Essential Questions:
What happens at school?
¿Qué sucede en la escuela?
Lesson Focus:
Rules and Procedures
Vocabulary
Development
Social Emotional
• II.B.1 Child is able to use
language for different
purposes. (A) Requests help
from a teacher to get a ball
that went over the
playground fence.
• II.D.1 Child uses a wide
variety of words to label and
describe people, places,
things, and actions. (C) Uses
words to communicate how
he is feeling.
Language and Literacy
• II.B.1 Child is able to use language for
different purposes. (A) Requests help
from a teacher to get a ball that went
over the playground fence.
English Vocabulary
Spanish Vocabulary
LESSON COMPONENTS
Social
Development
X.A.1. Child opens and
navigates through software
programs designed to
enhance development of
appropriate concepts.
Week 2
Teachers
Olga Lucia Orozco &
Reyna Soberanes
Listening Comprehension Skills
• II.A.3 Child shows
understanding of the new
language being spoken by
English-speaking teachers and
peers.
(ELL). (A) Follows a set of
routines for activities and can
make sense of what is
happening.
• VII.A.3 Child organizes their life around
events, time, and routines. (A) Identifies
common events and routines (snack time,
story time).
Math:
• V.A.3 Child counts 1-10
items, with one count per
item. (B) Knows that each
finger represents one count (2
fingers represent two counts;
3 fingers represent three
counts, etc.).
Greetings, school, rules, routines, procedures, help.
Saludos, escuela, reglas, rutinas, procedimientos, ayuda.
Monday
Tuesday
Individual Greeting
Morning Activities
Writing Name
Calendar
Time: 8:00 – 8:30
Individual Greeting
Hello song, Days of the
week song, Months of
the year song, Today is
Sunday song.
Individual Greeting
Hello song, Days of the
week song, Months of
the year song, Today is
Sunday song.
Washing hands, potty as
needed
Pledge US & TX
Transition to Breakfast
Let’s send hugs
to…(Absent, sick, and
family members)
Calendar/ Classroom
helpers/Weather
News Day-Week
Routines and
Procedures
Pledge US & TX
Transition to Breakfast
Let’s send hugs
to…(Absent, sick, and
family members)
Calendar/ Classroom
helpers/Weather
News Day-Week
Routines and
Procedures
Time: 8:30-9:00
Breakfast
Breakfast
Breakfast
Teacher and Co-teacher sit at
the tables with the students
and will talk about Daily
routines and procedures.
Teacher and Co-teacher sit at
the tables with the students
Brushing teeth
Transition after
breakfast:
Date:
Aug. 31st- Sept 4th /
2015
Technology
Wednesday
Thursday
Individual Greeting
Hola song, Dias de la
semana, Meses del
Año, Hoy es Domingo
song
Pledge US & TX
Transition to Breakfast
let’s send hugs
to…(Absent, sick, and
family members)
Calendar/ Classroom
helpers/Weather
News Day-Week
Routines and
Procedures
Individual Greeting
Hello song, Days of the
week song, Months of the
year song, Today is
Sunday song.
Breakfast
Teacher and Co-teacher sit
at the tables with the
students and will talk about
Breakfast
Breakfast
Teacher and Co-teacher sit at
the tables with the students
Teacher and Co-teacher sit at
the tables with the students
and will talk about Daily
routines and procedures.
Pledge US & TX
Transition to Breakfast
let’s send hugs
to…(Absent, sick, and
family members)
Calendar/ Classroom
helpers/Weather
News Day-Week
Routines and
Procedures
Friday
Individual Greeting
Hola song, Dias de la
semana, Meses del
Año, Hoy es Domingo
song
Pledge US & TX
Transition to Breakfast
let’s send hugs
to…(Absent, sick, and
family members)
Calendar/ Classroom
helpers/Weather
News Day-Week
Routines and
Procedures
LA Journals
9:00-9:10
Brain Gym Teachers
and Students do a
routine of exercises to
improve the brain
disposition to learn
Math
Time: 9:10- 9:30
Gross Motor
Development
Time: 9:30-9:50
and will talk about Daily
routines and procedures.
Daily routines and
procedures.
and will talk about Daily
routines and procedures.
Identifying same colors
Materials: Song Poster 2 and
CD, discussion book pages 23
After singing the song, TT will
display discussion book, then,
will invite TS to describe what
is happening in the pictures.
Then, TT will read the pages
and will ask: what colors can
you see in the picture? TT will
lead the discussion focusing
on colors that are the same.
Identifying same colors
Materials: Song Poster 2 and
CD, discussion book pages 23
After singing the song, TT will
display discussion book, then,
will invite TS to describe what
is happening in the pictures.
Then, TT will read the pages
and will ask: what colors can
you see in the picture? Can
you match your pants’ color
with something in the picture?
