • Los animales - Bugs (Week 3)

Date

April 5-8

Teacher

Kristi Hughes

Wonderful Word

entomology

Character
Education

Curiosity,Compassion

Technology

Writer's Corner; Reading Buddy X.A.1. X.A.2. X.A.3. X.A.4. X.A.5. IV.D.1. IV.D.4. III.A.1. III.A.2. III.A.3.

Literacy

Vocabulary, Phonological Awareness, Oral Language

Letter
Knowledge

Review

Math

Number and Operations

English Vocabulary

abdomen, altogether, bee, beneficial, compassion, decrease, dragonflies, entomologist, entomology, fireflies, increase, insects, ladybug, mosquito, nectar, pollen, termites, thorax

LESSON COMPONENTS

Day 1

Day 2

Day 3

Day 4

Day 5

Greeting Circle
Time:

• Building community
• Morning Message

I.B.2.c., I.A.1., III.C.3.

• Building community
• Morning Message

III.B.10., I.B.2.c., I.C.7.

• Building community
• Morning Message

I.C.6., I.C.3., IV.C.1.

• Building community
• Morning Message

I.B.2.c., I.C.3., II.D.1.

• Building community
• Morning Message

I.B.2.a., I.C.2., I.C.6.

Moving and Learning
Time:

“Can You Move with Me?” • “¡Ven y muévete así!” action song

Waggle Dance

Ladybug rhymes and games

Dragonfly ribbon flying or game

“Little Ants” • “Las Hormigas” action song

Read-Aloud
Time:

Weekly Learning Centers
Time:

• Fine Motor-Make bug-eye glasses
• Science-Make a list of bugs and take a nature walk looking for insects
• Creativity Station-Draw pictures of bugs

• Fine Motor-Make kazoos to replicate the buzzing of bees
• Science-Examine a honeycomb with a magnifying glass
• Creativity Station-Use yellow and black paint to paint bees or wasps

• Fine Motor-Construct a ladybug
• Science-Observe live ladybugs
• Creativity Station-Use red and black paint to paint ladybugs

• Fine Motor-Create ants
• Science-Observe ants after placing cereal near anthill or sidewalk
• Creativity Station-Create fingerprint ants

Literacy
Learning Centers
Time:

Math and Science
Learning Centers
Time:

• Act out word-problem story
• Use models to make a word problem

Centers
• Math-Play count and match dots game
• Gross Motor Area-Toss beanbags and record results

V.A.7., V.B.1., V.B.2.

• Identify and extend one more pattern
• Introduce dividing set equally

Centers
• Math-Play a dot-cube game
• Creativity Station-Create an egg-carton insect

V.A.5., V.B.3., V.E.2.

Content Connections
Time:

Safety
• Discuss things to do if bitten or stung

VI.D.1., IV.D.1., II.B.3.

Safety
• Discuss ways to avoid bee stings

VI.D.1., II.A.1., II.B.3.

Safety
• Review fire safety rules

VI.D.1., II.A.1., II.B.3.

Science
• Learn about frog life cycle

VI.B.2., VI.B.3.

Phonological Awareness
• Enjoy insect alliteration

III.B.7., VI.B.1., II.C.2.

Closing Circle
Time:

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

Outdoor Learning

• Invite children to play Queen Bee • Abeja reina (p. 208).

• Play Beetle, Beetle, Ladybug • Escarabajo, escarabajo, mariquita (p. 206).

• Place frog beanbags on the parachute and encourage children to figure a way to make the frogs hop up to catch flying bugs.

• Play Follow the Leader Ants. Select a lead ant and have the other children follow in a line, mimicking the movements of their leader.

Learning Goals

Lesson Plans for Things That Move - Mysterious Movers (Week 4)

Date

March 28-31

Teacher

Kristi Hughes

Wonderful Word

mysterious

Character
Education

Self-reliance

Technology

Writer's Corner; ABC & XYZ
X.A.1. X.A.2. X.A.3. X.A.4. III.C.1. IV.D.1.

Literacy

Oral Language, Vocabulary, Comprehension

Letters: X,Y,Z

Math

Direction and Location Concepts

English Vocabulary

direction, east, forces, gravity, magnetism, moon, mysterious, north, pollen, powerful, rivers, south, sun, tremble, unseen, waves, west, wind

LESSON COMPONENTS

Day 1

Day 2

Day 3

Day 4

Day 5 No School

Greeting Circle
Time:

• Building community
• Morning Message

I.B.2.c., I.C.6., VI.C.3.

• Building community
• Morning Message

I.B.2.c., I.C.7., II.E.5.

• Building community
• Morning Message

I.C.6., IX.A.2., II.E.4.

• Building community
• Morning Message

I.C.4., I.C.6., II.E.5.

• Building community
• Morning Message

I.B.2.c., I.C.4., VIII.B.1.

Moving and Learning
Time:

“Twirl Around” • “Giraremos” ribbon dance

“Itsy Bitsy Spider” down-the-spout dance

“Itsy Bitsy Spider” gravity-defying, up-the-spout dance

“The Sounds of Nature” moon dance

Waggle Dance (inspired by honeybees)

Read-Aloud
Time:

Weekly Learning Centers
Time:

• Science-Explore moving various objects with air movers
• Sensory Table-Use fans to move boats in a water table
• Creativity Station-Draw a picture of something blowing in the wind

• Science-Explore water movement using dampened sand
• Sensory Table-Provide a variety of objects to move water
• Creativity Station-Paint with watercolors and discuss

• Science-Make a nail dance in water using a magnet
• Sensory Table-Experiments pouring water
• Creativity Station-Using a magnet, move a washer in tempera paint through a cookie sheet

• Science-Mark hours using shadow movement
• Sensory Table-Experiment with changes in water temperature
• Creativity Station-Draw a night sky and a day sky

Literacy
Learning Centers
Time:

Math and Science
Learning Centers
Time:

• Discuss stars in the night sky
• Review the idea of rotation

Centers
• Math-Create constellations and count stars
• Creativity Station-Paint a night sky

V.C.3., VI.C.2., II.D.3.

• Compare the size of different insects
• Locate markers on three-by-three grid

Centers
• Math-Practice locating markers on grid
• Pretend and Learn-Plan and stake out garden

V.C.3.

Content Connections
Time:

Fine Arts
• Make wind chimes

VIII.A.1., VI.C.3., VI.A.2.

Science
• Compare the flow of different liquids

VI.A.1., VI.A.2., VI.C.1.

Science
• Sort objects after testing magnetic attraction
VI.A.1., V.E.1.

Fine Arts
• Make sun and moon stick puppets

VIII.A.2., VIII.C.1.

Literacy and Physical Development
• Play “Hickey Picky Bumblebee” • “Abejita picadora”
III.B.4., IX.A.2.

Closing Circle
Time:

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

Outdoor Learning

• Invite children to blow bubbles. Call attention to how the bubbles float on the wind.

• Build a pile of sand or dirt. Place seeds or twigs in the pile. Pour water over the pile and watch the seeds and twigs travel.

• Point out examples of gravity on the playground (slide, swings, balls).

Learning Goals

• I.B.2.c. Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary
• I.C.6. Demonstrates empathy and
caring for others
• VI.C.3. Observes and describes what happens during changes in the earth and sky
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• III.D.3. Asks and answers appropriate questions about the book
• II.B.3. Provides appropriate information for various situations
• II.D.3. Demonstrates receptive vocabulary (three to four thousand words) • V.C.3. Demonstrates use of location words
• VI.A.2. Investigates and describes position and motion of objects
• VI.A.3. Uses simple measuring devices to learn about objects
• VIII.A.1. Uses a variety of art materials and activities for sensory experience and exploration

• I.B.2.c. Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary
• I.C.4. Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal
• VIII.B.1. Participates in classroom music
activities
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• VI.B.3. Recognizes, observes, and discusses the relationship of organisms to their environments
• II.D.3. Demonstrates receptive vocabulary (three to four thousand words)
• VIII.C.1. Creates or re-creates stories, moods, or experiences through dramatic representations
• II.A.1. Shows understanding by responding appropriately
• V.C.3. Demonstrates use of location
words
• III.B.4. Combines syllables into words
• IX.A.2. Coordinates sequence of movements to perform tasks

Lesson Plans for Things That Move • - Transportation (Week 3)

Date March 21-25

Teacher

Ms. Hughes

Wonderful Word

aerodynamic

Character
Education

Self-reliance

Technology

Words, Words, Words; Frog Street Math-Measure It
X.A.1. X.A.2. II.D.1. V.D.1.

Literacy

Vocabulary, Oral Language

Letter
Knowledge

S,T,U,V

Math

Data Analysis

English Vocabulary

LESSON COMPONENTS

Day 1

Day 2

Day 3

Day 4

Day 5 Egg Hunt

Greeting Circle
Time:

• Building community
• Morning Message

I.B.2.c., I.C.3., III.B.9.

• Building community
• Morning Message

I.C.4., I.C.6., III.B.9.

• Building community
• Morning Message

I.B.2.b., VIII.B.1., I.C.6.

• Building community
• Morning Message

I.C.6., II.A.2., III.B.9.

• Building community
• Morning Message

I.B.2.a., I.C.4., I.C.6.

Moving and Learning
Time:

“The Wheels on the Bus” • “Las llantas del bus” song with sound effects

“Stars and Stripes Forever” song with pretend flying

“Little Red Train” action verse

“My Bonnie Lies over the Ocean” • “Mi amada descansa en las olas” action song

Carousel Ride dramatic play

Read-Aloud
Time:

Weekly Learning Centers
Time:

• Gross Motor Area-Challenge a group of children to create a wave.
• Pretend and Learn-Provide a large box to use as a pretend boat.
• Construction-Create an ocean using blue fabric or paper.

Literacy
Learning Centers
Time:

Math and Science
Learning Centers
Time:

• Collect data
• Organize data in Venn diagram

Centers
• Math-Sort attribute buttons using Venn diagram
• Science-Sort photo of moving things

V.E.1., V.E.2., VI.A.2.

• Develop need for graphic representation
• Identify set with more or less

Centers
• Math-Practice using Venn diagram
• Construction-Build train tracks

V.A.3., V.E.1., V.E.2.

• Create a picture graph
• Compare picture graph and object graph

Centers
• Creativity Station-Replace photos with drawings
• Science-Discover best tools for rowing

V.A.5., V.E.2.

• Compare and evaluate bar graph and picture graph
• Create bar graph

Centers
• Math-Create a bar graph
• Science-Sort vehicles

V.A.3., V.E.1. V.E.2.

Content Connections
Time:

Safety
• Review rules for crossing a street

VI.D.1., I.A.2.

Science and Physical Development
• Develop concept of balance

VI.A.1., IX.A.1., II.D.3.

Cooking and Art
• Make Twinkie® trains for snack

VIII.A.2., II.A.2.

Science
• Investigate how size of boat affects cargo it can carry
VI.A.1., VI.A.2., VI.A.3.

Cooking and Fine Motor
• Make an animal cracker carousel for snack
IX.B.2., II.A.2., VIII.A.2.

Closing Circle
Time:

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

Outdoor Learning

• Invite children to play Red Light, Green Light • Luz roja, luz verde (p. 204).

• Have children lie on their backs and watch for airplanes in the sky. Invite children to fly their paper airplanes.

• Invite children to connect tricycles to form a train or provide boxes (large enough to hold a child) for children to build a train.

• Use a parachute to demonstrate the resistance created by air. Lift the parachute up high and allow it to drift down. If it is a windy day, position the chute so that it is pushed by the air.

Learning Goals

• I.B.2.c. Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary
• I.C.3. Shows competence in initiating social interactions
• III.B.9. Combines onset and rime to form familiar one-syllable words without pictorial support
• III.D.3. Asks and answers appropriate questions about the book
• II.D.5. Uses category labels to understand how words and objects relate to each other
• III.B.6. Produces a word that rhymes with a given word
• VI.D.1. Practices good habits of personal safety
• V.C.3. Demonstrates use of location words
• (Forerunner to) V.E.2. Identifies equal and unequal sets.
• V.E.2. Collects data and organizes it in a graphic representation
• I.A.2. Shows awareness of areas of competence and describes self positively
in what he is able to do

• I.C.4. Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal
• I.C.6. Demonstrates empathy and caring for others
• III.B.9. Combines onset and rime to form familiar one-syllable words without pictorial support
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• II.A.1. Shows understanding by responding appropriately.
• II.D.3. Demonstrates receptive vocabulary (three to four thousand words)
• II.E.5. Combines sentences that give detail, stays on topic, and clearly communicates
• V.E.1. Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different
• (Forerunner to) V.E.2. Identifies equal and unequal sets.
• V.E.2. Collects data and organizes it in a graphic representation
• VI.A.2. Child investigates and describes position and motion of objects.
• VI.A.1. Describes, observes, and investigates properties and characteristics of common objects
• IX.A.1. Demonstrates coordination and balance in isolation

Lesson Plans for Things That Move • Travel (Week 2)

Date

March 7-10

Teacher

Ms. Hughes

Wonderful Word

adventure,

Character
Education

Self-reliance,

Technology

Reading Buddy, Sounds and Rhymes, Tux Paint
X.A.1. X.A.2. X.A.5. III.B.8. III.A.1.

Literacy

Vocabulary, Oral Language, Comprehension

Letter
Knowledge

O,P,Q,R

Math

Position Words, Spatial Sense, Patterns

English Vocabulary

adventure, airport, bus, car, diagonal, distance, horizontal, imagination, intersection, persistent, quadrant, self-reliant, subway station, suitcase, train station, transportation, travel, vertical

LESSON COMPONENTS

Day 1

Day 2

Day 3

Day 4 Parent-teacher conference 3:30-9:00

Day 5 No School

Greeting Circle
Time:

• Building community
• Morning Message

I.C.2., I.A.1., III.B.9.

• Building community
• Morning Message

I.B.2.c.,

• Building community
• Morning Message

I.C.6., I.C.4., III.B.9.

• Building community
• Morning Message

I.C.6., IX.A.2., III.B.9.

• Building community
• Morning Message

I.C.4., I.C.2., I.B.2.c.

Moving and Learning
Time:

“Hands and Fingers” • “Manos y dedos” action song

“The Cool Bear Hunt” participation story

“Itsy Bitsy Spider” dance

“Can You Move With Me?” • “¡Ven y muévete así!” action song

Bubble dance

Read-Aloud
Time:

Can You Move with Me? • ¡Ven y muévete así!
• Move like different animals
• Develop vocabulary describing animal movement

“Monster Coaster” • “Monstruosa, la montaña rusa” story folder
• Analyze character’s curiosity
• Introduce concept of a cycle

III.D.3., II.D.5., II.B.3.

Gram Is Coming to My House • Abuelita se viene a mi casa
• Describe grandparent’s travel
• Recall story details

Giants Made by People • Gigantes hechos por el hombre
• Identify vehicles used for travel
• Discuss future travel

III.D.3., II.D.1., II.E.3.

Gram Is Coming to My House • Abuelita se viene a mi casa
• Compare vehicles used for travel
• Infer what character would pack

“The Three Little Pigs” • “Los tres cerditos” (Developmental Storybook)
• Compare Gram’s suitcase to pigs’ backpacks
• Think about source of pigs’ furniture

III.D.2., VII.B.2., I.C.5.

“Itsy Bitsy Spider” • “La araña chiquitita”
story folder
• Discuss real spiders
• Develop concept of persistence and self-reliance

Can You Move With Me? • ¡Ven y muévete así!
• Discuss ways that animals move
• Record animal movements on T-chart

II.D.1., III.D.2., VI.B.1.

“The Ants Go Marching” • “Las hormigas marchan” (Nursery Rhyme • Cuentos infantiles flip chart)
• Learn about ants’ navigation
• Recognize rhyming words

“Wynken, Blynken, and Nod” • “Sueño de niño” (Nursery Rhyme • Cuentos infantiles flip chart)
• Introduce the idea of metaphor
• Recognize role of imagination
III.D.3., III.B.6., III.D.2.

Weekly Learning Centers
Time:

• Gross Motor Area-Construct an obstacle course for hopping, jumping, taking baby steps, and crawling.
• Creativity Station-Invite children to draw a picture of children moving (walking, riding, hopping).
• Writer's Corner-Children explore writing their name vertically and diagonally.

• Gross Motor Area-Draw a map of the obstacle course, showing how to navigate it.
• Creativity Station-Draw a simple map.
• Writer's Corner-Explore printed mazes.

• Gross Motor Area-Navigate the course while holding a small suitcase or bag.
• Creativity Station-Invite children to pack a basket of art supplies they will use for outdoor painting. Help them prepare a list of the materials.
• Writer's Corner-Make a pretend list of clothes to pack for a sleepover.

• Gross Motor Area-Children pretend they are animals navigating the course.
• Creativity Station-Make animal tracks in slabs of play dough.
• Writer's Corner-Shape play dough snakes into letters.

• Gross Motor Area-Use imagination to create a new course or to navigate the current course backwards.
• Creativity Station-Draw a picture of Aryana the way children see her in their imagination.
• Writer's Corner-Think of ways to draw if they could not use their hands.

Literacy
Learning Centers
Time:

• Define here, there, and in between
• Note difference in travel and transportation

Centers
• ABC-Circle Tt in newspaper ads
• Library and Listening-Dance to song
• Gross Motor Area-Walk different lines

II.D.1., II.A.2., II.B.1.

