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Date Teacher

Literacy Math PatternsPhonological Awareness, Oral Language

English Vocabulary

CharacterEducation

Patience • PacienciaPride • Orgullo

Letter Knowledge

English-Letter ReviewSpanish-Letter Review

Greeting Circle

afternoon, astronomy, evening, fall, hail, heat exhaustion, morning, pattern core, shadows, sleet, snow, spring, summer, sunscreen, temperature, thermometer, thunderstorm, twilight, weather, winter

Spanish Vocabularytarde, astronomía, noche, otoño, granizo, agotamiento por el calor, mañana, regla del patrón, sombras, aguanieve, nieve, primavera, verano, filtro solar, temperatura, termómetro, tormenta eléctrica, crepúsculo, clima, invierno

Lesson Plans for Changes • Cambios - Earth Changes (We ek 2)May 29-June 2

Transitional Kindergarten

astronomy, astronomíaWonderful Word TechnologyABC and XYZ; Writer's Corner

LESSON COMPONENTS

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

Day 1 Day 2 Day 3

CLOSED FOR MEMORIAL

DAY

• Morning Message- On a rainy day I ___________. Unite - "The Weather Song" (p.195). Demo - Introduce a variation of Drain (p.170). Have children pretend they are clouds and the water dripping from their fingertips is rain. Conn - Teach the children "Side by Side" (p191). Explain that sometimes when people are going through a difficult time, when they are feeling sad, they refer to the sad time as bad weather. Commit - Implement the Safe Keeper Ritual.

“Spring Is Here” action song “What’s the Weather?” rhyth m story

• Morning Message- In the spring I ___________. Unite - Display Photo Activity Card # 70. Ask children about their experience with raking leaves. Ask them what time of year do leaves fall. Sing "Falling Leaves Song" (p.185) Demo - Introduce the calming strategy Dandelion Blowing (p.170). Conn - Use Fanny Frog to help implement the Absent Child Ritual. Commit - Implement the Safe Keeper Ritual.

Day 5Day 4

• Morning Message- In the nighttime I ___________. Unite - Teach the children "Happy Faces (p.186). Ask children about their nighttime dreams. Demo - Teach the calming strategy Sunbeam (p.171). Have children spread their arms wide and pretend they are the sun and their arms are sunbeams. Tell them to let all their stress drain from their dangling fingertips as they slowly inhale and exhale. Conn - Use Fanny Frog to help implement Absent Child Ritual. Commit - Implement the Safe Keeper Ritual.

• Morning Message- In the winter I ____________. Unite - "when I'm Chilly (p197). Ask children what they like to eat when the weather is chilly. Demo - Introduce the calming strategy Snowflake Blowing (p171). Conn - Review the words and movements to "Get Ready" (p.172). Commit - Implement the Safe Keeper Ritual.

Moving and Learning

Sally Go Round the Moon • Sally le da una vulta a la Luna game

Freeze • Inmóvil game

CLOSED FOR MEMORIAL

DAY

• Pretend and Learn-Add sleeping bags, blankets, pillows, and alarm clock to the center• Creativity Station-Paint a picture with a mixture of half water, half glue and then sprinkle their picture with moondust• Fine Motor-Play Sleepy Eyes • Ojos soñolientos (p. 207)

• Pretend and Learn-Place seasonal clothing and seasonal food props in the center for play and sorting• Creativity Station-Paint with ice sticks (p.168) as a paintbrush or with puff paint (p. 169)• Fine Motor-Sculpt snow dough into snowmen

• Pretend and Learn-Add spring and fall items to the dress-up clothes• Creativity Station-Create a fall collage using colored tissue paper• Fine Motor-Make clouds by tearing paper shapes from white paper

• Pretend and Learn-Add rain gear• Creativity Station-Trace shadows on butcher paper• Fine Motor-Have raindrop races using eyedroppers, water, and a cookie sheet

“Days of the Week” (Fanny Frog’s Fantastic Poems and Rhymes ) or “El mismo Sol” (Salta, saltarín )• Participate in action poem• Discuss idea of sharing sun

“Evan’s Moon” • “La Luna de Evan” listening story• Discuss the moon• Relate story to children’s experience

Reagan’s Journal • El diario de Reagan• Make predictions from photograph• Discuss winter experiences

Reagan’s Journal • El diario de Reagan• Discuss summer experiences• Compare winter and summer journal entries

