Essential Questions:
What happens in our classroom?
¿Qué sucede en nuestro salón de clases?
Vocabulary
Development
• 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.
English
Vocabulary
Spanish
Vocabulary
LESSON
COMPONENTS
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.
Lesson Focus:
Rules and Procedures
Date:
Aug. Sept 7th- 11th / 2015
Week 3
Teachers
Olga Lucia Orozco &
Reyna Soberanes
Social Emotional
Math:
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.
Social Development
• 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.
• 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.).Technology
X.A.1. Child opens and navigates
through software programs
designed to enhance
development of appropriate
concepts.
• VII.A.3 Child organizes their
life around events, time, and
routines. (A) Identifies common
events and routines (snack
time, story time).
Greetings, school, rules, routines, procedures, help, bucket, invisible, emotions, friends, textures.
Saludos, escuela, reglas, rutinas, procedimientos, ayuda, cubeta, invisible, emociones, amigos, texturas.
Monday
Tuesday
Wednesday
Thursday
Friday
Individual Greeting
Hello song, Days of the week
song, Months of the year song,
Today is Sunday 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
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.
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
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
Time: 8:30-9:00
Breakfast
Breakfast
Breakfast
Breakfast
Teacher and Co-teacher sit at
the tables with the students and
will talk about Daily routines
and procedures.
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 and
will talk about Daily routines
and procedures.
Teacher and Co-teacher sit at
the tables with the students and
will talk about Daily routines
and procedures.
Describing Textures
Materials:
Same and different sounds.
Materials:
Song Poster 3 and CD, several
percussion instruments, a
Same and different textures.
Individual
Greeting
Morning
Activities
Writing Name
Calendar
Time: 8:00 –
8:30
Washing hands,
potty as needed
Brushing teeth
Transition after
breakfast:
LA Journals
9:00-9:10
Brain Gym
Teachers and
Students do a
routine of
HOLLIDAY
No School
Introducing Textures
Materials:
Song Poster 3 and CD (Soft
and Furry), two classroom
objects of the same color that
Song Poster 3 and CD;
Discussion book pages 4-5;
several small paper bags, each
Materials:
Song Poster 3 and CD ; milly and
molly lap book.
exercises to
improve the brain
disposition to learn
Math
Time: 9:109:30
have distinctly different
textures; for example a yellow
sponge and a yellow block.
After singing the song, TT will
show TS the two objects that
have different textures and
say:
* You can see that both of
these are the same color. Ask:
What part of your body do you
see with? How could you find
out about these things if you
had your eyes closed?
*Pass the objects to around,
then ask: what parts of your
body do you use to feel things?
Then, ask: what parts of the
song tell us how the animals
would feel to touch?
9:30
Welcome to
our Library!
containing a different item with
a distinct texture, such as
sandpaper, bark, cooked
noodles in plastic wrap, and raw
dough.
After singing the song, TT will
display the discussion book and
ask: what are the children in the
pictures doing?
Read the rhyming text, ask:
what can you see that might feel
slimy? Invite students to point
to the picture of the children
with the toy “slime”. Ask: Have
you ever played with something
like this? What did it feel like?
After talking about textures in
the other situations pictured,
hold up a bag, and say: this bag
has something inside it. I want
to feel what it is- don’t look into
the bag. Pass the bag around the
group and talk about what they
feel in the bag and what it might
be. Then show the students
what it is. Do the same with
each of the other bags.
Visual & Hearing
Screening
Gross Motor
Development
Time: 9:30-9:50
Language Arts
9:55--10:15
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
Letter of the week: A
Prior knowledge: Brainstorming
words starting with A.
Materials:
Cancionero, El Osito
Alfarrimas, cuento de la A
Por Lada Kratky
After reading and discussing the
books, singing the songs, and
reviewing objects in the ABC Tub
starting with letter A, students
will trace letter A on the air.
Letter of the week: A
Prior knowledge: Brainstorming
words starting with A.
Materials:
Cancionero, El Osito
Alfarrimas, cuento de la A
Por Lada Kratky
After reading and discussing the
books, singing the songs, and
reviewing objects in the ABC Tub
starting with letter A, students
will trace letter A on their
bilingual pair’s back.
drum, a triangle, a xylophone.
And sand paper, a jar of rice.
After singing the song, display
the instruments and say:
Listen to the sounds these
instruments can make. Invite
children to play the
instruments and encourage
them to talk about the
different sounds and how they
are produced.
Ask TS to close their eyes and
make two sounds or the same
instrument, ask the students
to say same or different if the
sounds correspond to a
different instrument. Invite TS
in pairs to explore the
instruments and to play them
slowly or fast. Then play
freeze, the students move
around while the instruments
are played, and stop when the
instruments are not played.
After singing the song, display
the book and read the title and
subtitle. Ask, what can you see
that is the same about Milly and
Molly? What is different?
Show pages 2-3 and read the
test to the children. Encourage
them to talk about the picture.