• Introduce maps and globe
• Draw a simple map to playground

Centers
• Language and Literacy-Explore maps, atlas, and globe
• Creativity Station-Decorate map to playground
• Library and Listening-Listen to story

II.D.3., VII.C.1., I.B.3.b

• Discuss the importance of planning
• Read rebus poster to pack

Centers
• Pretend and Learn-Pack a suitcase
• Library and Listening-Predict character’s needs
• Writer's Corner-Make a list for packing

II.D.5., III.A.3., X.A.5.

• Act out and guess animal movements
• Combine onset and rime to form movement words

Centers
• Gross Motor Area-Travel path as different animals
• Library and Listening-Listen to a story
• ABC-Copy letters in movement words

II.D.1., III.B.9., VI.B.1.

• Use imagination to transform familiar objects
• Visualize story events and details

Centers
• Language and Literacy-Tell adventure stories
• Creativity Station-Use imagination to create something
• Writer's Corner-Create travel poster
I.C.5., III.D.3., II.E.5.

Math and Science
Learning Centers
Time:

• Follow directions
• Place blocks on four-quadrant grid

Centers
• Gross Motor Area-Hop in a four-quadrant frame
• Creativity Station-Draw a bike

V.A.9., V.C.3., VI.A.2.

• Introduce vertical number line
• Move frog counters on number line

Centers
• Science-Wash frog down a slope
• Math-Practice moving in a grid

V.A.9., V.C.3., VI.A.2.

• Compare hotel to three-by-three grid
• Place suitcases on grid

Centers
• Pretend and Learn-Use location words while packing
• Writer's Corner-Play tic-tac-toe

V.A.7., V.A.9, V.C.3.

• Introduce term intersection
• Move notes on grid as directed

Centers
• Math-Move frog counters on giant grid
• Creativity Station-Make string and paint collage

V.A.8., V.A.9, V.C.3.

• Orient pointer in various directions
• Copy moves on a grid

Centers
• Math-Move frog counters on grid
• Sensory Table-Make model city in sand

V.C.3., V.C.4., VI.A.2.

Content Connections
Time:

Physical Development
• Relate travel vocabulary to a class excursion
IX.A.2., II.B.3., II.D.1.

Technology and Social Studies
• Explore navigation tools

X.A.5., II.D.1., IX.A.2.

Social and Emotional
• Discuss ways to entertain self while traveling
I.C.4., I.A.2., II.D.4.

Physical and Social Development
• Play Monkey Nonsense • Tonterías de monos
IX.A.2., I.C.4.

Fine Arts
• Participate in telling a story

VIII.B.1., VIII.C.1

Closing Circle
Time:

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

Outdoor Learning

• Draw a hopscotch grid. Have children navigate the grid, hopping from one to ten, and then turn around and travel backwards. Encourage children to describe their movements.

• Encourage children to draw their own hopscotch grids. Point out that a hopscotch grid is like a map. It tells you the direction of travel.

• Invite children to play Pack-to-Travel Hopscotch • La rayuela de la maleta (p. 202).

• Encourage children to play One Elephant • Un elefante (p. 203).

• Challenge children to use their imagination to create a new parachute and move it across the playground or high in the air.

Learning Goals

• I.C.2. Assumes various roles and responsibilities as part of a classroom community
• I.A.1. Is aware of where own body is in space; respects personal boundaries
• III.B.9. Combines onset and rime to form familiar one-syllable words without pictorial support
• III.D.3. Asks and answers appropriate questions about the book
• II.D.5. Uses category labels to understand how words and objects relate to each other
• II.B.3. Provides appropriate information for various situations
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• II.A.2. Shows understanding by following two-step oral directions, and usually follows three-step directions
• II.B.1. Is able to use language for
different purposes
• V.A.9. Recognizes one-digit numerals 0 through 9
• V.C.3. Demonstrates use of location words
• VI.A.2. Investigates and describes position and motion of objects
• IX.A.2. Coordinates sequence of movements to perform tasks

• I.B.2.c. Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary
• I.C.4. Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal
• III.D.3. Asks and answers appropriate questions about the book
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• II.E.3. Uses sentences with more than one phrase
• II.D.3. Demonstrates receptive vocabulary (three to four thousand words)
• VII.C.1. Identifies and creates common
features in her immediate environment
• I.B.3.b Remains focused on engaging
group activities for age appropriate range of time
• V.A.9. Recognizes one-digit numerals
0 through 9
• V.C.3. Demonstrates use of location words
• VI.A.2. Investigates and describes position and motion of objects
• X.A.5. Recognizes that information is accessible through the use of technology
• IX.A.2. Coordinates sequence of movements to perform tasks

• I.C.6. Demonstrates empathy and caring for others
• I.C.4. Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal
• III.B.9. Combines onset and rime to form familiar one-syllable words without pictorial support
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• VII.B.2. Participates in activities to help them become aware of what it means to be a consumer
• I.C.5. Initiates problem-solving strategies and seeks adult help when necessary
• II.D.5. Uses category labels to understand how words and objects relate to each other
• III.A.3. Seeks to understand print
• X.A.5. Recognizes that information is accessible through the use of technology
• V.A.7. Uses the verbal ordinal terms
• V.A.9 Recognizes one-digit numerals 0 through 9
• V.C.3. Demonstrates use of location words
• I.A.2. Shows awareness of areas of competence and describes self positively in what he is able to do
• II.D.4. Uses a large speaking vocabulary, adding several new words daily

• I.C.6. Demonstrates empathy and caring for others
• IX.A.2. Coordinates sequence of
movements to perform tasks
• III.B.9. Combines onset and rime to form familiar one-syllable words without pictorial support
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• VI.B.1. Identifies and describes the characteristics of organisms
• V.A.8. Verbally identifies, without counting, the number of objects from 1 to 5
• V.A.9 Recognizes one-digit numerals 0 through 9
• V.C.3. Demonstrates use of location words
• I.C.4. Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal

• I.C.4. Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal
• I.C.2. Assumes various roles and responsibilities as part of a classroom community
• I.B.2.c. Is able to increase or decrease
intensity of emotions more consistently, although adult guidance is sometimes necessary
• III.D.3. Asks and answers appropriate questions about the book
• III.B.6. Produces a word that rhymes with a given word
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• I.C.5. Initiates problem-solving strategies and seeks adult help when necessary
• II.E.5. Combines sentences that give detail, stays on topic, and clearly communicates
• V.C.3. Demonstrates use of location words
• V.C.4. Slides, flips, and turns shapes
to demonstrate that the shapes
remain the same
• VI.A.2. Investigates and describes
position and motion of objects
VIII.B.1. Participates in classroom music activities
VIII.C.1. Creates or re-creates stories,
moods, or experiences through dramatic representations

Lesson Plans for Things That Move • Move (Week 1)

Date

February 29-March 4

Teacher

Ms. Hughes

Wonderful Word

mobile

Character
Education

Self-reliance

Technology

Sounds and Rhymes; ABC and XYZ
X.A.1. X.A.2. III.C.1. III.B.8.

Literacy

Phonological Awareness, Vocabulary

Letter
Knowledge

k,l,m,n

Math

Patterns and Numeracy

English Vocabulary

around, between, bicycle, contraction, dance, even, mobile, muscles, numeral, odd, pattern, pattern core, retraction, scooters, skateboard, skip, snap, wagons

Dr. Seuss Week

LESSON COMPONENTS

Day 1 Fox in Socks

Day 2 Green Eggs and Ham

Day 3 Cat in The Hat

Day 4 I Don’t Want to Get Up Today

Day 5 No School

Greeting Circle
Time:

• Building community
• Morning Message

I.C.6., I.A.1., III.B.9.

• Building community
• Morning Message

I.B.2.c., I.A.1., I.B.1.a., III.B.9.

• Building community
• Morning Message

I.C.4., III.B.1., III.B.9.

• Building community
• Morning Message

I.C.2., I.C.6., III.B.9.

• Building community
• Morning Message

I.C.4., I.B.2.c., III.B.1.

Moving and Learning
Time:

“Wiggles, Jiggles, Giggles” song and dance

“It Makes Me Jump” action song

“Hands and Fingers” • “Manos y dedos” song and dance

“The Numeral Dance” • “El baile de los números” song and dance

“Compound Boogie” dance

Read-Aloud
Time:

Weekly Learning Centers
Time:

• Gross Motor Area-Drop clothespins into a coffee can
• Fine Motor-Work with play dough
• Construction-Build using just one hand and describe experience

• Gross Motor Area-Provide a wagon for children to explore and discuss
• Fine Motor-Build wagons and scooters with Legos^®
• Construction-Provide medium-sized, shallow boxes to serve as wagons

Literacy
Learning Centers
Time:

Math and Science
Learning Centers
Time:

Content Connections
Time:

Science and Social Studies
• Introduce Photo Fanny

VII.A.2., VI.B.1.

Physical Development and Safety
• Compare movements and address walking safety rules
IX.A.2., VI.D.1., IX.A.1.

Physical Development
• Discuss ways to strengthen muscles, arm wrestle
VI.D.3., IX.A.2.

Science and Social Studies
• Think about what Photo Fanny will do during her home visit
VII.A.2., VI.B.1.

Safety
• Discuss bike safety

VI.D.1., II.D.4.

Closing Circle
Time:

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

Outdoor Learning

• Invite children to play Keep Away • Quédate lejos (p. 202). Discuss ways the body moves during the game.

• Encourage children to play parachute games (p. 204). Which parts of the body do you use for these games?

• Challenge children to pretend to be shadow puppets and create a shadow puppet dance. Discuss body movements.

• Encourage the children to walk on stilts (p. 167). Which parts of your body move with this activity?

• Invite children to participate in tricycle relays (p. 202).

Learning Goals

• I.B.2.c. Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary
• I.A.1. Is aware of where own body is in space; respects personal boundaries
• I.B.1.a. Follows classroom rules and routines with occasional reminders from teacher
• III.B.9. Combines onset and rime to form familiar one-syllable words without pictorial support
• III.D.1. Retells or reenacts a story after it is read aloud
• III.D.3. Asks and answers appropriate questions about the book
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• II.D.3. Demonstrates receptive vocabulary (three to four thousand words)
• III.C.1. Names at least 20 upper- and at least 20 lowercase letters
• IV.B. 2. Closely approximates writing of first name
• V.A.9. Recognizes one-digit numerals 0 through 9
• V.C.3. Demonstrates use of location words
• V.E.3. Recognizes and creates patterns
• IX.A.2. Coordinates sequence of movements to perform tasks
• VI.D.1. Practices good habits of personal safety
• IX.A.1. Demonstrates coordination and balance in isolation

Lesson Plans for I Build! I Create! • - I Can Create (Week 4)

Date

Feb. 22-26

Teacher

Ms. Hughes

Wonderful Word

inspiration,

Character
Education

Cooperation, Intentionality

Technology

Frog Street Math; Reading Buddy; Tux Paint
X.A.1. X.A.2. X.A.4.

Literacy

Oral Language, Phonological Awareness

Letter
Knowledge G,H,I,J

Math

Identifying and Labeling Sets

English Vocabulary

LESSON COMPONENTS

Day 1

Day 2

Day 3

Day 4

Day 5

Greeting Circle
Time:

• Building community
• Morning Message

I.B.2.c., I.C.6., III.B.7.

• Building community
• Morning Message

I.C.4., III.B.7., VIII.A.1.

• Building community
• Morning Message

I.B.2.c., I.C.4., III.B.7.

• Building community
• Morning Message

I.C.4., II.B.5., III.C.1.

• Building community
• Morning Message

I.B.2.b., I.C.6., III.B.7.

Moving and Learning
Time:

“Put Your Little Foot” • “Pasitos” dance

Dance with streamers

Play Freeze • Inmóvil

Pantomime “Body Talk in Rhyme”

Follow directions to “Shake Your Reader Ribbons”

Read-Aloud
Time:

Weekly Learning Centers
Time:

• Fine Motor-Make music using ways other than instruments
• Creativity Station-Draw or paint covers for their musical instruments
• Construction-Make musical instruments

• Fine Motor-Create various hues of green by mixing food coloring
• Creativity Station-Draw with various mediums
• Construction-Decorate paper bag blocks with markers

• Fine Motor-Use markers to copy short sentences
• Creativity Station-Paint a design using the child's name
• Construction-Build towns and then create signage for streets and buildings

Literacy
Learning Centers
Time:

Math and Science
Learning Centers
Time:

• Review introduced polygon shapes
• Introduce hexagon and pentagon

Centers
• Sensory Table-Create number sculptures
• Math-Make five-pattern-block picture

V.A.5., V.A.9., V.C.2.

Content Connections
Time:

Fine Arts
• Learn a simple dance

VIII.B.2., IX.A.2.

Fine Arts
• Experiment with the styles of the masters
VIII.A.3., VIII.A.1., VIII.A.2.

Science
• Make shadow sculptures

VI.A.4., VI.A.1., I.C.5.

Listen
• Listen for onomatopoeia words

III.B.7., II.C.2., II.A.1.

Social Skills
• Share children’s We are Grateful • Estamos agradecidos books
I.C.2., III.A.2., III.A.3.

Closing Circle
Time:

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

Outdoor Learning

• Take rhythm band instruments outdoors.
Invite children to have a parade.

• Invite children to use chalk to draw pictures on the sidewalk, or attach easel paper to the fence (or take easels outdoors) and encourage children to paint an outdoor scene.

• Turn a strip of masking tape backwards and place it on children’s arms to make a bracelet. Encourage children to create a bracelet using items they find outdoors (leaves, bark, twigs, pebbles).

• Provide colorful sheets of cellophane and challenge children to create colorful shadows.

• Invite children to write the story for a wordless book outdoors.

Learning Goals

• I.B.2.c. Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary
• I.C.6. Demonstrates empathy and caring for others
• III.B.7. Produces a word that begins with the same sound as a given pair of words
• II.D.3. Demonstrates receptive
vocabulary (three to four
thousand words)
• III.D.1. Retells or reenacts a story after it is read aloud
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• IV.D.1. Uses some appropriate writing conventions when writing or giving dictation
• IX.A.2. Coordinates sequence of movements to perform tasks
• V.A.5. Counts up to ten items and demonstrates that the last count indicates how many items were counted
• V.A.8. Verbally identifies, without counting, the number of objects from 1 to 5
• V.A.9. Recognizes one-digit numerals 0 through 9
• VIII.B.2. Responds to different musical styles through movement and play

• I.B.2.c. Is able to increase or decrease
intensity of emotions more consistently, although adult guidance is sometimes necessary
• I.C.4. Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal
• III.B.7. Produces a word that begins with the same sound as a given pair of words
• III.D.1. Retells or reenacts a story after it is read aloud
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• VIII.A.3. Demonstrates interest in and shows appreciation for the creative work of others
• II.D.3. Demonstrates receptive vocabulary (three to four thousand words)
• IV.C.1. Independently writes letters on request
• V.A.5. Counts up to ten items and demonstrates that the last count indicates how many items were counted
• V.A.9. Recognizes one-digit numerals 0 through 9
• V.C.2. Creates shapes
• VI.A.4. Investigates and describes sources of energy including light, heat, and electricity
• VI.A.1. Describes, observes, and investigates properties and characteristics of common objects
• I.C.5. Initiates problem-solving strategies and seeks adult help when necessary

February 15-19

Wonderful Word

construct

Character
Education

Cooperation

Technology

Words, Words, Words; Reading Buddy; Tux Paint
X.A.2. X.A.4. X.A.5. II.D.1. III.A.1. VIII.A.2.

Literacy

Sentence Structure, Vocabulary, Oral Language

Letter
Knowledge

d,e,f,g

Math

Classifying, Data Analysis

English Vocabulary

assemble, build, caring, category, cleverness, concrete, construction, cooperation, deeds, foundation, friend, habitats, homes, intentions, loquacious, model, raw materials, sort, structure

LESSON COMPONENTS

Day 1

Day 2

Day 3

Day 4

Day 5

Greeting Circle
Time:

• Building community
• Morning Message

I.B.2.b., I.C.6., III.C.1.

• Building community
• Morning Message

I.B.2.b., III.B.7., III.C.1.

• Building community
• Morning Message

I.C.4., I.C.6., III.C.1.

• Building community
• Morning Message

II.E.3., I.C.2., IV.D.1.

• Building community
• Morning Message

I.C.6., VIII.B.1., III.C.1.

Moving and Learning
Time:

Create a music ensemble

Drum to marching music

Dance with streamers

Play a musical adding-on game

Follow musical directions for greeting friends

Read-Aloud
Time:

Weekly Learning Centers
Time:

• Construction-Have stacking races
• Creativity Station-Decorate boxes covered in plastic wrap
• Fine Motor-Build with smaller blocks

• Construction-Build using small boxes
• Creativity Station-Decorate paper to use as wrapping paper for boxes
• Fine Motor-Have box races

• Construction-Make rainbow makers
• Creativity Station-Make tissue paper collages
• Fine Motor-Show children how to fold paper airplanes

• Construction-Build sentences with word blocks
• Creativity Station-Make a collage using environmental print
• Fine Motor-Work with name puzzles

• Construction-Build a house to share with a friend
• Creativity Station-Paint a group mural
• Fine Motor-String beads for friendship bracelets

Literacy
Learning Centers
Time:

• Brainstorm uses for a box

Centers
• Creativity Station-Create something from a box
• Pretend and Learn-Wrap a box
• Math-Stack graduated boxes

II.D.1., I.C.5., VI.A.1.