“The Last Leaf” • “La última hoja” story starter• Pantomime leaf movements• Create an ending to a story

“The Corn Seed” • Semillita de maiz” story folder• Introduce vocabulary• Discuss story setting

Once Upon a Time in Dragon Land • Había una vez en Dragolandia• Discuss thunder• Read to find story’s explanation

“What Can You Do on a Rainy Day?” • “¿Qué puedes hacer en un día lluvioso?” story starter• Take on the perspective of story character• Suggest rainy-day activities

LESSON COMPONENTS

Day 1 Day 2 Day 3 Day 5Day 4

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

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


CLOSED FOR MEMORIAL

DAY


Outdoor Learning

• Encourage children to watch the changing clouds. Challenge them to find animal shapes in the clouds.

• Fluff the parachute to capture plenty of air underneath so you can form an umbrella. Have children take turns running under the umbrella to escape the spring showers.

• Play Fall Ball • Pelota de otoño (p. 206). Point out that fall is football season. Provide a football for children to explore. Ask children to compare throwing and catching a football to throwing and catching a rubber ball.

• Make ice blocks (p. 168). Encourage children to enjoy watching the tunnels as they develop. Measure the length of time it takes the ice block to melt.

Character Education

Centers• Create streamer patterns using pattern cores• Pretend and Learn-Decorate center with streamers• Creativity Station-Paint streamer patterns

Math and Science

CLOSED FOR MEMORIAL

DAY

• Designate photo as spring or fall• Discuss spring and fall activities

Centers• Writer's Corner-Write and draw about seasons• Library and Listening-Retell story with story props• Language and Literacy-Play insect concentration

• Identify onomatopoeia weather words• Provide sound effects for story

Centers• Writer's Corner-Make weather vocabulary cards• Creativity Station-Create a weather picture• Gross Motor-Step on prism’s rainbows

CLOSED FOR MEMORIAL

DAY

Character Ed : Patience- Read "A Fish Out of Water" By Helen Palmer. Talk about what happened to "Otto" because the little boy was not patient . Ask children if they have pets that they have to take care of. Discuss with them what they think may happen if they fed their pet to much food.

PATHS:Guilty- Discuss with the PATHS puppets what it means to feel guilty. Have they ever felt guilty? What did they feel guilty about? How did they cope with the guilty feelings?

PATH: Guilty- Read part 3 of "The Hidden Toy" (See handout) Children will listen to and understand the third part of a continuing story, consequences of behavior, the concept of apologizing and coming up with solutions to correct a problem.

Centers• Become a pattern of rays around a sun• Creativity Station-Creates patterns of rays around sun• Fine Motor-Create play dough sun with rays

Centers• Create a birthday graph• Math-Create repetitions of season cube core• Fine Motor-Extend chain-link pattern core

Centers• Create shadow patterns• Science-Predict changes to shadows• Math-Make shadow patterns

Smartboard : Allow the children to vote on an ABCMouse group Activity

Weekly Learning Centers

• Show daytime and nighttime activities on a Venn diagram• Segment compound words

Centers• Writer's Corner-Create a compound word card• Creativity Station-Draw daytime and nighttime pictures• Language and Literacy-Order sequence cards

• Compare summer and winter clothing• Introduce concepts of seasons and temperature change

Centers• Writer's Corner-Add to journals• Library and Listening-Consider how senses provide clues to seasons• Sensory Table-Explore sand and ice

LESSON COMPONENTS

Day 1 Day 2 Day 3 Day 5Day 4

• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Demonstrates empathy and caring for others • Participates in classroom music activities• Demonstrates receptive vocabulary (three to four thousand words)• Asks and answers appropriate questions about the book• Observes and describes what happens during changes in the earth and sky• Demonstrates knowledge of verbal conversational rules• Uses language to describe concepts associated with the passing of time• Recognizes and creates patterns• Identifies, observes, and discusses objects in the sky

• Begins to have meaningful friends• Participates in classroom music activities• Uses sentences with more than one phrase• Combines syllables into words• Asks and answers appropriate questions about the book• Combines sentences that give detail, stays on topic, and clearly communicates• Uses category labels to understand how words and objects relate to each other• Shows understanding by following two-step oral directions, and usually follows three-step directions• Engages in voting as a method for group decision making• Recognizes and creates patterns• Identifies, observes, and discusses objects in the sky• Observes and describes what happens during changes in the earth and sky• Describes attributes• Uses a wide variety of words to label and describe people, places, things, and actions• Shows understanding by responding appropriately