Can you match your shirt’s
color with something in the
picture?
And so on…
Same and different colors
Materials: Song Poster 2 and
CD, cutout balloon shapes in
solid colors, two of each
available color. Holding a
balloon TT will ask: what color
is the balloon? And holding
one balloon at a time, TT will
ask TS color names. Then,
TT will hold 2 balloons and
will ask: Are these two
balloons the same color or
different colors? How do you
know? Then, holding a
balloon, TT will ask what color
is it and what TS can see that
is a different color.
Identifying same and different
Materials: Song Poster 2 and
CD, paper streamers, two of
more of each of the colors that
children have been learning.
Play Ground
Students play
supervised/interact with
teacher & co-teacher
Play Ground
Students play
supervised/interact with
teacher & co-teacher
Play Ground
Students play
supervised/interact with
teacher & co-teacher
Play Ground
Students play
supervised/interact with
teacher & co-teacher
Play Ground
Students play
supervised/interact with
teacher & co-teacher
Routines and
Procedures
Routines and
Procedures
Routines and
Procedures
Routines and
Procedures
Cheese stick and water
Teacher and Co-teacher sit at
the tables with the students.
Fruit cup and water
Teacher and Co-teacher sit
at the tables with the
students.
Gogurt and water
Apple sauce and water
Teacher and Co-teacher sit at
the tables with the students.
Teacher and Co-teacher sit at
the tables with the students.
Letter of the week: O
Prior knowledge:
Brainstorming words starting
with O.
Materials:
Cancionero, El Osito
Alfarrimas, cuento de la O
Por Lada Kratky
After reading and discussing
the books, singing the songs,
and reviewing objects in the
ABC Tub starting with letter O,
students will trace a textured
letter O.
Letter of the week: O
Prior knowledge:
Brainstorming words starting
with O.
Materials:
Cancionero, El Osito
Alfarrimas, cuento de la O
Por Lada Kratky
After reading and discussing
the books, singing the songs,
and reviewing objects in the
ABC Tub starting with letter O,
students will trace letter O on
the air.
Letter of the week: O
Prior knowledge:
Brainstorming words starting
with O.
Materials:
Cancionero, El Osito
Alfarrimas, cuento de la O
Por Lada Kratky
After reading and discussing
the books, singing the songs,
and reviewing objects in the
ABC Tub starting with letter O,
students will trace letter O on
their bilingual pair’s back
Letter of the week: O
Prior knowledge: Brainstorming
words starting with O.
Materials:
Cancionero, El Osito
Alfarrimas, cuento de la O
Por Lada Kratky
After reading and discussing the
books, singing the songs, and
reviewing objects in the ABC Tub
starting with letter O, students
will Find letter O on a song’s chart.
Letter of the week: O
Prior knowledge:
Brainstorming words starting
with O.
All Tables
Cutting assessment
Table 1: Letter O
Table 2: Number 1
Table 2: Letter O
Table 3: Number 1
Table 3: Letter O
Table 1: Number 1
Bilingual leaning Centers
Routines and
Procedures
Washing hands
Time: Family Style
Snack
Potty as needed
9:55--10:15
Language Arts
Time: 10:15-10:35
Time: 10:35-11:30
Graham sticks & Water
Teacher and Co-teacher sit
at the tables with the
students.
After singing the song, TS will
receive a streamer and will form
groups or pairs of the same
color. Then, TT will ask turn
around if you have an orange
stream, then, repeat with other
colors, and after students will
dance and play as TT ask to do
different things with each color.
Matching colors
Materials: Song Poster 2 and
CD, discussion book pages 2-3.
Assorted classroom objects in a
variety of solid colors.
After singing the song and
reviewing the discussion book
pages, TS and TT will play I
Spy using the classroom
objects and the concepts
same and different.
Materials:
Cancionero, El Osito
Alfarrimas, cuento de la O
Por Lada Kratky
After reading and discussing the
books, singing the songs, and
reviewing objects in the ABC
Tub starting with letter O,
students will write letter O on a
board.
Small Groups M-T-W
Bilingual Learning
Centers Th-F
LearningSocialization Centers
Lunch
Time: 11:30-12:00
Learning/Socialization
Centers
Teachers interact with the
students while pretended
play
Balanced Food
and Fruit
Table 3: The kissing
hand
Table 1: The kissing
hand
Table 2: The kissing hand
Learning/Socialization
Centers
Learning/Socialization
Centers
Learning/Socialization
Centers
Teachers interact with the
students while pretended
play
Teachers interact with the
students while pretended
play
Teachers interact with the
students while pretended play
Balanced Food
and Fruit
Balanced Food
and Fruit
Balanced Food
and Fruit
Students play on
different centers to
develop/enhance social
skills/
Learning/Socialization
Centers
Teachers interact with the
students while pretended
play
Balanced Food
and Fruit
Potty as needed
Teacher and Co-teacher sit
at the tables with the
students.