Math and Science
Learning Centers
Time:

• Sort blocks by size and geometric categories

Centers
• Creativity Station-Create a patterned pathway
• Math-Sort blocks by use

V.C.4., V.E.1.

• Introduce geometric vocabulary
• Compare shapes of box faces

Centers
• Fine Motor-Build a machine
• Math-Construct shapes with connecting cubes

V.C.1., V.E.1.

• Build five-cube arrangements
• Compare and sort by rules

Centers
• Science-Explore ways to connect paper
• Math-Build unique five-cube arrangements

V.A.8., V.C.4., V.E.1.

• Create name trains
• Compare and sort trains

Centers
• Library and Listening-Identify words in sentences
• Math-Sort name trains

V.E.1., V.E.2.

• Sort by attributes old and new
• Graph data collected

Centers
• Science-Observe effects of aging (banana)
• Math-Observe effects of aging (coins)

V.E.1., V.E.2.

Content Connections
Time:

Social Skills
• Follow directions to build a structure

I.C.2., I.C.4., II.A.1.

Social Awareness
• Imagine life as a jack-in-the-box

I.D.2., I.A.4., I.C.5

Literacy
• Listen to and watch a story

VI.A.1., II.B.3., III.D.2.

Literacy
• Build a loquacious sentence

II.E.4., II.E.3., II.B.3.

Physical Development and Problem Solving
• Play Hook Up • Engánchate
IX.A.2., I.C.5., I.C.4.

Closing Circle
Time:

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

Outdoor Learning

• Provide indoor blocks for outdoor building.

• Encourage children to build box towers and knock them down with balls.

• Add paper bag blocks to the cardboard boxes for building.

• Provide markers for children to decorate and label their outdoor buildings.

• Play cooperative games (p. 197) with the parachute.

Learning Goals

• I.C.4. Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal
• I.C.6. Demonstrates empathy and caring for others
• III.C.1. Names at least 20 upper- and at least 20 lowercase letters
• II.D.3. Demonstrates receptive
vocabulary (three to four thousand words)
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• III.D.3. Asks and answers appropriate questions about the book
• III.B.6. Produces a word that rhymes with a given word
• II.E.4. Combines ideas for complex sentences
• V.A.8. Verbally identifies, without counting, the number of objects from 1 to 5
• V.C.4 Slides, flips, and turns shapes to
demonstrate that the shapes remain the same
• V.E.1. Sorts objects that are the same
and different into groups and uses language to describe how the groups are similar and different
• VI.A.1. Describes, observes, and investigates properties and characteristics of common objects
• II.B.3. Provides appropriate information for various situations
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting

Lesson Plans for I Build! I Create! • -Tools and Machines (Week 2)

Date

February 8-12

Teacher

Kristi Hughes

Wonderful Word

machinery,

Character
Education

Cooperation, Intentionality

Technology

Sounds and Rhymes; Writer's Corner; Tux Paint
X.A.1. X.A.2. X.A.3. X.A.4. III.B.7. IV.B.1. IV.D.1. VIII.A.2.

Literacy

Oral Language and Phonological
Awareness (alliteration, compound words)

Letter a day

Math

Measurement, Counting Non-standard Units

English Vocabulary

tools, machinery, constructing, funnel, more, less, same, hammer, scissors, shovel, bulldoze, graders, move, push, pull, lift, inclined plane, pulley

LESSON COMPONENTS

Day 1

Day 2

Day 3

Day 4

Day 5 Valentines Day party 1:30

Greeting Circle
Time:

• Building community
• Morning Message

I.B.2.a., I.C.6., III.B.7.

• Building community
• Morning Message

I.B.2.c., I.C.4., III.B.7.

• Building community
• Morning Message

I.B.2.a., I.C.6., III.B.7.

• Building community
• Morning Message

I.C.4., II.D.5., III.B.7.

• Building community
• Morning Message

I.D.1., I.D.2., III.C.1.

Moving and Learning
Time:

“Peanut Butter and Jelly” • “Manteguilla de cacahuate y mermelada” action song

“Push, Pull, Swing” action song

Tug-of-Peace game

“Push, Pull, Swing” song and pantomime

I Spy • Yo veo game

Read-Aloud
Time:

Weekly Learning Centers
Time:

• Pretend and Learn-Make cookies with play dough
• Science-Experiment with sand and funnels
• Fine Motor-Sweep pebbles into a scoop with a pastry brush

• Pretend and Learn-Explore a toolbox of toy tools
• Science-Experiment with movement
• Fine Motor-Encourage children to dismantle nonfunctioning working clocks, watches, and music boxes

• Pretend and Learn-Pretend to be the Little Red Hen baking her bread
• Science-Experiment with building and using a ramp
• Fine Motor-Explore with sand and a variety of digging tools

Literacy
Learning Centers
Time:

Math and Science
Learning Centers
Time:

• Introduce the tape measure
• Solve a measurement problem

Centers
• Creativity Station-Print a pattern
• Math-Measure yarn with connecting cubes

V.A.1., V.A.5., V.D.1.

• Categorize tools by the way they move
• Investigate pulleys

Centers
• Sensory Table-Compare textured surfaces when drawing
• Science-Sort tools

V.D.3., V.E.1., VI.A.2.

• Confirm units of measurement must be the same size

Centers
• Sensory Table-Measure with connecting cubes
• Math-Measure with AngLegs

V.A.1., V.A.5., V.D.1.

• Construct and measure ramps
• Organize data from survey

Centers
• Science-Construct and test ramps
• Math-Compare high and low inclines

V.A.5., V.D.1., V.E.2.

Content Connections
Time:

Fine Arts and Physical Development
• Participate in a kitchen band

VIII.B.1., IX.A.1., IX.A.2.

Problem Solving and Science
• Categorize tools by their function

I.A.4., I.C.5., VI.A.1.

Science and Social Studies
• Identify simple machines in the school

VI.A.1., VII.C.1., VI.A.2.

Science
• Learn how real animals use tools

VI.B.1., VI.B.3., II.D.3.

Science
• Explore ways that tools are powered

VI.A.4., VI.A.1., VI.A.2.

Closing Circle
Time:

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

Outdoor Learning

• Provide funnels, colanders, and strainers for sand play.

• Encourage children to use chalk to create sidewalk art. Ask if the chalk is a tool.

• Discuss playground equipment in terms of tools and machines.

• Find a spot on the playground where children can dig. Provide digging tools (shovels, hand shovels) and invite children to dig. Encourage them to pay close attention to things that are unearthed.

• Look on the playground and around the outside of the school for handicap accessible modifications (ramps, railings, door exits, height of water fountains).

Learning Goals

• I.B.2.c. Is able to increase or decrease
intensity of emotions more consistently, although adult guidance is sometimes
necessary
• I.C.4. Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal
• III.B.7. Produces a word that begins with the same sound as a given pair of words
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• III.D.3. Asks and answers appropriate questions about the book
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• III.B.2. Combines words to make a compound word
• VII.A.2. Identifies similarities and differences in characteristics of families
• V.A.1. Knows that objects or parts of an object can be counted
• V.A.5. Counts up to ten items and demonstrates that the last count indicates how many items were counted
• V.D.1. Recognizes and compares heights or lengths of people or objects
• I.A.4. Shows initiative in independent situations and persists in attempting to solve problems
• I.C.5. Initiates problem-solving strategies
and seeks adult help when necessary
• VI.A.1. Describes, observes, and investigates properties and characteristics of common objects

Lesson Plans for I Build! I Create! • -Construction Terms (Week 1)

Date

Feb.1-5

Teacher

Ms. Hughes

Wonderful Word

geometric,

Character
Education

Cooperation,
Intentionality,

Technology

ABC and XYZ; Reading Buddy
X.A.1. X.A.2. X.A.4.

Literacy

Vocabulary and Alliteration

Letter
Knowledge

letter review

Math

Geometry and Spatial Sense

numbers 5-10

English Vocabulary

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

LESSON COMPONENTS

Day 1

Day 2

Day 3

Day 4

Day 5

Greeting Circle
Time:

• Building community
• Morning Message

I.C.4., III.B.7., III.C.2.

• Building community
• Morning Message

I.A.1., I.C.4., III.C.2.

• Building community
• Morning Message

I.C.3., II.D.3., III.B.7.

• Building community
• Morning Message

III.B.7., I.B.7.2.c., I.C.3.

• Building community
• Morning Message

I.B.2.c., V.C.3., III.B.7.

Moving and Learning
Time:

Cooperative Musical Circle • Círculos musicales de colaboración game

“Three Straight Sides” • “Tres lados rectos” ball-rolling song

“Rainbow Dancers” • “Bailarines de colores” ribbon dance

“Little Ants” • “Hormiguitas” action song

“Hands and Fingers” • “Manos y dedos” action song

Read-Aloud
Time:

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

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

II.D.1., II.E.4., V.C.1

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

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

III.A.1., III.D.3., III.C.2.

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

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

II.B.3., II.D.1., III.A.2.

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

“Smart Cookie’s Creative Cookies” • “Las galletas creativas de Galletita
Lista” story folder
• Identify problem solving in story
• Recall story details
II.D.1., III.D.3., I.A.4.

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

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

II.D.5., III.D.3., III.C.2.

Weekly Learning Centers
Time:

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

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

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

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

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

Literacy
Learning Centers
Time:

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

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

II.D.2., I.C.3., III.C.1.

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

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

II.D.5., II.B.3., III.D.1.

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

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

II.D.2., II.B.3., II.D.1.

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

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

II.D.3., II.A.2., V.C.2.

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

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

V.C.3., II.A.1., II.A.2.

Math and Science
Learning Centers
Time:

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

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

V.C.1., V.C.2., V.C.3., V.E.1.

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

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

V.C.1., V.C.2., V.E.1.

• Introduce term quadrilateral
• Construct models of rhombi and trapezoids

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

V.C.1., V.C.2., V.D.1.

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

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

V.A.6., V.C.1., V.C.2.

• Identify the numeral 0
• Place blocks following spatial directions

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

V.C.1., V.C.2., V.C.3.

Content Connections
Time:

Art and Math
• Discuss shape and color of objects

VIII.A.2., V.E.2., V.C.1.

Math and Science
• Compare squares and rectangles

VI.A.1., V.C.1, V.E.1.

Problem Solving
• Solve shape and color riddles

II.A.1., I.C.5., V.C.3.

Geography and Math
• Take a shape walk

VII.C.1., V.E.2.

Physical Development and Music
• Sing spatial songs

IX.A.2., V.C.3., VIII.B.1.

Closing Circle
Time:

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

Outdoor Learning

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

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

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

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

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

Learning Goals

• I.C.4. Increasingly interacts and communicates with peers to initiate pretend play scenarios that share a common plan and goal
• III.B.7. Produces a word that begins with the same sound as a given pair of words
• III.C.2. Recognizes at least 20 letter sounds
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• II.E.4. Combines ideas for complex sentences
• V.C.1 Names common shapes
• II.D.2. Demonstrates understanding of
terms used in the instructional language of the classroom
• I.C.3. Shows competence in initiating
social interactions
• III.C.1. Names at least 20 upper- and at least 20 lowercase letters
• V.C.2. Creates shapes
• V.C.3. Demonstrates use of location words
• (Forerunner to) V.E.1. Describes attributes
• VIII.A.2. Uses art as a form of creative self-expression and representation
• (Forerunner to) V.E.2. Identifies equal and unequal sets
• V.C.1. Names common shapes

• I.A.1. Is aware of where own body is in space, respects personal boundaries
• I.C.4. Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal
• III.C.2. Recognizes at least 20 letter
sounds
• (Forerunner to) III.A.1. Shows interest in books
• III.D.3. Asks and answers appropriate questions about the book
• III.C.2. Recognizes at least 20 letter sounds
• II.D.5. Uses category labels to understand how words and objects relate to each other
• II.B.3. Provides appropriate information for various situations
• III.D.1. Retells or reenacts a story after
it is read aloud
• V.C.1. Names common shapes
• V.C.2. Creates shapes
• (Forerunner to) V.E.1. Describes attributes
• VI.A.1. Describes, observes, and investigates properties and characteristics of common objects

• I.C.3. Shows competence in initiating
social interactions
• II.D.3. Demonstrates receptive vocabulary (three to four thousand words)
• III.B.7. Produces a word that begins with the same sound as a given pair of words
• II.B.3. Provides appropriate information for various situations
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• III.A.2. Uses books and other written materials to engage in prereading behaviors
• II.D.2. Demonstrates understanding of
terms used in the instructional language of the classroom
• II.B.3. Provides appropriate information
for various situations
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• V.C.1. Names common shapes
• V.C.2. Creates shapes
• V.D.1. Recognizes and compares heights or lengths of people or objects
• II.A.1. Shows understanding by responding appropriately
• I.C.5. Initiates problem-solving strategies and seeks adult help when necessary
• V.C.3. Demonstrates use of location words

• III.B.7. Produces a word that begins with the same sound as a given pair of words
• I.B.7.2.c Is able to increase or decrease
intensity of emotions more consistently although adult guidance is sometimes necessary
• I.C.3. Shows competence in initiating
social interactions
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• III.D.3. Asks and answers appropriate questions about the book
• I.A.4. Shows initiative in independent situations and persists in attempting to solve problems
• II.D.3. Demonstrates receptive vocabulary (three to four thousand words)
• II.A.2. Shows understanding by following two-step oral directions, and usually follows three-step directions
• V.C.2. Creates shapes
• V.A.6. Demonstrates understanding that when counting, the items can be chosen in any order
• V.C.1. Names common shapes
• VII.C.1. Identifies and creates common features in her immediate environment
• V.E.2. Collects data and organizes it in a graphic representation

• I.B.2.c. Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary
• V.C.3. Demonstrates use of location words
• III.B.7. Produces a word that begins with the same sound as a given pair of words
• II.D.5. Uses category labels to understand how words and objects relate to each other
• III.D.3. Asks and answers appropriate questions about the book
• III.C.2. Recognizes at least 20
letter sounds
• V.C.3. Demonstrates use of location
words
• II.A.1. Shows understanding by
responding appropriately
• II.A.2. Shows understanding by following two-step oral directions, and usually follows three-step directions
• V.C.1. Names common shapes
• V.C.2. Creates shapes
• V.C.3. Demonstrates use of location
words
• IX.A.2. Coordinates sequence of
movements to perform
tasks
• Participates in classroom music activities

Lesson Plans for Stories and Rhymes • - Ballads, Folktales and Fables (Week 4)

Date

January 25-29

Teacher

Ms. Hughes

Wonderful Word

exaggerate,

Character
Education

Commitment,
Loyalty,

Technology

ABC and XYZ; Math-Compare It
X.A.1. X.A.2. III.C.1. V.D.1. Forerunner V.E.2.

Literacy

Problem Solving, Oral Language

Letter
Knowledge

Math

Ordinal Numbers

English Vocabulary

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

LESSON COMPONENTS

Day 1

Day 2

Day 3 100^th Day of school!

Day 4

Day 5

Greeting Circle
Time:

• Building community
• Morning Message

I.A.4., VIII.B.2., III.B.6.

• Building community
• Morning Message

I.A.1., I.B.2.a., III.B.6.

• Building community
• Morning Message

I.C.3., I.B.2.b., III.C.1.

• Building community
• Morning Message

I.C.6., II.A.1., IX.A.2.

• Building community
• Morning Message

I.A.1., I.B.2.c., II.A.2.

Moving and Learning
Time:

“Five Speckled Frogs” • “Cinco ranitas moteadas” and “Shubert’s Shuffle” • “El baile de Shubert”

Musical Cat and Fish • Gato y pez musical game

Itsy Bitsy Spider dance

Move like story animals

Act out exaggerations

Read-Aloud
Time:

Weekly Learning Centers
Time:

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

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

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

Literacy
Learning Centers
Time:

Math and Science
Learning Centers
Time:

• Use ordinal numbers to describe wedding guests

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

V.A.7., V.A.9., V.C.3.

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

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

V.A.7., V.A.9., V.C.3.

• Use ordinal numbers to describe things the Old Woman swallowed

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

V.A.7., V.A.9., V.C.3.

• Measure distances with string
• Order strings by length

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

V.A.7., V.A.9. V.D.1.

Content Connections
Time:

Science
• Compare frogs and mice

VI.B.1., VI.B.3., III.D.2.

Science
• Compare real and make-believe cats

VI.B.1., III.D.2.

Fine Arts
• Make wiggle spiders

VIII.B.2., IX.B.2., VIII.A.2.

Literacy
• Compare two legends on Venn diagram

III.D.2., VII.D.1., VII.D.2.

Cooking and Science
• Make applesauce

VI.B.1., VI.A.1., V.E.1.

Closing Circle
Time:

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

Outdoor Learning

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

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

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

• Invite children to participate in relay races

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

Learning Goals

Lesson Plans for Stories and Rhymes • - Fairytales (Week 3)

Date

January 18-22

Teacher

Ms. Hughes

Wonderful Word

magic,

Character
Education

Commitment, Loyalty

Technology

Words, Words, Words; Extra Reading Buddy
X.A.1. X.A.2. III.A.1. II.D.1.

Literacy

Phonological Awareness—rhyming words

Letter
Knowledge

Letters Xx;Zz

Math

Number and Operation

English Vocabulary

add, castle, celebration, commitment, customers fairy tale, fewer, leather, magic, mattress, more, palace, pantomime, princess, purchase, setting, summoned, take away

LESSON COMPONENTS

Day 1 MLK Jr. Day/ No School

Day 2

Day 3

Day 4

Day 5

Greeting Circle
Time:

• Building community
• Morning Message

I.A.1., I.C.3., IX.A.2.