Learning Goals

• Organizes their life around events, time, and routines• Increasingly interacts and communicates with peers to initiate pretend play scenarios that share a common plan and goal• Is able to increase or decreaseintensity of emotions more consistently, although adult guidance is sometimes necessary• Combines ideas for complex sentences• Demonstrates an understanding that others have perspectives and feelings that are different from her own• Asks and answers appropriate questions about the book• Uses language to describe concepts associated with the passing of time• Combines words to make a compound word• Recognizes and creates patterns• Identifies, observes, and discusses objects in the sky• Investigates and describes sources of energy including light, heat, and electricity• Investigates and describes position and motion of objects

• Independently writes letters on request• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Uses sentences with more than one phrase• Asks and answers appropriate questions about the book• Uses a wide variety of words to label and describe people, places, things, and actions• Observes and describes what happens during changes in the earth and sky• Uses category labels to understand how words and objects relate to each other• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Collects data and organizes it in a graphic representation• Uses language to describe concepts associated with the passing of time• Recognizes and creates patterns• Identifies and describes the characteristics of organisms• Recognizes, observes, and discusses the relationship of organisms to their environments

Date Teacher

Literacy Math

Spanish Vocabularycomparar, consciente, conservar, dividir, ecosistema, en peligro de extinción, ecologísta, hábitat, mitad, imaginaciones, recursos naturales, proteger, reciclar, renovar, marca de, conteo, derrochador, fauna y flora

Greeting Circle

Morning Message: Things I enjoy is nature Unite- "The Earth is our Home" (p.184). Ask the children what we mean when we say the earth is our home. Demo - Review the calming strategy Bunny Breathing (p.170). Conn- Use Fanny Frog to help implement the Absent Child Ritual and the Welcome Back Ritual. Commit- Implement the Safe Keeper Ritual.

• Morning Message: Things I enjoy in Nature. Unite - "The Earth is our Home" (p.184). Ask the children what we mean when we say the earth is our home. Demo - Review the calming strategy Bunny Breathing (p.170). Conn - Use Fanny Frog to help implement the Absent Child Ritual and the Welcome Back Ritual. Commit - Implement the Safe Keeper Ritual.

• Morning Message: Things I enjoy in Nature. Unite - Sing "We've Got the Whole World in Our Hands" (p196). Demo - Practice the calming strategy S.T.A.R. (p.171). Conn - Play "Friendship Chant" (p.177). Discuss being a friend to earth. Ask the children; How can we be a friend to earth? How can we show our best and follow through? Commit - Implement the Safe Keeper Ritual.

Day 1 Day 2 Day 3 Day 4

• Gross Motor-Build an obstacle course using empty boxes• Fine Motor-Using tweezers, pick up "litter" from around a pretend house and place in litter bag• Construction-Use recyclable materials as building accessories

Recycled materials rhythm band


Nature’s Giants • Gigantes de la naturaleza• Acknowledge nature’s beauty• Develop robust vocabulary

“Going on a Forest Walk” • “Caminando por el bosque” participation story• Describe a story setting• Develop movements to go with story

• Morning Message: Things I enjoy in Nature. Unite - Invite the children to sing "The Earth is Out Home." (p.184) Ask a volunteer to remind classmates what we mean when we say the earth is our home. Demo -Practice the calming strategy Drain (p.170). Conn - Play "That Was helpful" (p.174). help children create a line for the song that relates to taking care of the earth. Commit - Implement the Safe Keeper Ritual.

Moving and Learning

“Pick Up the Litter” • “Recoge la basura” game

“The Sounds of Nature” ribbon dance

• Morning Message: Things I enjoy in Nature . Unite - Sing " "We've Got the Whole World in Our Hands" (p196). Demo - Introduce the calming strategy Bicycle Pedaling (p.170). Instruct the children to lie on their backs and lift their legs up in the air as if they are pedaling on a bicycle. Conn -Review "Humpty Dumpty (p.171). Explain that eggshells can be recycled to reduce waste and fertilize a garden. Commit - Implement the Safe Keeper Ritual.

The Do-Nothing Machine • La máquina de no hacer nada• List reused or recycled resources• Notice details in illustrations

“Things I Enjoy in Nature” • “Cosas que me encantan de la naturaleza” chart• Celebrate children’s sentences• Extend sentences with additional phrases.