Read pages 4-5 and ask: what
can you tell me about the hat
Molly has chosen/ Guide
children to describe the hat’s
color, texture, and trimmings.
Say: find a hat that is just the
same as Molly’s. Also discuss
other hats in the pictures.
Read pages 6-7 and ask: what
can you tell me about the scarf
Milly has chosen? Have children
describe its pattern and color.
Say, find a scarf that is just the
same as Milly’s. Invite TS to talk
about the pictures, what match
what doesn’t, to talk about
textures, and colors, what is
different and what is the same.
Finish the story.
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
Letter of the week: A
Prior knowledge: Brainstorming
words starting with A.
Materials:
Cancionero, El Osito
Alfarrimas, cuento de la A
Por Lada Kratky
After reading and discussing the
books, singing the songs, and
reviewing objects in the ABC Tub
starting with letter A, students
will Find letter A on a song’s chart.
Letter of the week: A
Prior knowledge: Brainstorming
words starting with A.
Materials:
Cancionero, El Osito
Alfarrimas, cuento de la A
Por Lada Kratky
After reading and discussing the
books, singing the songs, and
reviewing objects in the ABC Tub
starting with letter A, students
will write letter A on a board.
Time: 10:1510:35
Small Groups MT-W
Bilingual
Learning
Centers Th-F
LearningSocialization
Centers
Time: 10:3511:30
Table 3: Letter A
Table 1: Number 2
Table 2: Color Blue
Table 1: Letter A
Table 2: Number 2
Table 3: Color Blue
Table 2: Letter A
Table 3: Number 2
Table 1: Color Blue
Bilingual leaning Centers
Learning/Socialization
Centers
Learning/Socialization
Centers
Learning/Socialization
Centers
Learning/Socialization
Centers
Teachers interact with the
students while pretended play
T1 : Dial 4s Tests & Re-tests
Teachers interact with the
students while pretended play
T1 : Dial 4s Tests & Re-tests
Teachers interact with the
students while pretended play
Teachers interact with the
students while pretended play
T1 : Dial 4s Tests & Re-tests
Practicing Fire
Drills!
T1 : Dial 4s Tests & Re-tests
Students play on
different centers to
develop/enhance
social skills/
Lunch
Time: 11:3011:55
Bilingual pairs interact on
different centers to
develop/enhance
language/social skills and
knowledge
Balanced Food
and Fruit
Balanced Food
and Fruit
Balanced Food
and Fruit
Balanced Food
and Fruit
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.
Science / Social
Studies
Time: 11:5512:10
Max and Mo van a la
escuela
By Patricia Lakin
How are You feeling Juan
Pablo Chamaleon?
By Dan St.Romain
How full is your bucket? By
Tom Rath and Mary
Reckmeyer
Bilingual Pair Discussion
Bilingual Pair Discussion
Bilingual Pair discussion
Have you fill a bucket
today?
By: Carol McCloud
Bilingual Pair discussion
Time: 12-1012:30
Gross Motor
Development
SS/Sc Journals
Time: 12:3512:50 Cots down
Activity Center
Activity Center
Activity Center
Activity Center
Students play & Interact
with teacher and coteacher
Students play & Interact
with teacher and coteacher
Students play & Interact
with teacher and coteacher
Students play & Interact
with teacher and coteacher
SS/Sc Journals
SS/Sc Journals
SS/Sc Journals
SS/Sc Journals
Nap
Time:12:501:50
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
Cots Up
Teachers supervise and
interact with the students
Potty as needed
Teachers supervise and
interact with the students
Potty as needed
Teachers supervise and
interact with the students
Potty as needed
Teachers supervise and
interact with the students
Potty as needed
Family Style
Snack Time:
2:00 – 2:15
Yogurt, animal crackers, and
water.
Pudding, vanilla wafers, and
water.
Apples, grahams sticks, and
water.
Cheese sandwich, crackers, and
juice.
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.
Time: 2:15-2:30
Conceptual
Refinement/Review
Conceptual
Refinement/Review
Library time!
Potty as needed
Washing hands
Time:1:50- 2:00
T1 : Dial 4s Tests & Re-tests
T1 : Dial 4s Tests & Re-tests
T1 : Dial 4s Tests & Re-tests
T1 : Dial 4s Tests & Re-tests
Conceptual
Refinement/Review
Good bye
rituals
Dismissal
Learning Goals
Good bye rituals
Good bye rituals
Students read at the library
and take a book to read at
home.
Good bye rituals
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
Expectations song Growing with Math songs ; Cancionero Songs
Hello Song/ Colors song /El Osito/ Los elefantes/
Hola Amigo/ Hello Friend/ABC English and Spanish songs
Canción de los nombres/
Codes:
PM Progress Monitoring
Student
Interest
Integration
Music: Different instruments
in the classroom and pod to
help students expressing
through music.
PG Parent Goal
Music: Different instruments in
the class-room 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.