• Building community
• Morning Message

I.C.2., IX.A.2., III. B.3.

• Building community
• Morning Message

I.A.1., I.C.4., VI.A.4.

• Building community
• Morning Message

I.B.2.c., I.C.6., III.B.6.

• Building community
• Morning Message

I.C.4., I.C.2., III.C.1.

Moving and Learning
Time:

Princess Ball Roll • La bola de la princesa game

Practice giant movements—walk, jump, hop

Create dragon and giant shadows

Who’s Got the Pea? • ¿Quién tiene el guisante? game

Boot, Boot, Shoe • Botas, botas, zapato game

Read-Aloud
Time:

Weekly Learning Centers
Time:

• 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

• Construction-Build a bench for the shoemaker
• Fine Motor-Encourage children to lace shoes
• Creativity Station-Invite children to design a pair of shoes

Literacy
Learning Centers
Time:

Math and Science
Learning Centers
Time:

• 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

V.A.6., V.A.8., V.E.2.

• 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

V.A.5., V.A.8., V.B.1.

• Use cubes to represent doubling patterns

Centers
• Math-Create reflecting patterns with paint
• Science-Use mirrors to make reflecting patterns

V.A.8., V.B.1., V.E.3.

Content Connections
Time:

Science
• Compare real and make-believe frogs

VI.B.1., II.E.5., III.D.2.

Health
• Discuss beans as an important protein

VI.D.3., II.D.1., II.B.3.

Fine Arts
• Make paper-towel tube dragons

VIII.A.2., VIII.C.1., III.D.1.

Math
• Play a game to count and compare sets of “mattresses”
V.A.3., V.E.2.

Social Studies
• Discuss possible jobs and ways to earn income
VII.B.1., VII.B.2., VII.B.3.

Closing Circle
Time:

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

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)

• Draw a hopscotch grid. Encourage children to use the princess’s pea (a pebble) as a marker

• Provide chalk and invite children to trace around their shoe

Learning Goals

• I.B.2.c. Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary
• I.C.6. Demonstrates empathy and caring for others
• III.B.6. Produces a word that rhymes
with a given word
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• III.D.1. Retells or reenacts a story after it is read aloud
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• II.E.5. Combines sentences that give detail, stays on topic, and clearly communicates
• II.D.4. Uses a large speaking vocabulary, adding several new words daily
• V.A.2. Uses words to rote count from 1 to 30
• V.A.3. Counts 1 to 10 items, with one count per item
• V.C.3. Demonstrates use of location words
• Forerunner (V.E.2.) Identifies equal and unequal

Lesson Plans for Stories and Rhymes - Traditional Tales (Week 2)

Date

January 11-15

Teacher

Ms. Hughes

Wonderful Word

traditional

Character
Education

Commitment
Loyalty,

Technology

Reading Buddy; Sounds and Rhymes
X.A.1. X.A.2. III.B.6. III.A.1.

Literacy

Comprehension and Dramatic Expression

Letter
Knowledge

Letters Bb;Oo

Numbers 1-5

Math

Measurement, Ordering by Attributes

English Vocabulary

audience, barnyard, carnivore, dress rehearsal, durable, factual, fictional, greedy, longest, original, porridge, shortest, survey, traditional, trowel, version

LESSON COMPONENTS

Day 1

Day 2

Day 3

Day 4

Day 5

Greeting Circle
Time:

• Building community
• Morning Message

I.B.2.c., I.C.6., II.B.3.

• Building community
• Morning Message

I.A.1., I.C.4., II.D.3.

• Building community
• Morning Message

I.C.6., III.B.6., III.C.1.

• Building community
• Morning Message

I.C.7., VIII.B.1., III.C.1.

• Building community
• Morning Message

I.C.3., I.B.2.c., VIII.B.1.

Moving and Learning
Time:

“Goldilocks” • “Ricitos de oro” Walk-on Nursery Rhyme

“One Pink Piglet” • “Un cerdito rosado” action song

What Time Is It, Mr. Wolf? • Sr. Lobo, ¿qué hora es? game

“New Chicken Dance”

“Henny Penny” • “La gallina Tina” dance

Read-Aloud
Time:

Weekly Learning Centers
Time:

• 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

• 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

Literacy
Learning Centers
Time:

Math and Science
Learning Centers
Time:

• Observe and test attributes of different paper squares

Centers
• Creativity Station-Blow paint with straws
• Science-Test force needed to blow over cube towers

V.A.7, V.C.3., VI.A.1.

Content Connections
Time:

Math and Literacy
• Recite “Pease, Porridge Hot” and enjoy a porridge snack

II.D.1., V.E.2., VI.A.1.

Science
• Compare weight and buoyancy of different materials

VI.A.1., V.D.3., V.C.1. and V.E.1.

Health
• Evaluate Little Red’s treats in terms of healthy food options

VI.D.3., III.D.3., II.D.1.

Science and Math
• Bake bread
• Discuss role heat plays in helping dough rise
VI.A.1., V.D.2., VI.A.4.

Science
• Practice observation skills

VI.A.1., III.D.2.

Closing Circle
Time:

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

Outdoor Learning

• Encourage children to play with small,
medium, and large balls

• 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)

• 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)

• Invite children to play a traditional
Mexican game, La gallinita ciega • The
Blind Hen (p. 193)

Learning Goals

• I.B.2.c. Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary
• I.C.6. Demonstrates empathy and caring for others
• II.B.3. Provides appropriate information for various situations
• (Forerunner) III.A.1. Shows interest in books
• III.D.2. Uses information learned from books by describing, relating,categorizing,
or comparing and contrasting
• II.D.3. Demonstrates receptive vocabulary (three to four thousand words)
• II.D.5. Uses category labels to understand how words and objects relate to each other
• III.D.1. Retells or reenacts a story after it is read aloud
• VIII.C.1. Creates or recreates stories, moods, or experiences through dramatic representations
• V.C.3. Demonstrates use of location words
• V.D.1. Recognizes and compares heights or lengths of people or objects
• VI.A.1. Describes, observes, and investigates properties and characteristics of common objects
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• V.E.2. Collects data and organizes it in a graphic representation

Lesson Plans for Stories and Rhymes - Nursery Rhymes (Week 1)

Date

January 4-8

Teacher

Ms. Hughes

Wonderful Word

culture

Character
Education

Commitment, Loyalty,

Technology

Writer's Corner
X.A.1. X.A.2.X.A.3. X.A.4. X.A.5. III.C.1. III.C.2. III.C.3.

Literacy

Phonological Awareness (Rhyming)

Letter
Knowledge

Nn,Kk

Math

Counting, Whole-Part Relationship

English Vocabulary

alike, broth, crown, different, fleece, half, hare, injury, mystify part, radiant, tuffet, twinkle, whole, wounds

LESSON COMPONENTS

Day 1

Day 2

Day 3

Day 4

Day 5

Greeting Circle
Time:

• Building community
• Morning Message

I.C.6., III.B.6., VIII.B.2.

• Building community
• Morning Message

I.B.2.c., VI.D.2., VIII.B.1.

• Building community
• Morning Message

I.C.4., VIII.B.2., III.B.6.

• Building community
• Morning Message

I.C.4., I.B.2.a., III.B.6.

• Building community
• Morning Message

I.C.2., I.C.4., VIII.C.1.

Moving and Learning
Time:

“Stars and Stripes Forever” with musical eggs

“Ring around the Rosie” • “Ronda de las rositas” singing game

“Miss Mary Mack” clapping game

Dance with streamers to music

Drop the Mitten • Deja caer el mitón game

Read-Aloud
Time:

Weekly Learning Centers
Time:

• Creativity Station-Use stencils to draw an egg shape
• Pretend and Learn-Build a wall with blocks and explore items that balance
• Science-Balance a plastic egg on a wall built from blocks

• Creativity Station-Make kites
• Pretend and Learn-Test the wind direction outside using bubbles
• Science-Set up a kite stand to sell kites

• Creativity Station-Trace hands and design mittens
• Pretend and Learn-Discuss the role of mittens and hold ice cubes with and without them
• Science-Provide mittens to match

Literacy
Learning Centers
Time:

Math and Science
Learning Centers
Time:

• Practice counting
• Introduce parts and wholes

Centers
• Sensory Table-Count squirts needed to fill a container
• Math-Cut a string into two equal-sized pieces.
V.A.1., V.D.1., V.D.2.

• Count sounds

Centers
• Sensory Table-Play patterns of notes on xylophone
• Gross Motor Area-Hop a specific number of spaces

V.A.1., V.A.3., V.A.4.

• Play a counting game

Centers
• Creativity Station-Make a two-color part-to-whole wheel
• Science-Mix yellow and red food coloring

V.A.1., V.A.5., V.A.8.

Content Connections
Time:

Science
• Compare the different ways an egg and a ball roll

VI.A.1., VI.A.2, V.E.1.

Health and Safety
• Discuss contents of a first-aid kit

VI.D.2., II.D.1.

Science and Fine Arts
• Mix colors to make new colors

VI.A.1., VIII.A.1.

Science
• Make a plastic bag kite

VI.A.1., VI.A.2., IX.A.1.

Social Studies
• Discuss value of gloves and mittens
• Identify community workers who wear gloves
VII.B.3., VI.D.1, I.C.5.

Closing Circle
Time:

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

Outdoor Learning

• Play Please Don’t Let the Ball Fall • No dejen que la pelota caiga (p. 193).

• Provide first-aid props. Turn bicycles
into emergency vehicles.

• Encourage children to Jump the Fence • Saltar la cerca (p. 193).

• Invite children to fly the kites made in the Creativity Station.

• Play Find the Mitten • Busquen el mitón (p. 193).

Learning Goals

Lesson Plans Dec. 14-18

Monday- Letter Rr/reindeer books/magic reindeer food

Tuesday- Polar Express day/wear pajamas/watch movie at Indi Theater 8:00 A.M.

Wednesday- Christmas Party at 1:30

Thursday- Exemption day

Friday-Exemption day

Lesson Plans for Choices - Healthy Habits (Week 3)

Date

Dec. 7-11

Teacher

Ms. Hughes

Wonderful Word

habit,

Character
Education

Fairnes
Confidence

Technology

Math-What Comes Next?; Words Words Words
X.A.1. X.A.2. III.C.1. III.C.2. III.A.1.

Literacy

Oral Language, Vocabulary

Letter
Knowledge

Gg/Cc

Math

Measurement–Time

English Vocabulary

active, after, alert, bedtime, before, confidence daytime during, etiquette, exercise fair, habit, manners, nighttime, respect, routine

LESSON COMPONENTS

Day 1

Day 2

Day 3

Day 4

Day 5

Greeting Circle
Time:

• Building community
• Morning Message

VI.D.3., IX.A.2., III.C.2.

• Building community
• Morning Message

I.B.2.a., VI.D.1., V.E.3.

• Building community
• Morning Message

I.C.7., I.C.3., III.C.2.

• Building community
• Morning Message

VI.D.2., VIII.B.1., I.B.2.c.

• Building community
• Morning Message

VI.D.2., I.B.2.c., VIII.B.1.

Moving and Learning
Time:

“Wiggle, Jiggle, Giggle” song and dance

Create a new patty-cake pattern

“Peanut Butter and Jelly” • “Mantequilla de cacahuate y mermelada” song

“Dr. Knicker Bocker” action song

“Ten in the Bed” • “Diez en una cama” action song

Read-Aloud
Time:

Weekly Learning Centers
Time:

• Fine Motor-Play a game or build a Lego™ house with a friend
• Math-Play Pass the Number Please
• Pretend and Learn-Set the table and sit down to a pretend dinner

• Fine Motor-Play game with wiggle eyes
• Math-Role-play “Ten in the Bed” • “Diez
en una cama” (p. 193)
• Pretend and Learn-Invite children to put the baby dolls to bed

Literacy
Learning Centers
Time:

Math and Science
Learning Centers
Time:

• Introduce day-night cycle
• Create a pattern

Centers
• Fine Motor-Arrange cutouts to show day-night pattern
• Math-Copy a pattern using connecting cubes

V.A.5., V.D.4., V.E.3.

• Introduce calendar and months of the year

Centers
• Creativity Station-Make a birthday calendar
• Math-Match numerals

V.A.5., V.A.9., V.D.4.

• Recognize numerals 1 through 9
• Become familiar with analog clock

Centers
• Math-String and count beads
• Gross Motor Area-Toss and count beanbags

V.A.2., V.A.9., V.D.4.

Content Connections
Time:

Literacy
• Participate in action story—“Mr. Wiggle and Mr. Waggle”

III.D.2., III.D.3., VI.D.3.

Physical Development
• Practice a muscle relaxation exercise

IX.A.2., VI.B.1, VI.D.3.

Social Competence
• Consider Goldilocks’s behavior in terms of good manners

III.D.2., III.D.3., I.C.5.

Safety
• Model calling 911 in an emergency

VI.D.1., II.B.3., II.B.1.

Fine Arts and Social Studies
• Discuss and sing lullabies

VII.A.2., VIII.B.1., VIII.B.2.

Closing Circle
Time:

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

Outdoor Learning

• Have children lie on their backs and watch the clouds. Point out that being quiet and being fully present with nature can be an effective way to relax and reduce stress.

• Play Mother, May I, …? • Mamá, puedo.
(p. 200)

• Play The Doctor Says • El médico dice as you would play Simon Says

• Play “Old Gray Cat” • “El viejo gato gris”
(p. 200)

Learning Goals

Lesson Plans for Choices •- Healthy Choices (Week 2)

Date

Nov. 30-Dec.4

Teacher

Ms. Hughes

Wonderful Word

nutritious,

Character Education

Fairness, Confidence,

Technology

Writer's Corner; ABC & XYZ
X.A.3. X.A.4. X.A.1. X.A.2. III.C.1. III.C.2. IV.B.1.

Literacy

Vocabulary, Phonological Awareness - Alliteration

Letter Knowledge

Qq; Uu

Math

Geometry

English Vocabulary

abundant, bean, dairy, dehydrated, diagonal, feast, fruits, grain, horizontal, meat, nutritious, produce, silkworms

LESSON COMPONENTS

Day 1

Day 2

Day 3

Day 4

Day 5

Greeting Circle
Time:

• Building community
• Morning Message

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

• Building community
• Morning Message

II.A.2., III.C.2., I.B.3.a.

• Building community
• Morning Message

I.C.4., III.C.2., IV.D.1.

• Building community
• Morning Message

I.C.6., VI.D.3., III.B.7.

• Building community
• Morning Message

I.B.2.a., VI.B.3., VIII.B.2.

Moving and Learning
Time:

Fruit Basket Turnover • Canasta de frutas game

Food clapping rhymes

Drop the Peanut • Suelta el cacahuate game

Who Took the Cookie from the Cookie Jar? • ¿Quién se comió las galletitas de mamá? game

Raindrop ribbon dance

Read-Aloud
Time:

Weekly Learning Centers
Time:

• Pretend and Learn - Set up a fast food restaurant
• Fine Motor - Move candy from one bowl to the other using tweezers
• Construction - Build a sculpture using fast-food containers and napkins

• Pretend and Learn - Practice pouring water and cleaning up spills
• Fine Motor - Transfer water using a sponge and an eyedropper
• Construction - Build a well

Literacy
Learning Centers
Time:

Math and Science
Learning Centers
Time:

• Develop concept of three-dimensional shapes using food as models

Centers
• Sensory Table - Make play dough shapes
• Science - Make food pyramids

V.C.2., V.E.2., VII.D.3.

• Observe properties of liquid
• Introduce three-dimensional shapes

Centers
• Creativity Station - Trace and paint shapes
• Science - Observe melting ice cubes

V.C.1., V.D.2., VI.C.1.

Content Connections
Time:

Science
• Float or sink test with fruits and vegetables

VI.A.1., VI.A.2. II.D.5.

Health
• List different kinds of bread, eat tortillas

VI.D.3., VIII.C.1., II.D.1.

Social Studies and Fine Art
• Sing song and discuss food that comes from farms

VII.B.1., VII.B.3., II.B.3.

Music
• Sing song and vote on favorite foods

II.A.1., VI.D.3. VIII.B.1.

Science
• Discover the importance of water for plants

VI.B.1., VI.B.3.

Closing Circle
Time:

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

Outdoor Learning

• Toss watermelon seeds
into cups

• Plant a fall garden in pots or in old
tires

• Serve snack or lunch outdoors

• Provide props (hat, apron, ice cream
cartons, snow-cone cups, music box,
signage) to add to the bicycles to make
them pretend ice-cream trucks

• Provide watering cans, and let the
children water the outdoor plants

Learning Goals

Lesson Plans for Choices • Decisiones - I Make Choices (Week 1)

Date

November16-20

Teacher

Ms. Hughes

Wonderful Word

consequences

Character Education

Fairness,
Confidence,

Technology

Sounds and Rhymes; Math-What Comes Next
X.A.1. X.A.2. III.B.7. V.E.3.

Literacy

Oral Language, Phonological Awareness—
Alliteration, Vocabulary

Letter
Knowledge

Tt,Ii

Math

Patterns and Numeracy

English Vocabulary

alliteration, appropriate, choices, consequences, courageous, diligent, helpful, inappropriate, laws, promises, reluctant, rules, solutions, thoughtful

LESSON COMPONENTS

Day 1

Day 2

Day 3 Thankgiving dinner at 12:25

Day 4

Day 5

Greeting Circle
Time:

• Building community
• Morning Message

III.C.2., I.C.4., II.A.2.