Day 5LESSON COMPONENTS

• Gross Motor-Jump like a kangaroo and mark jumps with a beanbag• Fine Motor-Use animal cookie cutters to cut animals from play dough• Construction-Build a zoo and include plastic and rubber zoo animals

• Gross Motor-Toss wads of used paper balls into a box and discuss ways to reuse paper• Fine Motor-Provide twist-ties and encourage children to make something with them• Construction-Construct tents

• Gross Motor-Create a bucket brigade with pretend water• Fine Motor-Fold paper fans• Construction-Build a town around a river made of paper and discuss how to keep riverbanks and rivers safe from pollution

“One Elephant” • “Un elefante” game

Welcome to Zippity Zoo • Bienvenidos al zoológico de Zippity• Recognize zoos as places to learn about animals• Answer questions about zoos

A Chance for Esperanza • La oportunidad de Esperanza• Develop vocabulary• Discuss reasons behind story events


“My Aunt Violet” • “Mi tía Violeta” story folder• Discuss ways to reuse resources• Recall story details

Cristina and the Frog • Cristina y la rana• Read for a specific purpose• Predict character’s actions

Charlie Chipmunk’s Thoughtful Choices •Las decisiones consideradas de Carlitos• Introduce vocabulary• Consider being a conscientious conservator

Nature’s Giants • Gigantes de naturaleza• Reinforce vocabulary• Name and discuss earth’s resources

Centers• Math-Rearrange cubes in towers

Centers• Sensory Table-Play cookie counting game

• Gross Motor-With a partner, gently toss stars into a container• Fine Motor-Construct leaf bracelets• Construction-Add small branches with leaves for environment accessories to the blocks

Lesson Plans for Changes • Cambios - Nurturing Earth ( Week 3)June 5-9

Data Analysis, Number and Operations

Math and Science Centers• Math-Compare two sets of cubes

Centers• Math-Compare two sets of cubes

Centers• Math-Practice using tally marks


environmentalistecologista

Wonderful Word CharacterEducation


TechnologyReading Buddy; Words, Words, Words

Vocabulary, Oral Language

“Rainbow Dancers” • “Bailarines de colores” streamer dance

Letter Knowledge

Letter names and sounds of vocabulary words

English Vocabularycompare, conscientious, conserve, divide, ecosystem, endangered, environmentalist, habitat, half, imaginations, natural resources, protect, recycle, renew, tally mark, wasteful, wildlife

Day 1 Day 2 Day 3 Day 4 Day 5LESSON COMPONENTS

Character Education

Social Studies: World Environment Day: Read The Lorax. Work together as a class to list ways to "heal" our earth, to stop pollution, and keep our earth thriving. Record their answers on a giant "bandaid" which will be displayed in the front of the school at the end of the day.

PATHS: Generous- Discuss with the PATHS puppets what it means to be generous. When have they been generous or when has someone been generous to them? How does being generous make them feel? Social Studies: when lesson is complete, begin working on Father's Day Present. Work on throughout the week after lessons are complete

Character Ed : Honesty- Read "The Wolf Who Cried Boy". When you have finished reading the story to the children ask them if what the wolf did was a good choice. Ask the children if they have ever told a lie before, and if they had what happened when the truth was found out.

PATHS: Generous- Read "The Rainbow Fish". Although the fish was selfish in the beginning of the story, how did he change by the end? How did the fish feel once he decided to be generous?


Smartboard: Work together to decide on an ABCMouse activity together.


Outdoor Learning

• Provide crayons, markers, and paper on clipboards. Invite children to draw nature pictures.

• Take a walk around the school. Find a small bush and do the white-sheet shake (p. 169). Invite children to make bird feeders from pinecones. Have children move away from the feeders and wait to see who comes to visit.

• Place a container outdoors to catchrainwater. Water indoor plants withthe water collected.

• Provide trash bags or smaller litter bags and encourage children to pick up litter on the playground or around the school.