Teacher and Co-teacher sit
at the tables with the
students.
Teacher and Co-teacher sit
at the tables with the
students.
Teacher and Co-teacher sit at
the tables with the students.
Teacher and Co-teacher sit at
the tables with the students.
Gross Motor
Development
Time: 12-10- 12:30
Activity Center
Activity Center
Activity Center
Activity Center
Activity Center
Students play &
Interact with teacher
and co-teacher
Students play &
Interact with teacher
and co-teacher
Students play &
Interact with teacher
and co-teacher
Students play & Interact
with teacher and coteacher
Students play &
Interact with teacher
and co-teacher
Time: 12:35-12:55
Science / Social
Studies
Book: Un beso en mi
mano
By Audrey Penn
Bilingual Discussion
Pipo el Puma
By: Clarita Kohen
Barrigota y Pipón van a
la escuela
By Nathan Hale
Fill a bucket
By: Carol McCloud and
Katherine Martin
Bilingual Discussion
Bilingual Discussion &
SS/SC Journal
SS/SC Journals
Book: Un beso en mi
mano
By: Audrey Penn
SS Journals
SS/Sc Journals
Nap: 1:05-2:05
Nap: 1:05-2:05
Nap: 1:05-2:05
Nap: 1:05-2:05
Nap: 1:05-2:05
Manipulative time
Manipulative time
Manipulative time
Manipulative time
Manipulative time
Language Art Journals
Counting the days at
school
Counting the days at
school
SS Journals
Language Art Journals
Counting the days at
school
Library time!
Students read at the
library and take a book to
read at home
Math Journals
Counting the days at
school
Teacher and Co-teacher
supervise
Time: 12:55-1:05
Cots down
Cots Up
Time:2:05-2:10
Time: 2:10-2:30
Conceptual
Refinement/Review
Good bye rituals
Dismissal
Learning Goals
Personal & Social Development
Responsibility
I.A.4.
Language & Literacy
Vocabulary and Sentence Skills
II.A.1. is able to stay in designated personal space without intruding upon others’ (stays in own seat at lunch table without kicking feet
or leaning against neighboring children).
• can move around the classroom without stepping on materials or disrupting others’ activities.
Reading/Phonological Awareness and Comprehension Skills
• III.A.1 Child engages in pre-reading and reading related activities. (A) Repeats or "chimes in" on repeated parts of predictable stories.
Writing Skills
A. Motivation to Write Skills
IV.A. 1 Child intentionally uses scribbles/writing to convey meaning.
B. Independently Conveys Meaning Skills
IV.B.1. Child independently uses letters or symbols to make words or parts of words .
Math
Counting Skills
IV.A. Child knows that objects, or parts of an object, can be counted.
E. Classification and Patterns Skills
V.E.1. Child sorts objects that are the same and different into groups and uses language to describe how the groups are similar and
different.
Science
VI.A.1 Child describes, observes and investigates properties and characteristics of common objects. (A) The child uses senses to explore
sensory language to describe properties of natural and human- made materials (wood, cotton, fur, wool, stone, magnetic, leather,
plastic, Styrofoam, paper) to learn their characteristics and capabilities.
Physical Development
Social Studies
VII.A.2. Child identifies similarities and differences in characteristics of families.
C. Geography Skills
VII.C.1 Child identifies and creates common features in her immediate environment. (A) identifies common features in the home and
school environment (The library has books. The playground has swings.)
Fine Arts
VIII. FINE ARTS DOMAIN
A. Art Skills
VIII.A.1 Child uses a variety of art materials and activities for sensory experience and exploration. (A) investigates with a variety of
materials (crayons, paint, clay, markers)
B. Music Skills
VIII.B.1 Child participates in classroom music activities. (A) Sings along with familiar songs during circle time ("Old McDonald Had a
Farm").
Gross Motor
IX.A.1. Child has mastered basic skills of running, jumping, climbing, and pedaling.
Technology
X.A.1. Child opens and navigates through software programs designed to enhance development of appropriate concepts .
Transition Learning
Opportunities
Codes:
Student Interest
Integration
Growing with Math songs
Hello Song
Hola Amigo/ Hello Friend
El Osito
Canción de los nombres/ Names song
PM Progress Monitoring
Music: Different instruments
in the classroom and pod to
help students expressing
through music.
PG Parent Goal
Music: Different instruments
in the classroom and pod to help
students expressing through
music.
Music: Different instruments
in the classroom and pod to
help students expressing
through music.
T Table
Music: Different instruments in
the classroom and pod to help
students expressing through
music.
Music: Different instruments
in the classroom and pod to
help students expressing
through music.