• Building community
• Morning Message

III.C.2., VIII.B.1., I.B.2.c.

• Building community
• Morning Message

III.C.2., VI.D.1., I.B.1.a.

• Building community
• Morning Message

I.C.6., III.C.2., I.C.4.

• Building community
• Morning Message

III.C.2., I.C.2., I.A.4.

Moving and Learning
Time:

Ribbon dance to “Rainbow Dancers” • “Bailarines de colores”

Play Cooperative Musical Circles • Círculos musicales

Dance with dragon fire

Play Drop the Dollar • Deja caer el dólar

Play Red Light, Green Light • Luz roja, luz verde

Read-Aloud
Time:

Charlie Chipmunk's Thoughtful Choices • Las decisiones consideradas de Carlitos
• Develop vocabulary that describes choices

Three Bears’ Rap • El rap de los tres osos
• Retell a story in a new way
• Discuss Goldilock’s choices

III.D.3., I.C.6., II.D.2.

Shubert’s Helpful Day
• Recall and analyze advice for calming down

A to Z Helping Hands • Manos
amables de la A a la Z
• Discuss examples of helpful choices

I.C.2., I.C.6., III.D.3.

Once Upon a Time in Dragon Land • Había una vez en Dragolandia
• Learn about the author and illustrator
• Discuss the dragons’ choices

Developmental Storybook “The Three Pigs” • “Los tres cerditos”
• Discuss pigs’ choices of building
materials
II.D.1., IV.D.1., I.D.2.

The Frog Prince • El príncipe sapo
• Evaluate the frog’s choice
• Discuss keeping promises

The Gift • El regalo
• Think about times when there is no choice

II.D.1., I.D.2., II.B.3.

The Gift • El regalo
• Compares roaring to using a big voice

“Monster Coaster” • ”Monstruosa,
la montaña rusa” story folder
• Discuss Monster’s feelings about decisions he couldn’t control

III.D.2., III.D.3., III. B.3.

Weekly Learning Centers
Time:

• Fine Motor-Provide choices of puzzles and discuss
• Gross Motor Area-Play Giant Concentration
• Language and Literacy-Provide Photo Activity Cards #1 through 12.

• Fine Motor-Give children an opportunity to make a helpful choice
• Gross Motor Area-Play partner games that require making helpful choices
• Language and Literacy-Point out differences in the ways children sort the card

• Fine Motor-Make magazine collages and discuss scissor safety
• Gross Motor Area-Play Pick Safe Choices
• Language and Literacy-Encourage children who are proficient at working puzzles to help classmates that are less proficient

• Fine Motor-Roll pennies
• Gross Motor Area-Play Do the Right Thing • Haz lo correcto
• Language and Literacy-Provide and discuss safety items that are worn by workers

• Fine Motor-Practice washing hands
• Gross Motor Area-Play Frog Toss
• Language and Literacy-Make up a game using game pieces; Encourage children to explore the law of gravity

Literacy
Learning Centers
Time:

• Experience the fun of alliteration
• Identify words that begin with the same sound

Centers
• ABC-Use magnetic letters to copy words from Morning Message
• Language and Literacy-Retell “The Three Bears” with story props
• Library and Listening-Listen to a story

I.C.5., III.B.6., III.B.7.

• List helpful choices children make in the classroom
• Compare list with choices in song

Centers
• Creativity Station- Draw being helpful at home
• Library and Listening-Listen to and pantomime “That Was Helpful” • “Has sido amable”
• Fine Motor-Tape cut pictures back together
I.B.1.a., I.C.6., I.C.2.

• Read “The Three Billy Goats Gruff”
• Chant and listen for alliteration

Centers
• Pretend and Learn- Dramatic play with “The Three Billy Goats Gruff”
• Construction- Build houses for the three pig
• Library and Listening-Listen to Dragon Land story

VI.D.1., III.D.3., III.B.7.

• Introduce the idea of consequences
• Evaluate right choices

Centers
• Pretend and Learn-Demonstrate manners during pretend meals
• Fine Motor-Scoop up pennies
• Library and Listening-Listen to The Frog Prince • El príncipe sapo

III.B.7., I.B.1.c., I.C.2.

• Discuss rules and laws and why we have them

Centers
• Creativity Station-Illustrate classroom rules
• Construction-Build a highway and use it for play
• Library and Listening-Retell “Monster Coaster” • “Monstruosa, la montaña rusa” with story props

VI.D.1., II.D.5., I.B.1.a.

Math and Science
Learning Centers
Time:

• Identify patterns
• Use verbal ordinal numbers

Centers
• Math-Create “large, medium, small” pattern with manipulatives
• Fine Motor-Cut and order strips of paper

V.A.7., V.E.2., V.E.3.

• Practice identifying patterns
• Skip counting

Centers
• Sensory Table-Make footprint patterns in wet sand
• Gross Motor Area-Hop a pattern

V.A.2., V.A.9., V.E.3.

• Identify pattern in huff-puff chant
• Translate verbal pattern to green-red cube pattern

Centers
• Library and Listening-Create dot sticker pattern and play on xylophone
• Math-Work in partners to make patterns and predict what comes next
V.A.7., V.C.3., V.E.3.

• Identify color patterns
• Create color patterns

Centers
• Creativity Station- Make a pattern of colored stripes
• Science-Discover what is inside a mystery gift box

V.C.3., V.E.3., VI.A.1.

• Practice one-to-one correspondence
• Count forward to five and backwards from five to zero

Centers
• Math-Match +1 on the calculator to steps on the number line
• Gross Motor Area-Jump like a grasshopper, crawl like an ant
V.B.1., V.B.2., V.E.3.

Content Connections
Time:

Social Studies
• Compare three versions of The Three Bears

VII.A.2., III.D.2.

Fine Arts
• Compare the size of handprints

VIII.A.2., V.D.1., III.C.1.

Safety
• Discuss fire safety rules

VI.D.1., VIII.B.1.

Social-Emotional
• Discuss being faithful to friends

I.C.6., I.C.7., I.C.3.

Safety
• Brainstorm safety rules and sing safety songs

VI.D.1., VIII.B.1., I.B.1.a.

Closing Circle
Time:

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

Outdoor Learning

• Provide various types of balls for play and discuss their different attributes

• Invite children to brainstorm ideas for
ways to share the tricycles, balls, or other
outdoor equipment that has to be shared

• Encourage children to pick up trash on playground

• Play Dog and Bone • Perro y hueso

• Discuss the purpose of traffic lights. Play
Red Light, Green Light • Luz roja, luz verde

Learning Goals

• III.C.2. Recognizes at least 20 letter sounds
• I.C.4. Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal
• II.A.2. Shows understanding by following
two-step oral directions, and usually follows three-step directions
• III.D.3. Asks and answers appropriate questions about the book
• I.C.6. Demonstrates empathy and caring for others
• II.D.2. Demonstrates understanding of terms used in the instructional language of the classroom
• I.C.5. Initiates problem-solving strategies and seeks adult help when necessary
• III.B.6. Produces a word that rhymes with a given word
• III.B.7. Produces a word that begins with
the same sound as a given pair of words
• V.A.7. Uses the verbal ordinal terms
• V.E.2. Collects data and organizes it in a graphic representation
• V.E.3. Recognizes and creates patterns
• VII.A.2. Identifies similarities and differences in characteristics of families
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting

• III.C.2. Recognizes at least 20 letter sounds
• VIII.B.1. Participates in classroom music activities
• I.B.2.c. Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary
• I.C.2. Assumes various roles and responsibilities as part of a classroom community
• I.C.6. Demonstrates empathy and caring for others
• III.D.3. Asks and answers appropriate questions about the book
• I.B.1.a. Follows classroom rules and
routines with occasional reminders from teacher
• I.C.6. Demonstrates empathy and caring
for others
• I.C.2. Assumes various roles and
responsibilities as part of a classroom community
• V.A.2. Uses words to rote count from 1 to 3
• V.A.9. Recognizes one-digit numerals 0 through 9
• V.E.3. Recognizes and creates patterns
• VIII.A.2. Uses art as a form of creative self-expression and representation
• V.D.1. Recognizes and compares heights or lengths of people or objects
• III.C.1. Names at least 20 upper- and at least 20 lowercase letters

• III.C.2. Recognizes at least 20 letter sounds
• IV.D.1. Uses some appropriate writing conventions when writing or giving dictation
• I.B.1.a. Follows classroom rules and routines with occasional reminders from teacher
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• VI.D.1. Practices good habits of
personal safety
• I.D.2. Demonstrates an understanding that others have perspectives and feelings that are different from own
• III.D.3. Asks and answers appropriate questions about the book
• III.B.7. Produces a word that begins with the same sound as a given pair of words
• V.A.7. Uses the verbal ordinal terms
• V.C.3. Demonstrates use of location words
• V.E.3. Recognizes and creates patterns
• VIII.B.1. Participates in classroom
music activities

• I.C.6. Demonstrates empathy and caring for others
• III.C.2. Recognizes at least 20 letter sounds
• I.C.4. Increasingly interacts and communicates with peers to initiate pretend play scenarios that share a common plan and goal
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• I.D.2. Demonstrates an understanding that others have perspectives and feelings that are different from own
• II.B.3. Provides appropriate information for various situations
• III.B.7. Produces a word that begins with the same sound as a given pair of words
• I.B.1.c. Regulates own behavior with occasional reminders or assistance from teacher
• I.C.2. Assumes various roles and responsibilities as part of a classroom community
• V.C.3. Demonstrates use of location words
• V.E.3. Recognizes and creates patterns
• VI.A.1. Describes, observes, and investigates properties and characteristics of common objects
• I.C.7. Begins to have meaningful friends
• I.C.3. Shows competence in initiating social interactions

• III.C.2. Recognizes at least 20 letter sounds
• I.C.2. Assumes various roles and responsibilities as part of a classroom community
• I.A.4. Shows initiative in independent situations and persists in attempting to solve problems
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• III.D.3. Asks and answers appropriate questions about the book
• III. B.3. Deletes a word from a compound word
• VI.D.1. Practices good habits of personal safety
• II.D.5. Uses category labels to understand how words and objects relate to each other
• I.B.1.a. Follows classroom rules and routines with occasional reminders from teacher
• V.B.1. Uses concrete models or makes a verbal word problem for adding up to five objects
• V.B.2. Uses concrete models or makes a verbal word problem for subtracting 1 to 5 objects from a set
• V.E.3. Recognizes and creates patterns
• VIII.B.1. Participates in classroom music activities
• I.B.1.a. Follows classroom rules and routines with occasional reminders from teacher

Lesson Plans for Giants - Make-Believe Giants (Week 4)

Date

November 9-13

Teacher

Ms. Hughes

Wonderful Word

make-believe,

Character
Education

Courage, Valor
Humor, Humor

Technology

Math-Concentration; Sounds and Rhymes
X.A.1. X.A.2. II.D.1. V.E.3.

Literacy

Comprehension, Vocabulary

Letter
Knowledge

Ee, Vv

Math

Patterns

English Vocabulary

alliteration, beanstalk, dragon, exaggerations, fairytale, fantasy, grumpy, identical, imagination, make-believe, mischievous, Once upon a time, pattern, predict, sequence, silly

LESSON COMPONENTS

Day 1

Day 2

Day 3

Day 4

Day 5

Greeting Circle
Time:

• Building community
• Morning Message

II.A.1., III.B.5., IX.A.2.

• Building community
• Morning Message

I.B.2.c., III.B.7., IX.A.2.

• Building community
• Morning Message

I.B.2.c., I.C.7., VIII.B.2.

• Building community
• Morning Message

I.C.1., III.B.1., VIII.B.2.

• Building community
• Morning Message

I.C.3., III.B.4., III.B.5.

Moving and Learning
Time:

Do a giant dance

Play The Giant’s Grumble • El gruñido del gigante

Dance The Giant Grumble • El gruñido del gigante

Become fire-spitting dragons by ribbon dancing

Move like flying dragons to instrumental music

Read-Aloud
Time:

Weekly Learning Centers
Time:

• Gross Motor Area-Make a giant footprint and measure it with baby steps
• Pretend and Learn-Set the table for a giant
• Fine Motor-Play giant pick up sticks

• Gross Motor Area-Giant beanbag toss
• Pretend and Learn-Explore giant clothes
• Fine Motor-Make giant goose eggs from gold play dough

• Gross Motor Area-Make a maze with boxes
• Pretend and Learn-Make a giant bed
• Fine Motor-Play giant Concentration

• Gross Motor Area-Make giant eyes
• Pretend and Learn-Create dragon shadows
• Fine Motor-Roll giant dragon eggs without touching them

• Gross Motor Area-Bowling
• Pretend and Learn-Serve a meal to the dragons
• Fine Motor-Play feed the dragon

Literacy
Learning Centers
Time:

Math and Science
Learning Centers
Time:

• Recognize a circular pattern of movements

Centers
• Match-Match number cards to numbers on an analog clock
• Fine Motor-String beads in a three-color pattern

V.A.7., V.A.9., V.E.3.

Content Connections
Time:

Science
• Plant bean seeds and record growth

VI.B.1., VI.B.2., V.D.1.

Move in many different ways
• Move in many different ways

II.D.1., II.D.3., IX.A.1.1.

Science
• Order animals in a story by size

V.D.1., VI.B.1., III.D.2.

Fine Arts
• Make dragon wings

VIII.A.2., VIII.A.3.

Fine Arts
• Role-play a story with a few props

I.A.4., III.D.1., VIII.C.1

Closing Circle
Time:

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

Outdoor Learning

• Play Jack and the Giant Hide-and-Seek • Juan y el juego gigante de las escondidas

• Play Grab the Goose • Atrapa el ganso

• Catch a ball using the giant’s catcher

• Play dragon game

• Create dragon fire shadows

Learning Goals

Lesson Plans for Giants • - Giants Made by People (Week 3)

Date

November 2-6

Teacher

Ms. Hughes

Wonderful Word

amazing, asombroso

Character
Education

Courage, Valor
Humor, Humor

Technology

Writer's Corner; Words Words Words
X.A.1. X.A.2. X.A.3. X.A.4. II.D.1. IV.A.1.

Literacy

Phonological Awareness, Vocabulary

Letter
Knowledge

Ll,Ss

Math

Numeracy

English Vocabulary

amazing, accomplishment, skyscraper. concrete. bridge, vehicle, onomatopoeia, transportation, machines, Ferris wheels, roller coaster, courageous. capacity, more, less

LESSON COMPONENTS

Day 1

Day 2

Day 3

Day 4

Day 5

Greeting Circle
Time:

• Building community
• Morning Message

II.C.2., I.C.3., II.B.6.

• Building community
• Morning Message

II.B.4., III.B.5., I.A.1.

• Building community
• Morning Message

III.B.7., I.C.5., I.C.1.

• Building community
• Morning Message

III.B.7., I.B.2.c., I.C.4.

• Building community
• Morning Message

III.B.7., I.C.4., VI.C.1.

Moving and Learning
Time:

Drum and sing a Mayan song

Skyscraper Maze • Rompecabezas del rascacielos game

Play “London Bridges” • “El puente de Londres”

“Clickety Clack” • “Triqui triqui triqui tas” chant

Create a carnival ride with sounds and motions

Read-Aloud
Time:

Giants Made by People • Gigantes hechos por el hombre
• Make predictions and confirm by reading
• Identify amazing structures

“ How the Hummingbird Got Its Colors” • “De cómo el colibrí recibío sus colores” listening story
• Describe colorful feathers of hummingbirds
• Answer questions about the story

VII.D.4., III.D.3., II.E.3.

Giants Made by People • Gigantes hechos por el hombre
• Learn about the author and the photographer
• Discuss skyscrapers

“The Giants of the City” • “Los gigantes de la ciudad” listening story
• Complete a T-chart showing predictions before reading; match to actual story events after reading

VII.C.1., VI.A.4., II.E.3.

Developmental Storybook “Three Billy Goats” • “Los tres chivos”
• Discuss the setting of the story
• Use descriptive words

“The Giants of the City” • “Los gigantes de la ciudad” listening story
• Recall story details
• Share experiences about traveling on bridges

I.C.5., II.D.1., VII.C.1.

Gram Is Coming to My House • Abuelita se viene a mi casa
• Discuss giants used for travel
• Identify different modes of transportation

“Engine Ninety-Nine” • “Locomotora Noventa y Nueve” listening story
• Discuss trains
• Think about onomatopoeia words

II.C.1., VI.A.4., II.D.1.

Giants Made by People • Gigantes hechos por el hombre
• Learn facts about the photographs
• Develop vocabulary

“Monster Coaster” • “Monstruosa, la montaña rusa” story folder
• Discuss what being courageous means
• Enjoy a story about a roller coaster’s first trip on the tracks

I.D.2., I.A.3., II.D.3.