Learning Goals

• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Demonstrates empathy and caring for others• Assumes various roles and responsibilities as part of a classroom community• Demonstrates interest in and shows appreciation for the creative work of others• Uses a wide variety of words to label and describe people, places, things, and actions• Combines ideas for complex sentences• Demonstrates an understanding that others have perspectives and feelings that are different from her own• Shows understanding by responding appropriately• Counts up to ten items and demonstrates that the last count indicates how many items were counted• Recognizes one-digit numerals 0 through 9• Collects data and organizes it in a graphic representation• Identifies, compares, discusses earth materials and their properties and uses• Identifies and describes the characteristics of organisms

• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Demonstrates empathy and caring for others• Independently writes letters on request• Uses a large speaking vocabulary, adding several new words daily• Asks and answers appropriate questions about the book• Recognizes, observes, and discusses the relationship of organisms to their environments• Uses category labels to understand how words and objects relate to each other• Shows understanding by responding appropriately• Recognizes one-digit numerals 0 through 9• Uses concrete models or makes a verbal word problem for subtracting 1 to 5 objects from a set• Collects data and organizes it in a graphic representation• Identifies and describes the characteristics of organisms

• Begins to have meaningful friends• Combines ideas for complex sentences• Demonstrates the importance of caring for our environment and our planet• Participates in activities to help them become aware of what it means to be a consumer• Uses category labels to understand how words and objects relate to each other• Asks and answers appropriate questions about the book• Initiates problem-solving strategies and seeks adult help when necessary• Shows understanding by responding appropriately• Demonstrates understanding that when counting, the items can be chosen in any order• Uses the verbal ordinal terms• Collects data and organizes it in a graphic representation• Uses language to describe concepts associated with the passing of time• Organizes their life around events, time, and routines

• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Provides appropriate information for various situations• Uses a large speaking vocabulary, adding several new words daily• Demonstrates the importance of caring for our environment and our planet• Investigates and describes sources of energy including light, heat, and electricity• Uses category labels to understand how words and objects relate to each other• Recognizes one-digit numerals 0 through 9• Uses informal strategies to share or divide up to ten items equally • Collects data and organizes it in a graphic representation• Describes, observes, and investigates properties and characteristics of common objects• Identifies, compares, discusses earth materials and their properties and uses

• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Uses category labels to understand how words and objects relate to each other• Names at least 20 upper- and at least 20 lowercase letters• Combines ideas for complex sentences• Uses a large speaking vocabulary, adding several new words daily• Demonstrates the importance of caring for our environment and our planet• Initiates problem-solving strategies and seeks adult help when necessary• Shows initiative in independent situations and persists in attempting to solve problems• Demonstrates understanding that, when counting, the items can be chosen in any order• Demonstrates use of location words• Collects data and organizes it in a graphic representation• Shows reasonable opinion of his own abilities and limitations• Shows initiative in independent situations and persists in attempting to solve problems

Date Teacher

Literacy Math

Spanish Vocabularyacompañantes, alturalogros, lograr, antes, amigos, calma, capacidad, celebrar, compañeros de clase, desarrollado, Kindergarten, estudiante de Kindergarten, longitud, medir, meses del año, orgulloso, lenguaje de señas, peso

Greeting Circle

• Morning Message- Before I _______, But now I __________ . Unite - Invite children to sing "Head Shoulders Knees and Toes" Demo - Display the calming strategy icons. Remind children that these are strategies they can use when they are upset. Conn - Encourage children to discuss the changes in our School Family that have occurred over the school year. Commit - Implement the Safe Keeper Ritual.

• Morning Message- Before I _______, But now I __________ . Unite - Invite children to sing "Head Shoulders, Knees and Toes" (p.189) Point out that the song mixes two languages. Demo - Display the calming strategies icon. Invite children to choose two calming strategies to perform. Conn - Use Fanny Frog to help implement the Absent Child Ritual. Commit - Implement the Safe Keeper Ritual.

• Morning Message- Before I _______, But now I ___________ . Unite - Invite children to sing "Hello Friend" (p.186). Encourage children to discuss the joy of the friendship they have made this year. Demo - Display the calming strategies icon. Invite children to choose two calming strategies to perform. Conn - Ask a volunteer what they have learned about being a friend this year. Invite children to sing "Caring friends" (p.176) Commit - Implement the Safe Keeper Ritual.

Day 1 Day 2 Day 3 Day 5LESSON COMPONENTS



“I Can, Can You?” • “Yo puedo hacerlo, ¿puedes hacerlo tú?” story folder• Introduce term accomplishment• Extend story by naming accomplishments

“Diego’s Fifth Birthday” • “Diego cumple 5 años” story folder• Listen for specific details• Answer questions about story

This Way to Pre-K • Camino a Pre-Kinder• Compare classroom routine with routine in story• Write sentences about routines

Before and Now • Antes y ahora• Listen for accomplishments in story• List personal school accomplishments

Shubert’s Helpful Day• Discuss ways to help a friend• Practice S.T.A.R.