Weekly Learning Centers
Time:

• Construction-Build pyramids and walls
• Creativity Station-Sculpt a Mayan pyramid out of clay
• Science-Move "Mayan blocks"

• Construction-Build skyscrapers
• Creativity Station-Paint skyscrapers
• Science-Stack blocks and discuss gravity

• Construction-Build bridges
• Creativity Station-Create bridges using play dough and craft sticks
• Science-Make an index card bridge

• Construction-Add cars, boats, trains and planes to the center
• Creativity Station-Make a train using paper shapes
• Science-Break a rock in a sock

• Construction-Build a roller coaster and a merry-go-round
• Creativity Station-Make a Ferris wheel print
• Science-Create a slope

Literacy
Learning Centers
Time:

• Compare building a wall with building a sentence
• Build a sentence together

Centers
• Writer's Corner-Use A to Z blocks to build words
• Creativity Station-Paint a wedding dress for a hummingbird
• ABC-Copy letters using the magnetic letters

III.B.1., IV.D.1., II.D.1.

• Talk about tall buildings children have seen
• Match letter blocks to vocabulary card to spell skyscraper

Centers
• ABC-Use letter blocks to spell skyscraper
• Creativity Station-Create a city skyline
• Contruction-Build block skyscrapers and create shadows with flashlight

VI.A.4., III.C.1., VII.C.1.

• Play Cross If You Dare • Cruza si te atreves
• Practice rhyming words

Centers
• Gross Motor Area-Continue game with new type of password
• ABC-Build a bridge with letter blocks
• Science-Test the strength of a paper bridge

III.B.6., II.A.2., VII.C.1.

• “Airplanes” • “Aviones” action rhyme
• List onomatopoeia words

Centers
• ABC-Copy onomatopoeia words using
magnetic letters
• Construction-Make appropriate sounds for vehicles used in building
• Library and Listening-Listen to Gram Is Coming to My House • Abuelita se viene a mi casa

VI.D.1., II.D.1., II.D.4.

• Discuss emotions
• Compare the emotions of a story character with personal feelings

Centers
• ABC-Identify photos of people showing different emotions
• Pretend and Learn-Use mirror to show facial expressions
• Language and Literacy-Retell a story with story props

I.B.2.b., III.C.1., I.D.2.

Math and Science
Learning Centers
Time:

• Build a six-section wall and count the sections
• Use the sections to practice ordinal numbers

Centers
• Math-Build a nine-section wall
• Creativity Station-Build a nine-section wall using paper bag blocks

V.A.5., V.A.6., V.A.7.

• Count the floors of a block skyscraper
• Use verbal ordinal numbers

Centers
• Creativity Station-Make a skyscraper and number the floors
• Construction-Plan and build a skyscraper

V.A.4., V.A.5., V.A.7.

• Build a bridge and count blocks used in construction
• Practice making estimates

Centers
• Gross Motor Area-Walk on a balance beam
• Construction-Build block bridges

V.A.1., V.A.5., V.C.3.

• Demonstrate capacity starting with cubes in a jar, moving to passengers on a cruise ship

Centers
• Math-Test capacity of lids
• Sensory Table-Devise ways to move things

V.A.2., V.A.3., V.D.2.

• Pretend to take a roller-coaster ride
• Introduce the ten-frame

Centers
• Math-Use a ten-frame for a rollercoaster game
• Science-Roll cars down an inclined slope

V.A.4., V.A.5., V.A.8., VI.A.2.

Content Connections
Time:

Math
• Study a Mayan pyramid

V.D.1., V.E.3.

Literacy
• Tongue twister alliteration

III.B.7., II.C.2.

Literacy
• Reenact the story of “Three Billy Goats Gruff”

III.D.1, VIII.C.1., II.E.3.

Science and Social Studies
• Discuss different trucks and their movements

VII.B.3., VII.A.2., VI.A.1.

Writing and Social and Emotional
• Compare Ferris wheel and merry-go-round using Venn diagram

V.E.1., I.A.3.

Closing Circle
Time:

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

Outdoor Learning

• Build a wall like the Great Wall of China

• Draw skyscrapers using sidewalk chalk

• Use parachutes to make tunnels

• Play “Zoom” • “Zum”

• Use the parachutes to create roller-coaster hills

Learning Goals

• II.C.2. Perceives differences between similar-sounding words
• I.C.3. Shows competence in initiating social interactions
• II.B.6. Produces a word that rhymes with a given word
• VII.D.4. Identifies similarities among people like himself and classmates as well as between himself and people from other cultures
• III.D.3 Asks and answers appropriate questions about the book
• II.E.3. Uses sentences with more than one phrase
• III.B.1. Separates a normally spoken four-word sentence into individual words
• IV.D.1. Uses some appropriate writing conventions when writing or giving dictation
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• V.A.5. Counts up to ten items, and demonstrates that the last count indicates how many items were counted
• V.A.6. Demonstrates understanding that when counting, the items can be chosen in any order
• V.A.7. Uses the verbal ordinal terms
• V.D.1. Recognizes and compares heights or lengths of people or objects
• V.E.3. Recognizes and creates
patterns

• II.B.4. Demonstrates knowledge of verbal conversational rules
• III.B.5. Deletes a syllable from a word
• I.A.1. Is aware of where own body is in space, respects personal boundaries
• VII.C.1. Identifies and creates common features in her immediate environment
• VI.A.4. Investigates and describes sources of energy including light, heat, and electricity
• II.E.3. Uses sentences with more
than one phrase
• III.C.1. Names at least 20 upper- and at least 20 lowercase letters
• VII.C.1. Identifies and creates common features in her immediate environment
• V.A.4. Demonstrates that the order of the counting sequence is always the same regardless of what is counted
• V.A.5. Counts up to ten items, and demonstrates that the last count indicates how many items were counted
• V.A.7. Uses the verbal ordinal terms
• III.B.7. Produces a word that begins with the same sound as a given pair of words
• II.C.2. Perceives differences between similar-sounding words

• III.B.7. Produces a word that begins with the same sound as a given pair of words
• I.C.5. Produces a word than Initiates problem-solving strategies and seeks adult help when necessary
• I.C.1. Develops warm relationships with teachers
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• VII.C.1. Identifies and creates common features in her immediate environment
• III.B.6. Produces a word that rhymes with a given word
• II.A.2. Shows understanding by following two-step oral directions, and usually follows three-step directions
• V.A.1. Knows that objects, or parts of an object, can be counted
• V.A.5. Counts up to ten items and demonstrates that the last count indicates how many items were counted
• V.C.3. Demonstrates use of location words
• III.D.1. Retells or reenacts a story after it is read aloud
• VIII.C.1. Creates or recreates stories, moods, or experiences through dramatic representations
• II.E.3. Uses sentences with more than one phrase

• III.B.7. Produces a word that begins with the same sound as a given pair of words
• I.B.2.c. Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary
• I.C.4. Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal
• II.C.1. Understood by both the teacher and other adults in the school
• VI.A.4. Investigates and describes sources of energy including light, heat, and electricity
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• VI.D.1. Practices good habits of personal safety
• II.D.4. Uses a large speaking vocabulary, adding several new words daily
• V.A.2. Uses words to rote count from 1 to 30
• V.A.3. Counts one to ten items, with
one count per item
• V.D.2. Recognizes how much can be placed within an object
• VII.B.3. Discusses the roles and responsibilities of community worker
• VII.A.2. Identifies similarities and differences in characteristics of families
• VI.A.1. Describes, observes, and investigates properties and characteristics of common objects

• III.B.7. Produces a word that begins with the same sound as a given pair of words
• I.C.4. Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal
• VI.C.1. Identifies, compares, discusses earth materials, and their properties and use
• I.D.2. Demonstrates an understanding that others have perspectives and feelings that are different from own
• I.A.3. Shows reasonable opinion of his own abilities and limitations
• II.D.3. Demonstrates receptive vocabulary (three to four thousand words)
• I.B.2.b. Is aware of own feelings most of the time
• III.C.1. Names at least 20 upper- and at least 20 lowercase letters
• V.A.4. Demonstrates that the order of the counting sequence is always the same regardless of what is counted
• V.A.5. Counts up to ten items and demonstrates that the last count indicates how many items were counted
• V.A.8. Verbally identifies, without counting, the number of objects from one to five
• VI.A.2. Investigates and describes position and motion of objects
• Forerunner V.E.1. Describes attributes

Lesson Plans for Giants • Los gigantes - Nature's Giants (Week 2)

Date

October 26-30

Teacher

Ms. Hughes

Wonderful Word

gigantic,

Character
Education

Courage, Valor
Humor, Humor

Technology

Reading Buddy; ABC and XYZ
X.A.1. X.A.2. III.A.1. III.A.2. III.C.1.

Literacy

Oral Language, Comprehension

Letter
Knowledge

Pp,Jj

Math

Classification

English Vocabulary

caverns, glacier, hiking, hill, iceberg, lakes, majestic, mighty, moon, mountains, ocean, rocks, scrape, trees, waterfall

LESSON COMPONENTS

Day 1

Day 2

Day 3

Day 4

Day 5 Trick or treating

Greeting Circle
Time:

• Building community
• Morning Message

I.C.6., I.B.2.b., III.B.7.

• Building community
• Morning Message

I.B.2.c., I.C.3., III.B.5.

• Building community
• Morning Message

VI.C.4., I.C.6., III.B.1.

• Building community
• Morning Message

I.C.4., III.B.7., II.D.1.

• Building community
• Morning Message

I.C.4., III.B.1., VIII.B.2.

Moving and Learning
Time:

“Mountain Hike” • “Paseo por la montaña” participation story

“My Bonnie Lies Over the Ocean” action song

Musical Hide-and-Seek • El escondite musical game

Ribbon dance like a waterfall

Simulate walking, hopping, and dancing on the moon

Read-Aloud
Time:

Weekly Learning Centers
Time:

• Pretend and Learn-Build a pretend treehouse
• Creativity Station-Create a mountain from magazine strips
• Science-Make wave machines

• Pretend and Learn-Make iceberg floats
• Creativity Station-Create icebergs from soap flakes
• Science-Make icebergs in the wave machine

• Pretend and Learn-Turn the treehouse into a cave
• Creativity Station-Create larger rocks with rock salt
• Science-Make a rock garden

• Pretend and Learn-Pretend to be at Niagra Falls
• Creativity Station-Compare painting activity to waterfalls
• Science-Sculpt a mountain

• Pretend and Learn-Make wall shadows using a light source
• Creativity Station-Create sun art
• Science-Create a sundial

Literacy
Learning Centers
Time:

Math and Science
Learning Centers
Time:

• Learn how to use a balance scale
• Compare weights with a balance

Centers
• Gross Motor Area-Walk on a balance beam
• Construction-Build block trees

V.D.3., VI.A.3., VI.C.1.

• Learn about floating icebergs
• Discuss floating and sinking

Centers
• Sensory Table-Explore floating ice cubes
• Science-Test items to see if they float

V.D.3., VI.A.1., VI.C.1.

Content Connections
Time:

Social Studies
• Introduce “America the Beautiful”

VII.D.1., VII.D.2.

Science
• Compare size of whale to a line of children

VI.B.1., VI.A.1., V.D.1.

Literature and Science
• Compare events in two stories, record observations on chart

III.D.2., VI.C.1., IV.D.1.

Science
• Make a milk-carton waterfall

VI.C.3., VI.A.4., VI.A.2.

Science
• Recognize and attach meaning to time-related statements

VI.C.3., VI.C.2., V.D.4.

Closing Circle
Time:

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

Outdoor Learning

• Examine trees with magnifying glass and create tree rubbings

• Play Iceberg Freeze

• Play Rolling Rock Race

• Play with bubbles

• Play Shadow Tag

Learning Goals

• I.B.2.c. Is able to increase or decrease
intensity of emotions more consistently, although adult guidance is sometimes necessary
• I.C.3. Shows competence in initiating social interactions.
• III.B.5. Deletes a syllable from a word.
• II.A.2. Shows understanding by following two-step oral directions and usually follows three-step directions.
• VI.C.1. Identifies, compares, discusses earth materials, and their properties and uses.
• VI.B.3. Recognizes, observes, and discusses the relationship of organisms to their environments.
• III.C.1. Names at least 20 upper and at least 20 lower case letters.
• III.B.5. Deletes a syllable from a word.
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• V.D.3. Informally recognizes and compares weights of objects or people
• VI.A.1. Describes, observes, and investigates properties and characteristics of common objects
• VI.C.1. Identifies, compares, discusses earth materials, and their properties and uses
• VI.B.1. Identifies and describes the characteristics of organisms
• V.D.1. Recognizes and compares heights or lengths of people or objects

• I.C.4. Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal
• III.B.7. Produces a word that begins with the same sound as a given pair of words
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• II.D.3. Demonstrates receptive vocabulary (three to four thousand words)
• II.D.5. Uses category labels to understand how the words and objects relate to each other
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• VI.A.4. Investigates and describes sources of energy including light, heat, and electricity
• VI.A.2. Investigates and describes position and motion of objects
• VI.C.3. Observes and describes what happens during changes in the earth and sky
• V.D.1. Recognizes and compares heights or lengths of people or objects
• V.D.2. Recognizes how much can be placed within an object
• VI.A.2. Investigates and describes
position and motion of objects

• I.C.4. Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal
• III.B.1. Separates a normally spoken four-word sentence into individual words
• VIII.B.2. Responds to different musical styles through movement and play
• VI.C.2. Identifies, observes, and discusses objects in the sky.
• I.D.2. Demonstrates an understanding that others have perspectives and feelings that are different from own.
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting.
• VI.A.4. Investigates and describes sources of energy including light, heat, and electricity
• VI.D.1. Practices good habits of personal safety
• V.C.3. Demonstrates use of location words
• V.D.4. Uses language to describe concepts associated with the passing of time
• VI.C.3. Observes and describes what happens during changes in the earth and sky

October 12 &13- letter Yy & review

Lesson Plans for Giants •- Big and Little (Week 1)

Date

October19-23

Teacher

Ms. Hughes

Wonderful Word

enormous,

Character
Education

Courage, Valor
Humor, Humor

Technology

Name Game; Sounds and Rhymes
X.A.1. X.A.2. III.B.4. IV.B.2. III.C.1.

Literacy

Phonological Awareness, Vocabulary

Letter
Knowledge

Mm,Dd

Math

Comparing Attributes, Measurement

English Vocabulary

brontosaurus, compare, courageous, dinosaur, enormous, ferocious, gigantic, gnawing, grumble, height, humorous, length, longest, measure, perspective, shortest, stumble, wade

LESSON COMPONENTS

Day 1

Day 2 Field trip to Baker's Acres-10:00

Day 3

Day 4

Day 5

Greeting Circle
Time:

• Building community
• Morning Message

I.C.1., II.A.2., III.B.4.

• Building community
• Morning Message

I.B.2.c., I.C.3., III.B.4.

• Building community
• Morning Message

I.C.3., III.B.1., II.A.2.

• Building community
• Morning Message

VIII.B.2., I.C.2.

• Building community
• Morning Message

VIII.B.1., III.B.4.

Moving and Learning
Time:

Frogs and Mosquitoes • Ranos y mosquitos game

Big Gray Cat • El viejo gato gris game

Mbube, Mbube, a South African game

“Dino Pokey” dance

“These Bones” • “Estos huesos” song and pattern dance

Read-Aloud
Time:

“The Lion and the Mouse” • “El león y el ratón” listening story
• Develop vocabulary

“Giant” • “Un gigante” story folder
• Discuss perspective

II.D.5., III.D.2.

Five Huge Dinosaurs • Cinco enormes dinosaurios
• Role-play action words

Five Huge Dinosaurs • Cinco enormes dinosaurios
• Listen for rhyming words

III.D.3., II.D.1., III.B.6.

Weekly Learning Centers
Time:

• Construction-Build with paper bag blocks and point out largest and smallest
• Science-Experiment with items that sink and float
• Sensory Table-Dig bear caves in sand

• Construction-Sort plastic animals into categories of large and small
• Science-Examine and discuss small bugs
• Sensory Table-Make lion footprints in damp sand

• Construction-Arrange paper cylinders
shortest to longest and then the reverse
• Science-Examine and discuss shadows
• Sensory Table-Make dinosaur footprints in damp sand

• Construction-Build a Box-o-saurus
• Science-Catch paper fish and sort them into categories of big and little
• Sensory Table-Excavate clean, dry bones from sand

Literacy
Learning Centers
Time:

Math and Science
Learning Centers
Time:

• Use frog counters and AngLeg triangles to compare sizes

Centers
• Math-Sort counters by size
• Sensory Table-Compare size and capacity of containers

V.D.3., V.E.1., V.E.2.

• Develop tool for size comparison
• Compare heights

Centers
• Math-Play game to compare lengths
• Construction-Make a bed for a baby giraffe

V.A.5., V.D.1., VI.B.1.

• Create shapes using pattern blocks

Centers
• Math-Create shapes with pattern blocks
• Creativity Station-Make thumbprint fish

V.C.2., V.D.1., V.D.2.

• Model pattern and describe passing of time

Centers
• Library and Listening-Tap pattern to song
• Science-Compare timers

V.D.4., V.E.3., VI.A.3.

Content Connections
Time:

Fine Arts and Math
• Make fingerpaint handprints and compare

V.D.1., VIII.A.2.

Science
• Compare the size of different bears

V.D.1., VI.B.1.

Vocabulary
• Solve animal riddles

VI.B.1., II.A.1.

Science and Physical Development
• Play “These Bones” • “Estos huesos”

VI.B.1., IX.B.2.

Fine Arts and Physical Development
• Play “One Dinosaur” • “Un dinosaurio”

VIII.B.2., IX.A.1.

Closing Circle
Time:

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

Outdoor Learning

• Take giant steps and baby steps across playground

• Explore large and small balls

• Play games with the large parachute
and scarf

• Take a walk outside looking for big and little things

• Activities using 80 feet ball of yarn

Learning Goals

• I.B.2.c. Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary
• I.C.3. Shows competence in initiating social interactions
• III.B.4. Combines syllables into words
• II.A.1. Shows understanding by responding appropriately
• II.D.3. Demonstrates receptive vocabulary (three to four thousand words)
• VI.B.1. Identifies and describes the characteristics of organisms
• II.D.5 Uses category labels to understand how words and objects relate to each other
• V.D.1. Recognizes and compares heights or lengths of people or objects
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• V.A.5. Counts up to ten items, and demonstrates that the last count indicates how many items were counted
• VI.B.1. Identifies and describes the characteristics of organisms

Lesson Plans for Giants • - Big and Little (Week 1)

Date

October 19-23

Teacher

Ms. Hughes

Wonderful Word

enormous,

Character
Education

Courage,
Humor,

Technology

Name Game; Sounds and Rhymes
X.A.1. X.A.2. III.B.4. IV.B.2. III.C.1.

Literacy

Phonological Awareness, Vocabulary

Letter
Knowledge

Mm/Nn

Math

Comparing Attributes, Measurement

English Vocabulary

brontosaurus, compare, courageous, dinosaur, enormous, ferocious, gigantic, gnawing, grumble, height, humorous, length, longest, measure, perspective, shortest, stumble, wade

LESSON COMPONENTS

Day 1 Mm

Day 2 Trip to Bakers Acres/10:00

Day 3

Day 4

Day 5

Greeting Circle
Time:

• Building community
• Morning Message

I.C.1., II.A.2., III.B.4.

• Building community
• Morning Message

I.B.2.c., I.C.3., III.B.4.

• Building community
• Morning Message

I.C.3., III.B.1., II.A.2.

• Building community
• Morning Message

VIII.B.2., I.C.2.

• Building community
• Morning Message

VIII.B.1., III.B.4.

Moving and Learning
Time:

Frogs and Mosquitoes • Ranos y mosquitos game

Big Gray Cat • El viejo gato gris game

Mbube, Mbube, a South African game

“Dino Pokey” dance

“These Bones” • “Estos huesos” song and pattern dance

Read-Aloud
Time:

“The Lion and the Mouse” • “El león y el ratón” listening story
• Develop vocabulary

“Giant” • “Un gigante” story folder
• Discuss perspective

II.D.5., III.D.2.

Five Huge Dinosaurs • Cinco enormes dinosaurios
• Role-play action words

Five Huge Dinosaurs • Cinco enormes dinosaurios
• Listen for rhyming words

III.D.3., II.D.1., III.B.6.

Weekly Learning Centers
Time:

• Construction-Build with paper bag blocks and point out largest and smallest
• Science-Experiment with items that sink and float
• Sensory Table-Dig bear caves in sand

• Construction-Sort plastic animals into categories of large and small
• Science-Examine and discuss small bugs
• Sensory Table-Make lion footprints in damp sand

• Construction-Arrange paper cylinders
shortest to longest and then the reverse
• Science-Examine and discuss shadows
• Sensory Table-Make dinosaur footprints in damp sand

• Construction-Build a Box-o-saurus
• Science-Catch paper fish and sort them into categories of big and little
• Sensory Table-Excavate clean, dry bones from sand

Literacy
Learning Centers
Time:

Math and Science
Learning Centers
Time:

• Use frog counters and AngLeg triangles to compare sizes

Centers
• Math-Sort counters by size
• Sensory Table-Compare size and capacity of containers

V.D.3., V.E.1., V.E.2.

• Develop tool for size comparison
• Compare heights

Centers
• Math-Play game to compare lengths
• Construction-Make a bed for a baby giraffe

V.A.5., V.D.1., VI.B.1.

• Create shapes using pattern blocks

Centers
• Math-Create shapes with pattern blocks
• Creativity Station-Make thumbprint fish

V.C.2., V.D.1., V.D.2.

• Model pattern and describe passing of time

Centers
• Library and Listening-Tap pattern to song
• Science-Compare timers

V.D.4., V.E.3., VI.A.3.

Content Connections
Time:

Fine Arts and Math
• Make fingerpaint handprints and compare

V.D.1., VIII.A.2.

Science
• Compare the size of different bears

V.D.1., VI.B.1.

Vocabulary
• Solve animal riddles

VI.B.1., II.A.1.

Science and Physical Development
• Play “These Bones” • “Estos huesos”

VI.B.1., IX.B.2.

Fine Arts and Physical Development
• Play “One Dinosaur” • “Un dinosaurio”

VIII.B.2., IX.A.1.

Closing Circle
Time:

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

Outdoor Learning

• Take giant steps and baby steps across playground

• Explore large and small balls

• Play games with the large parachute
and scarf

• Take a walk outside looking for big and little things

• Activities using 80 feet ball of yarn

Learning Goals

• I.B.2.c. Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary
• I.C.3. Shows competence in initiating social interactions
• III.B.4. Combines syllables into words
• II.A.1. Shows understanding by responding appropriately
• II.D.3. Demonstrates receptive vocabulary (three to four thousand words)
• VI.B.1. Identifies and describes the characteristics of organisms
• II.D.5 Uses category labels to understand how words and objects relate to each other
• V.D.1. Recognizes and compares heights or lengths of people or objects
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• V.A.5. Counts up to ten items, and demonstrates that the last count indicates how many items were counted
• VI.B.1. Identifies and describes the characteristics of organisms

Lesson Plans for My Family and Me • - Community (Week 4)

Date

October 5-9

Teacher

Ms. Hughes

Wonderful Word

grateful,

Character
Education

Tolerance,

Technology

ABC and XYZ; Math - Does Not Belong
X.A.1. X.A.2. III.C.1. Forerunner V.C.1. and V.E.1.

Literacy

Phonological Awareness (rhyming), Vocabulary,
Oral Language

Letter
Knowledge

English - K, k, S, s, I, i

Math

Attributes, Classification

English Vocabulary

courageous, dentist, doctor, envelope, firefighter, fragile, grateful, guard, jobs, mane, neighborhood, nurse, police officer, protect, service, veterinarian

LESSON COMPONENTS

Day 1

Day 2

Day 3

Day 4

Day 5

Greeting Circle
Time:

• Building community
• Morning Message

VI.D.1., I.B.2.a., III.C.1.

• Building community
• Morning Message

VI.D.1., VI.D.2., I.B.2.c.

• Building community
• Morning Message

I.C.6., VIII.B.2., II.D.1.

• Building community
• Morning Message

III.C.1., III.B.1., VIII.B.2.

• Building community
• Morning Message

I.B.2.b., III.B.1., III.C.1.

Moving and Learning
Time:

Please, Mr. Police Officer • Por favor, señor policía game

Feel heartbeat after exercise and calming
strategy

“A Tisket, a-Tasket” • “Tris-triste do-dolido” singing game

“Alphabet March and Match” musical game

"Hello, My Name Is Joe" • "Hola, me llamo José" action story

Read-Aloud
Time:

Weekly Learning Centers
Time:

• Pretend and Learn-Firefighters and police officers
• Creativity Station-Fire paintings
• Construction-Build a police or fire station and homes nearby

• Pretend and Learn-Doctors and dentists
• Creativity Station-Paint with old toothbrushes or dental floss
• Construction-Build a hospital, veterinary clinic and dentist office

• Pretend and Learn-Playing school
• Creativity Station-Chalk drawings
• Construction-Build a school and a childcare center and a baseball or football field

• Pretend and Learn-Family member job "show and tell"
• Creativity Station-Draw pictures of family members at work
• Construction-Build homes and a park

Literacy
Learning Centers
Time:

Math and Science
Learning Centers
Time:

• Count and sort books
• Develop sorting rules

Centers
• Listening and Library-Place sorted books on shelf
• Math-Sort towers of blocks in several ways

V.A.6., V.E.1., VI.A.1.

Content Connections
Time:

Health and Safety
• Practice fire safety rules

VI.D.1., IX.A.2.

Health and Safety
• Review how to wash hands, brush teeth, stay safe on playground

VI.D.1., VI.D.2.

Social Studies
• Mail Carrier • El cartero and guest speaker

VII.B.3.. III.D.2., VIII.A.3.

Social Studies
• Visit by a librarian

VII.B.3., I.B.1.b.

Social Studies
• Analyze community workers that helped story character

III.D.2., VII.B.3.

Closing Circle
Time:

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

Outdoor Learning

• Bucket Brigade Relay

• Tricycle emergency vehicles

• Muffin Toss

• Choose games children would like to play again

• Practice safety lessons during the week

Learning Goals

Lesson Plans for My Family and Me • - Friends and Pets (Week 3)

Date

Sept. 28-Oct. 2

Teacher

Ms. Hughes

Wonderful Word

loyal,

Character
Education

Tolerance Helpfulness

Technology

Writer's Corner; Reading Buddy
X.A.1. X.A.2. X.A.3. X.A.4. IV.B.1. IV.D.1. III.A.1.

Literacy

Oral Language, Written Expression, Vocabulary

Letter
Knowledge

A, W

Math

Geometry

English Vocabulary

attributes, celebration, commonalities, different, domestic, exotic, friendship, habitat, loyal, observe, partner, pets, question, similar (same), startled

LESSON COMPONENTS

Day 1

Day 2

Day 3- Picture Day

Day 4- Going to Chickasaw Festival from 9-11:30

Day 5 Make mini apple pies

Greeting Circle
Time:

• Building community
• Morning Message

I.B.2.c., I.C.6., III.B.1.

• Building community
• Morning Message

I.C.7, I.B.2.b., I.C.2.

• Building community
• Morning Message

I.C.6., III.B.1., VIII.B.1.

• Building community
• Morning Message

I.C.6., IX.A.1., III.B.1.

• Building community
• Morning Message

I.A.2., III.C.1., VIII.B.1.

Moving and Learning
Time:

Cooperative Musical Circles • Círculos musicales de colaboración game

Back-to-Back Lifts • Levantarse juntando las espaldas exercises

Musical Dog and Bone • Perro y hueso musicales game

Imitate animal movements

“Rock and Roll Pat-a-Cake” clapping pattern

Read-Aloud
Time:

Weekly Learning Centers
Time:

• Creativity Station-Create a mural
• Fine Motor-Tic Tac Toe
• Library and Listening-Activities with friends

letter a with phonics phoines and mirrors/practice writing letter on dry erase board individualy/shape letter with playdough or fun foam

• Creativity Station-Make friendship circles
• Fine Motor-Ping Pong ball races
• Library and Listening-Explore books about friendship

letter a puppet/a tracer page

• Creativity Station-Pet collages
• Fine Motor-Penny drop game
• Library and Listening-Retell a story with
a friend using story folder props

letter w on phonics phones and mirrors/form w with playdough or fun foam/practice w's on whiteboard

• Creativity Station-Build a robot
• Fine Motor-Pet Concentration
• Library and Listening-Share a story with a friend

wiggle worm book-find w's and work on positional words

• Creativity Station-Paint with a friend
• Fine Motor-Play dough activity
• Library and Listening-Share a book with a friend and explore favorite pages

review a and w/puppet show with a and w puppets and Fanny Frog

Literacy
Learning Centers
Time:

Math and Science
Learning Centers
Time:

• Compare two different triangles

Centers
• Math-Create a pattern block design with a partner
• Science-Match photos of hands with child

V.C.1., V.E.1., VI.A.1.

• Compare AngLeg quadrilaterals
• Graph data on ages of children

Centers
• Fine Motor-Trace shape stencils with
partner
• Math-Create AngLeg quadrilaterals

V.C.1., V.E.1., V.E.2.

• Use positional vocabulary
• Observe changes

Centers
• Math-Play a memory game with a
partner
• Science-Sort pets by number of legs

V.C.3., V.E.1., VI.B.1.

• Flip, slide, and turn shapes
• Match orientation of shapes

Centers
• Creativity Station-Mix colors and note changes
• Science-Create pattern block designs

V.C.4. V.E.1., VI.A.2.

Content Connections
Time:

Social Studies
• Compare puppets, crackers, and musical instruments

VII.A.1., V.E.1., VI.A.1.

Physical Development
• Blow and chase bubbles

IX.B.2., I.C.4.

Science
• Learn about iguanas

III.D.2., VI.B.1.

Fine Arts
• Mirror dance with a friend

VIII.B.2., VIII.C.1., IX.A.2.

I.C.4., I.C.7.

Closing Circle
Time:

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

Outdoor Learning

• Parachute activities

• Sidewalk drawing with a friend

• Iguana Tag

• Bug search with a friend

• Parachute activites

Learning Goals

Lesson Plans for My Family and Me • - Homes (Week 2)

Date

Sept. 21-25

Teacher

Ms. Hughes

Wonderful Word

residence,

Character
Education

Tolerance Helpfulness

Technology

Words Words Words, Fanny's Computer Tutor, Name Game X.A.1. X.A.2. IV.B.1. II.D.1.

Literacy

Oral Language, Vocabulary, Written Expression

Letter
Knowledge

English - H, h, N, n, O, o

Math

Geometry

English Vocabulary

apartment, habitats, home, journal, noisy, permanent, rectangle, relatives, residence, sibling, square, suitcase, temporary, triangle, unusual

LESSON COMPONENTS

Day 1

Day 2

Day 3

Day 4

Day 5

Greeting Circle
Time:

• Building community
• Morning Message

I.B.2.b., III.B.1, I.C.2.

• Building community
• Morning Message

I.C.6., II.C.2.

• Building community
• Morning Message

II.A.2., I.C.2., I.C.6.

• Building community
• Morning Message

I.C.6., I.D.2., II.A.1.

• Building community
• Morning Message

II.D.5., I.C.2.

Moving and Learning
Time:

“Ten in the Bed” • “Diez en una cama” action song

“The Rhyme Family” rhythm song

Grandmother’s Buttons • Los botones de la abuela game

“The Cool Bear Hunt” participation story

“Window Watching” • “Mirando por la ventana” finger play

Read-Aloud
Time:

Weekly Learning Centers
Time:

• Pretend and Learn-Serve snacks
• Creativity Station-Build homes
• Construction-Build houses/Reflection questions

• Pretend and Learn-Bathe the baby doll
• Creativity Station-Paint homes
• Construction-Build houses/Reflection questions

• Pretend and Learn-Polish shoes
• Creativity Station-Decorate homes
• Construction-Build houses/Reflection questions

• Pretend and Learn-Arrange flowers
• Creativity Station-Furnish homes
• Construction-Build houses/Reflection questions

• Pretend and Learn-Read to a sibling (doll)
• Creativity Station-Make roofs
• Construction-Build houses/Reflection questions

Literacy
Learning Centers
Time:

Math and Science
Learning Centers
Time:

• Go on a shape hunt
• Record shapes seen

Centers
• Creativity Station-Glue shapes to build house
• Math-Use pattern blocks to design house

V.A.5., V.C.1., V.C.2.

• Match block shapes
• Draw circles

Centers
• Fine Motor-Roll spheres of play dough
• Science-Roll tubes down different slopes

V.C.1., V.C.2., V.C.3.

Content Connections
Time:

Fine Arts
• Draw a shoe house

VIII.A.2., II.D.5.

Physical Development and Math
• Play two active games that require shape identification

IX.A.1., V.C.1.

Fine Arts
• Paint and print geometric solid faces

VIII.A.1., VIII.A.2.

Fine Arts
• Sing a variety of songs about animal habitats

VIII.B.1., VIII.C.1., VI.B.3.

Fine Arts
• “Little Red House” participation story

VIII.A.2., II.A.1.

Closing Circle
Time:

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

Outdoor Learning

• Camping and tent fun - setting up camp

• Camping and tent fun - reading

• Camping and tent fun - drawing

• Camping and tent fun - games

• Camping and tent fun - snacks

Learning Goals

Lesson Plans for My Family and Me • Mi familia y mis amigos - Families (Week 1)

Date

Sept. 14-18

Teacher

Ms. Hughes

Wonderful Word

fabulous,

Character
Education

tolerance, helpfulness,

Technology

Sounds and Rhymes - Compound Words
Math - Listen and Find It (X.A.1. X.A.2. III.B.2. III.B.3. V.C.3.)

Literacy

Oral Language, Vocabulary, Phonological Awareness

Letter
Knowledge

English—F, f, M, m, T, t, C, c

Math

One-to-One Correspondence, Counting

English Vocabulary

America, cooperative, crowded, extended family, fabulous, family, family name, fragile, grandfather, grandmother, nuclear family, relatives, slide, soar, spin, twist, unique, wiggle

LESSON COMPONENTS

Day 1

Day 2

Day 3

Day 4

Day 5

Greeting Circle
Time:

• Building community
• Morning Message

I.B.2.c., I.C.2., VIII.B.1

• Building community
• Morning Message

I.C.2., I.C.4, III.C.1.

• Building community
• Morning Message

I.C.4., I.C.2., III.C.1.