Shubert’s New Friend• Discuss how it feels to be the new kid• Review greeting

• Gross Motor-Children mark how far they can jump• Fine Motor-Trace around hands to make a friend hand collage• Construction-Children stack paper bag blocks to their height

• Gross Motor-Toss beanbags into a box from a throw line• Fine Motor-Shape letters with play dough• Construction-Form letters and numerals with the blocks

• Gross Motor-Tiptoe balance challenge• Fine Motor-Children take turns giving each other hand massages using Cranky Cream• Construction-Place two identical sets of blocks in a basket. Invite children to sit back-to-back and build. When they are finished, have them compare their structures.

Day 4

• Morning Message- Before I _______, But now I ___________ . Unite - Invite children to sing "Rise and Shine" (p.189). Remind children that this is the song they sang on the first day of school. Demo - Display the calming strategies icon. Invite children to choose two calming strategies to perform. Conn - Use Fanny Frog to help implement the Absent child Ritual. Commit - Implement the Safe Keeper Ritual.

• Gross Motor-Children work in pairs to create letter shapes with their bodies.• Fine Motor-Play tic-tac-toe with a friend or to sort the manipulatives in the Fine Motor Center for an end-of-the-year clean up• Construction-Place the blocks in order on the shelf for the end of the year

“Let Me See You Boogaloo” danceMoving and Learning

“I Like School” • “Me gusta la escuela” story folder• Extend story for next year’s class• Discuss favorite memories of school

“Hip! Hip! Hooray!” • “¡Hurra! ¡Hurra! ¡Lo hicimos!” story folder• Listen for story cues• Introduce idea of enthusiasm

“Warm Up Chant” with Thomas Moore

• Morning Message- Before I _______, But now I ___________ . Unite - Tell the children that today they will simply celebrate our success as they look forward to next year. Demo - Display the calming strategies icon. Invite children to choose two calming strategies to perform.. Conn - Play "Shubert Shuffle" (p.180) Point out that this is a dance of celebration and looking forward to the future. Commit - Implement the Safe Keeper Ritual.

“Hand and Fingers” • “Manos y dedos” action song

Before and Now • Antes y ahora• Discuss physical changes this year• Note changes in story

Class and Project Books• Review appropriate way to handle books• Read class-created books

• Gross Motor-Walk, crawl, hop, and jump a masking tape line• Fine Motor-Use pipettes to mix colors in the color mixing trays• Construction-Determine how many blocks it takes lying end-to-end to span from one side of the center to the other

“It Makes Me Jump” action song “Rock ‘n’ Roll Patty Cake” action song

Lesson Plans for Changes • Cambios - Before and Now (We ek 4)June 12-16


kindergartener, estudiante de Kindergarten

Wonderful Word CharacterEducation


TechnologyMath-Frogs on a Log; Tux Paint

Oral Language, Self-ConceptLetter Knowledge

Alphabet, Letters in Words Counting and Comparing, Measurement

English Vocabularyaccomplishments, achieve, before, buddies, calmness, capacity, celebrate, classmates, companions, developed, height, kindergarten, kindergartener, length, measuremonths of the year, proud, sign language, weight


Day 4

• Practice pattern counting• Introduce calendar

Centers• Creativity Station-Fill in summer calendar• Math-Inventory manipulatives

Character Education

Character Ed : Honesty- Read "The Bearnstein Bears: Blame Game". Discuss how Brother and Sister Bear are dishonest about their mistakes. How do they solve their actions? Why is it important to always tell the truth? Social Studies: continue working on Father's Day present after lessons until all are complete

PATHS: Preschool Review- Review with the PATHS puppets all the emotions we have talked about this year. Play "Copy Faces" to review the feelings.

Social Studies : Flag Day: Read a brief history of the American Flag. Discuss who created it, what everything represents. Each class will be assigned a different part of a giant paper American Flag to decorate. At the end of the day, the flag will be diplayed in the lobby of the building

PATHS: Saying Good-Bye- Conduct lesson with children (See Handout). At the and of the class give each child their own PATHS Certificate for completing the PATHS program.