• Building community
• Morning Message

I.C.2., III.B.1,

• Building community
• Morning Message

I.C.4., VIII.B.1., V.A.9., III.C.1

Moving and Learning
Time:

“The Farmer in the Dell” • “Vicente en el pajar” musical game

Grandmother’s Buttons • Los botones de abuela game

Grandpa’s Glasses • Los anteojos del abuelo game

Duck, Duck, Duckie • Pato, pato, patito game

“The Numeral Dance” • “El baile de los números” song and dance

Read-Aloud
Time:

Weekly Learning Centers
Time:

• Pretend and Learn - Cook and serve
• Creativity Station - Paint pictures of family members
• Writer's Corner- Write a letter to mom or dad

• Pretend and Learn - Role-play household jobs
• Creativity Station - Paint pictures of extended family members
• Writer's Corner - Write to a sibling or friend

• Pretend and Learn - Pack a suitcase
• Creativity Station - Paint pictures of family homes
• Writer's Corner - Write to grandmother, grandfather, aunt or uncle

• Pretend and Learn - Role-play house cleaning
• Creativity Station - Use play dough for pictures
• Writer's Corner - Write to a pet or a letter asking for a pet

• Pretend and Learn - Sort clothes
• Creativity Station - Use play dough to create alphabet letters
• Writer's Corner - Practice writing uppercase and lowercase letters (the alphabet family)

Literacy
Learning Centers
Time:

Math and Science
Learning Centers
Time:

• Make cube towers to represent number in a family

Centers:
• Math - Construct cube towers
• Pretend and Learn - Practice setting a table

V.A.1., V.A.3., V.A.5.

• Compare chain links to show few and many; Count chain links

Centers:
• Math - Counting game
• Pretend and Learn - Pretend to have a picnic

V.A.2., V.A.3., V.A.5.

Content Connections
Time:

Literacy
• Retell “The Three Bears” • “Los tres osos”
• Match chairs, beds, and bowls to bears
III.D.3., VII.A.2., V.A.3.

Social Studies
• Compare jobs mothers do

VII.B.2., VII.A.2., VI.D.1.

Math and Fine Motor
• Make Fabulous Orange Ball cookies

V.A.3., V.D.2., IX.B.1

Literacy and Science
• Read about animal families
• Introduce alliteration

III.B.7., II.D.1., III.C.2

Fine Arts
• Recognize rhyming words

III.B.6., VIII.B.1.,

Closing Circle
Time:

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

Outdoor Learning

• Have a pretend family picnic

• Play Mother, May I? • ¿Mamá, puedo? (p. 202)
• For diversity, play Father, May I? • ¿Papá, puedo?

• Play Aunt Bessie’s Scarf • El pañuelo de tia Bessie (p.200)

• Encourage children to look for homes of insects
• Provide magnifying glasses for close-up looks

• Hide magnetic letters on the playground and invite children to have a letter hunt
When they are finished, have them check to see if they have found the entire letter family (A to Z).

Learning Goals

Lesson Plans for My School and Me • - • I Think and Feel (Week 4)

Date

Sept. 8-11

Teacher

Kristi Hughes

Wonderful Word

clever

Character
Education

Respect, Responsibility

Technology

Words Words Words
X.A.1. X.A.2. II.D.1.

Literacy

Problem Solving, Oral Language

Letter
Knowledge

English - C, c, F, f, T, t

Math

Measuring, Attributes

English Vocabulary

clever, courage, creative, determination, emotions, expressions, facial, feeling, height, kindness, length, minute, persistent, problem solving, think, weight

LESSON COMPONENTS

Day 1/No school

Day 2

Day 3

Day 4

Day 5

Greeting Circle
Time:

• Building community
• Morning Message

I.B.2.b., I.C.6., III.B.1.

• Building community
• Morning Message

I.B.2.b., I.A.4.

• Building community
• Morning Message

I.C.5., I.C.6., I.B.2.a.

• Building community
• Morning Message

I.B.2.b., I.C.6.

• Building community
• Morning Message

III.C.1., VIII.B.1., I.B.2.a.

Moving and Learning
Time:

“The Old Gray Cat” • El viejo gato gris” action chant

Itsy Bitsy Spider dance

“Skidamarink” • “¡Es amor!” action song

Spider and monster dance

“The Alphabet Song”—forward and backward

Read-Aloud
Time:

Weekly Learning Centers
Time:

• Gross Motor Area-Crawl through maze
• Fine Motor-Puzzle fun
• Creativity Station-Create puppets with different facial expressions

• Gross Motor Area-Walk through maze
• Fine Motor-Puzzle fun
• Creativity Station-Create puppets with different facial expressions

• Gross Motor Area-Hop through maze
• Fine Motor-Puzzle fun
• Creativity Station-Create puppets with different facial expressions

• Gross Motor Area-Go through maze with partner
• Fine Motor-Puzzle fun
• Creativity Station-Create puppets with different facial expressions

• Gross Motor Area-Explore maze of tactile squares
• Fine Motor-Puzzle fun
• Creativity Station-Create puppets with different facial expressions

Literacy
Learning Centers
Time:

Math and Science
Learning Centers
Time:

• Compare Fanny Frog’s height to familiar objects

Centers
• Math-Compare length of play dough ropes
• Gross Motor Area-Toss beanbags

V.C.3., V.D.1., VI.A.1.

• Compare volume of similar containers

Centers
• Math-Fill boxes and compare amounts
• Sensory Table-Pour and fill to find containers with same capacity

V.C.3., V.C.4., V.D.2.

• Compare different timers

Centers
• Creativity Station-Compare paint strokes made with thick and thin brushes
• Writer's Corner-Time name writing

V.D.4., VI.A.2.

Content Connections
Time:

Science
• Test materials for softness

VI.A.1.

Science
• Measure children’s height

V.D.1., VI.A.3., V.C.3.

Fine Arts
• Draw pictures for Theme Project

VIII.A.2.

Literacy and Fine Arts
• Write a new verse to a song

IV.D.1., VIII.A.2.

Science
• Compare heartbeat before and after running

VI.B.1., V.D.4.

Closing Circle
Time:

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

Outdoor Learning

• Explore different ways to transfer water

Learning Goals

Lesson Plans for My School and Me • - My Senses (Week 3)

Date

August 31-September 4

Teacher

Ms. Hughes

Wonderful Word

sensational,

Character
Education

Respect, Responsibility

Technology

Reading Buddy
X.A.1. X.A.2. X.A.5. III.A.1.

Literacy

Listening, Phonological Awareness (or Rhyme
Awareness), Vocabulary

Letter
Knowledge

English/ - Letters in Child’s Name

Math

Attributes

English Vocabulary

aromas, ears, eyes, hear, listen, nose, odors, see, sensational, senses, skin, smell, taste, tongue

LESSON COMPONENTS

Day 1 Pink day

Day 2 purple day

Day 3 black and white day

Day 4 Rainbow day/ trip to Johnston county fair

Day 5 Favorite color day

Greeting Circle
Time:

• Building community
• Morning Message

I.C.4., II.B.6.

• Building community
• Morning Message

I.C.5.

• Building community
• Morning Message

I.C.1., II.B.2.

• Building community
• Morning Message

I.B.2.a., I.C.2.

• Building community
• Morning Message

I.B.2.a., I.C.1., I.C.2.

Moving and Learning
Time:

“Stop and Go” • “” game

Freeze •

“One Elephant” • ” song and game

Tongue exercises

Perform the “Listening Story”

Read-Aloud
Time:

Our Senses •
• Introduce vocabulary
• Talk about parts of a book

Shubert Is a S.T.A.R.
• Talk about feelings
• Introduce Safe Place in classroom

II.D.2., II.D.3.

Little Red • • Take a picture walk through book
• Introduce vocabulary and make predictions

Little Red • • Read first part of book
• Make additional predictions

II.D.5., III.D.3.

Little Red •
• Finish story
• Review story with story props

How to Care for Books • rebus poster
• Children practice reading books and sharing information

II.D.1., III.D.1.

“I Use My Senses” • “ story folder
• Recall story details
• Participate in telling story

How Do Animals Use their Mouths? • • Introduce vocabulary
• Introduce vocabulary Compare ways animals and humans use their mouths
III.D.1., II.A.1.

“I Use My Senses” • story folder
• Create a T-chart to compare what is heard versus what is seen

Body Talk in Rhyme •• Identify pattern in story text
• Extend story with new verse

II.D.5., III.D.2., IV.D.1.

Weekly Learning Centers
Time:

• Sensory Table-Bubbles and colors
• Gross Motor Area-Use various tactile items
• Creativity Station-Finger paint

• Sensory Table-Bubbles and temperature
• Gross Motor Area-Use various tactile items
• Creativity Station-Paint to music

• Sensory Table-Sand exploration
• Gross Motor Area-Use various tactile items
• Creativity Station-Use scented paints

• Sensory Table-Sand exploration
• Gross Motor Area-Use various tactile items
• Creativity Station-Paint with pudding

• Sensory Table-Excavating in sand
• Gross Motor Area-Use various tactile items
• Creativity Station-Use textured or tactile paints

Literacy
Learning Centers
Time:

• Identify nonrhyming word in set of three words

Centers
• Gross Motor Area-Play Freeze
• Science-Recognize loud and
soft sounds
• Creativity Station-Draw to music

II.A.1., II.C.2.

Math and Science
Learning Centers
Time:

• Identify attributes of buttons

Centers
• Math-Explore sets of manipulatives
• Science-Explore with a magnifying glass

V.A.8., V.C.1., VI.A.1.

• Explore the xylophone
• Predict high and low sounds

Centers
• Math-Use a ten-frame to count
• Science-Feel the vibrations on the xylophone

V.A.2., V.A.4., VI.A.1.

• Use senses to gather information

Centers
• Math-Sort and categorize foods by taste
• Science-Use sense of smell

V.E.2., VI.A.1., VI.D.1.

• Describe how objects feel

Centers
• Math-Trace numerals in shaving cream
• Science-Describe objects in feely boxes

V.A.9., V.E.1., VI.A.1.

• Use a grid to play the memory game

Centers
• Math-Practice recording data
• Fine Motor-Play Hiding Game • El juego
del escondite

V.E.3., VI.A.1., V.E.1.

Content Connections
Time:

Social Studies and Safety
• Learn safety rules for crossing a street

VI.D.1.

Fine Arts and Science
• Make a paper-plate tambourine

VI.A.2.

Literacy
• Act out Little Red • Gorrita Roja

III.D.1.

Art
• Create a touch-and-feel collage

VI.A.1., VIII.A.1.

Writing
• Compare feathers and crayons

IV.C.1.

Closing Circle
Time:

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

Outdoor Learning

• Learning with sunglasses

• Listening walk

• Bubble mixtures

• Snacks outside

• Finding the wind

Learning Goals

• I.C.4. Increasingly interacts and communicates with peers to initiate pretend- play scenarios that share a common plan and goal.
• II.B.6. Matches language to social contexts
• II.D.2. Demonstrates understanding of terms used in the instructional language of the classroom
• II.D.3. Demonstrates receptive vocabulary (three to four thousand words)
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• VI.A.1. Describes, observes, and investigates properties and characteristics of common objects
• V.A.8. Verbally identifies, without counting, the number of objects from one to five
• V.C.1. Names common shapes
• VI.A.1. Describes, observes, and investigates properties and characteristics of common objects
• VI.D.1. Practices good habits of personal safety

• I.C.5. Initiates problem-solving strategies and seeks adult help when necessary
• II.D.5. Uses category labels to understand how words and objects relate to each other
• III.D.3. Asks and answers appropriate questions about the book
• II.A.1. Shows understanding by responding appropriately
• II.C.2. Perceives differences between similar-sounding words
• V.A.2. Uses words to rote count from 1 to 30
• V.A.4. Demonstrates that the order of the counting sequence is always the same regardless of what is counted
• VI.A.1. Describes, observes, and investigates properties and characteristics of common objects
• VI.A.2. Investigates and describes position and motion of objects

• I.C.1 Develops warm relationships with teachers
• II.B.2. Engages in conversations in appropriate ways
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• III.D.1. Retells or reenacts a story after it is read aloud
• II.D.4. Uses a large speaking vocabulary, adding several new words daily
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• V.E.2. Collects data and organizes it in a graphic representation
• VI.A.1. Describes, observes, and investigates properties and characteristics of common objects
• VI.D.1. Describes, observes, and investigates properties and characteristics of common objects
• III.D.1. Retells or reenacts a story after it is read aloud

• I.B.2.a. Begins to understand difference and connection between feelings and behaviors
• I.C.2. Assumes various roles and responsibilities as part of a classroom community
• III.D.1. Retells or reenacts a story after it is read aloud
• II.A.1. Shows understanding by responding appropriately
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• II.D.5. Uses category labels to understand how words and objects relate to each other
• V.A.9. Recognizes one-digit numerals 0 through 9
• V.E.1. Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different
• VI.A.1. Describes, observes, and investigates properties and characteristics of common objects
• VI.A.1. Describes, observes, and investigates properties and characteristics of common objects
• VIII.A.1. Uses a variety of art materials and activities for sensory experience and exploration

• I.B.2.a. Begins to understand difference and connection between feelings and behaviors
• I.C.1 Develops warm relationships with teachers
• I.C.2. Assumes various roles and responsibilities as part of a classroom community
• II.D.5. Uses category labels to understand how words and objects relate to each other
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• IV.D.1. Uses some appropriate writing conventions when writing or giving dictation
• II.D.5. Uses category labels to understand how words and objects relate to each other
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• V.E.3. Recognizes and creates patterns
• VI.A.1. Describes, observes, and investigates properties and characteristics of common objects
• V.E.1. Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different
• IV.C.1. Independently writes letters on request

Lesson Plans for My School and Me - Physical Me (Week 2)

Wonderful Word

responsibility

Character
Education

Respect, Responsibility

Technology

Literacy

Vocabulary, Phonological Awareness

Letter
Knowledge

- Letters in Child’s Name

English Vocabulary

brushing, closed, down, face, fingers, hands, head, knees, open, responsibility, shoulder, teeth, toes, up

LESSON COMPONENTS

day1 blue day

day2 yellow day

Day 3 orange day

Greeting Circle
Time:

• Building community
• Morning Message
Leader/calendar activities

I.C.2., II.D.1.

• Building community
• Morning Message
Leader/calendar activities

I.C.1., II.A.1.

• Building community
• Morning Message
Leader/calendar activities

III.B.1., III.B.2.

Moving and Learning
Time:

The Hokey Pokey • Baila el hokey pokey dance

Simon Says • Simón dice game

“Shake a Hand” handshakes

Read-Aloud
Time:

Weekly Learning Centers
Time:

• Pretend and Learn-Dress-up
• Gross Motor Area-Activites with legs and feet
• Creativity Station-Children will trace their bodies and add to picture throughout the week.

• Pretend and Learn-Dress-up
• Gross Motor Area-Walk,hop,crawl along a straight line
• Creativity Station-Children will trace their bodies and add to picture throughout the week.

• Pretend and Learn-Dress-up
• Gross Motor Area-Walk, hop, crawl along a zigzag pattern
• Creativity Station-Children will trace their bodies and add to picture throughout the week.

Literacy
Learning Centers
Time:

• Introduce body part vocabulary

Centers
• ABC-Use magnetic letters to copy words
• Science-Make and compare fingerprints
• Creativity Station-Draw self-portrait

II.A.1.,II.D.5.,II.D.3.

Math and Science
Learning Centers
Time:

Content Connections
Time:

Science and Social Studies
• Explore and discuss items that protect bodies

VI.D.1.

Fine Arts
• Make a Me Puppet

VIII.A.2.

Math and Science
• Explore difference between running and rolling

VI.A.1., VI.A.2.

Closing Circle
Time:

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

Outdoor Learning

• Large muscle games such as Hopscotch, Keep Away, or Red Rover

Learning Goals

Lesson Plans for My School and Me • This Way to Pre-K (Week 1)

Wonderful Word

routine,

Character
Education

Respect,
Responsibilty, Responsabilidad

Technology

Literacy

Oral Language

Letter
Knowledge

English/- Letters in Child's Name; Alphabet

English Vocabulary

centers, circle, classroom, daily schedule, friends, letter wall, listening, pledge, principal, safe, school, teacher

LESSON COMPONENTS

Day 1

Day 2

Day 3

Greeting Time

• Building community
• Introduce responsibilities in the classroom
• Morning Message
I.C.2., VIII.B.1

• Building community
• Introduce and review school routines
• Morning Message

I.C.1., I.C.2.

• Building community
• Introduce and review daily commitments
• Morning Message

I.C.2. III.B.4. III.C.1.

Moving and Learning

“Hands and Fingers” • “Manos y dedos” participation song

“Rainbow Dancers” • “Los bailarines del arco iris” ribbon dance

Copy letter shapes using body

Read-Aloud

Weekly Learning Centers

Literacy
Learning Centers

Math and Science
Learning Centers

• Learn how to wash hands
• Discuss germs

Centers
• Pretend and Learn-Practice washing hands
• Creativity Station-Draw a germ

VI.D.2., II.A.2.

• Compare loud and soft sounds
• Take a listening walk

Centers
• Sensory Table-Sort sounds heard on walk
• Science-Sort objects that make sounds when dropped

VI.A.1. VII.C.1.

Content Connections

Science
• Conduct experiment to see how germs travel

VI.D.2.

Social Studies
• Discuss daily routines

VII.A.3.

Fine Arts and Literacy
• Play “Alphabet March and Match”

VII.D.1., VII.D.2., II.A.1.

Closing Circle

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

Outdoor Learning

Play group games this week.
• Cat and Mouse ( p. 194)

Play group games this week.
• Dog and Bone ( p. 194)
• La rueda de San Miguel ( p. 196)

Play group games this week.
• Japanese Tag ( p. 196)

Learning Goals

Lesson Plan Outline