Smartboard : Allow the children to pick an activity together to do on ABCMouse.

Math and Science

• Compare different-sized squares• Build “growing” cup towers

Centers• Creativity Station-Make handprints, compare with beginning-of-year prints• Math-Follow pattern to build cup towers

• Choose books that will fit in a box• Compare weight of box containing different book quantities

Centers• Science-Measure weight using balance scale• Sensory Table-Wash and pack classroom items

• Analyze data on chart• Make cube towers to represent data

Centers• Fine Motor-Make a chain-link belt• Math-Measure partner’s height

• Celebrate rote-counting skill• Sequence past-year’s special events (by month)

Centers• Science-Sequence and number cards• Math-Compare cube towers to see which is greater

Outdoor Learning• Invite children to play Keep Away • Que no la atrapen (p. 206).

• Encourage children to chase bubbles. • Invite children to play cooperative parachute games (p. 206).

• Encourage children to play Shadow Tag • Atrapa la sombra (p. 207).

• Provide chalk and encourage children to draw on the sidewalk. Have them tell a friend about their drawing.



Day 4

• Assumes various roles and responsibilities as part of a classroom community• Participates in classroom music activities• Names at least 20 upper- and at least 20 lowercase letters• Retells or reenacts a story after it is read aloud• Uses some appropriate writing conventions when writing or giving dictation• Matches language to social contexts• Demonstrates understanding of terms used in the instructional language of the classroom• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Identifies and creates common features in her immediate environment• Uses words to rote count from 1 to 30• Demonstrates that the order of the counting sequence is always the same regardless of what is counted• Uses language to describe concepts associated with the passing of time• Demonstrates empathy and caring for others• Takes care of and manages classroom materials• Assumes various roles and responsibilities as part of a classroom community

Learning Goals

• Is aware of own feelings most of the time• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Combines sentences that give detail, stays on topic, and clearly communicates• Asks and answers appropriate questions about the book• Shows awareness of areas of competence and describes self positively in what he is able to do• Regulates his own behavior with occasional reminders or assistance from teacher• Shows reasonable opinion of his own abilities and limitations• Engages in conversations in appropriate ways• Organizes their life around events, time, and routines• Uses concrete models or makes a verbal word problem for adding up to five objects• Recognizes and compares heights or lengths of people or objects• Recognizes and creates patterns• Identifies good habits of nutrition and exercise• Demonstrates coordination and balance in isolation• I Coordinates sequence of movements to perform tasks

• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Demonstrates empathy and caring for others• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Organizes their life around events, time, and routines• Uses information learned from books by describing, relating categorizing, or comparing, and contrasting• Shows awareness of areas of competence and describes self positively in what he is able to do• Produces a word that rhymes with a given word• Names at least 20 upper- and at least 20 lowercase letters• Recognizes and compares heights or lengths of people or objects• Recognizes how much can be placed within an object• Recognizes and compares weights of objects or people• Identifies flags of the United States and resident state• Recites the Pledge of Allegiance to the United States flag and the state flag and observes a moment of silence• Identifies and creates common features in her

immediate environment

• Begins to have meaningful friends• Combines sentences that give detail, stays on topic, and clearly communicates• Uses a wide variety of words to label and describe people, places, things, and actions• Is aware of own feelings most of the time• Asks and answers appropriate questions about the book• Demonstrates knowledge of nonverbal conversational rules• Follows classroom rules and routines with occasional reminders from teacher• Regulates his own behavior with occasional reminders or assistance from teacher• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Uses language to describe concepts associated with the passing of time• Identifies equal and unequal sets• Collects data and organizes it in a graphic representation• Discusses the roles and responsibilities of community workers• Demonstrates empathy and caring for others• Develops warm relationships with teachers

• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Demonstrates empathy and caring for others• Independently writes letters on request• Demonstrates an understanding and tolerance for unique characteristics of others• Shows awareness of areas of competence and describes self positively in what he is able to do• Shows reasonable opinion of his own abilities and limitations• Retells or reenacts a story after it is read aloud • Shows awareness of areas of competence and describes self positively in what he is able to do• Uses category labels to understand how words and objects relate to each other• Uses words to rote count from 1 to 30• Demonstrates that the order of the counting sequence is always the same regardless of what is counted• Uses language to describe concepts associated with the passing of time• Shows competence in initiating social interactions• Engages in conversations in appropriate ways• Develops warm relationships with teachers

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