Essential Questions:
What makes a family?
How are families unique?
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
Individual
Greeting
Morning
Activities
Writing Name
Calendar
Time: 8:00 –
8:30
Washing hands, potty as needed
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:
My Family
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.
Date:
Aug. Sept 14 th- 18 th / 2015
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.).
Technology
X.A.1. Child opens and navigates through software programs designed to enhance development of appropriate concepts.
Week 4
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.
Greetings, school, rules, routines, procedures, help, bucket, invisible, emotions, feelings, friends, family.
Saludos, escuela, reglas, rutinas, procedimientos, ayuda, cubeta, invisible, emociones, sentimientos, amigos, familia.
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
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
Teachers
Olga Lucia Orozco &
Reyna Soberanes
Social Development
• VII.A.3 Child organizes their life around events, time, and routines. (A) Identifies common events and routines (snack time, story time).
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
Brushing teeth
Transition after breakfast:
LA Journals
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.
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.
Breakfast
Teacher and Co-teacher sit at the tables with the students and will talk about Daily routines and procedures.

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
Developmen t
Time: 9:30-
9:50
Language Arts
Introducing Big and Small
Materials:
Song Poster 4 and CD ;
After singing the song, say: think about an elephant and a mouse. Which is big? Which is small? Invite children to suggest other big/small animal pairs. Vary the language to include little and large.
Play the song again and ask: what animals does the song tell us about? Which are big?
Which are small?
Display the song poster and discuss the pictures. Point to each picture and ask: how can you tell this is small/big?
Point to opposite size animals and ask TS to compare how the size of each one is compared to the other one.
Play the song again and point to the letters, Ask: this is the word small/big, what do you notice about the way it looks?
Dance with a preferred song and pretend to be a big/small animal.
Play Ground
Students play supervised/interact with teacher & co-teacher
Routines and
Procedures
Letter of the week: E
Labeling objects big and small.
Materials:
Song Poster 4 and CD ;several pairs of tag board labels, one in each pair with the word big and the other with small, an adult -sized chair and a childsize chair.
After singing the song, say: make yourself as big as you can… as small as you can.
Walk with big steps… with small steps.
Hold up the two labels and ask: which label do you think has the word big? Which has the word small? How do you know?
Ask, which chair is big? Which is small? Invite two children to hold one label each and sit on the appropriate chair. Ask, how did you decide which chair to sit on to match your label?
Ask children to identify big objects in the classroom.
Invite volunteers to describe the selected object
And to choose and display the correct label. Repeat several times with the different objects TS selected.
Play Ground
Students play supervised/interact with teacher & co-teacher
Routines and
Procedures
Identifying big and small objects.
Materials:
Song Poster 4 and CD;
Discussion book pages 6-7.
After singing the song, display
Discussion book pages 6-7 and invite TS to talk about the picture. Ask: what can you see that is big? Invite several volunteers to point to objects in the picture and describe them for the class. Probe TS thinking by asking questions such as, how do you know that it is a big boat? Can you see a small boat? This will encourage TS to think about the importance of comparison in helping us to choose appropriate descriptions of size. For example: a child might say: “this (red) car is big. It’s bigger than the blue car.
Continue the activity with different children identifying small objects in the picture. If children use the comparative language smaller than, welcome and encourage this.
If time allows, encourage children to find different objects in the classroom and play Simon Says: hold up something big, hold up something small, and review same and different concepts too.
Play Ground
Students play supervised/interact with teacher & co-teacher
Routines and
Procedures
Exploring animal sizes.
Materials:
Song Poster 4 and CD; 2 hoops; big and small labels.
After singing the song, review big and small animals and ask: how do you know which babies are?
Hold up the horse and the foal.
Say: here is a mother horse and her baby, or foal. Which one is a big horse? Which is a small horse? How can you tell?
Discuss responses.
Distribute the pictures of baby and adult animals. Ask: who has the baby elephant? Hold up your card. Who has the grown-up elephant? How do you know which is which?
Have the two children compare the animals’ sizes.
Repeat for all pairs of cards.
Place two hoops on the floor.
Hold up and read the big and small labels, and place one label inside each hoop. Ask the children who are holding horse cards to place each card in the appropriate hoop and to explain their choice. Extend for all cards.
Describing same and different attributes.
Materials:
Song Poster 4 and CD ; labels for big and small from previous days; several pairs of large and small objects of the same type, such as a big doll and a small doll, etc, one object per child.
After singing the song, give an object to each child. Say: find a partner who has something that is the same kind of thing as yours but different size.
You could demonstrate the idea by selecting one child and guiding him or her to find a partner correctly.
Allow time for children to find their partners. Then, ask them: how did you know that you should be partners? What is the same about the things you are holding? What is different about their sizes?
Display and read the labels and invite each child in the pair to select the appropriate one.
Then play placing the big and small labels in different parts of the room. Say, Go stand near the sign.
Play Ground
Students play supervised/interact with teacher & co-teacher
Routines and
Procedures
Play Ground
Students play supervised/interact with teacher & co-teacher
Routines and
Procedures
Letter of the week: E Letter of the week: E Letter of the week: E Letter of the week: E

9:55--10:15
Time: 10:15-
10:35
Small Groups
M-T-W
Bilingual
Learning
Centers Th-F
Learning-
Socialization
Centers
Time: 10:35-
11:30
Students play on different centers to develop/enhance social skills/
Lunch
Time: 11:30-
11:55
Potty as needed
Science /
Social Studies
Time: 11:55-
12:10
Time: 12-10-
12:30
Gross Motor
Development
SS/Sc Journals
Time: 12:35-
12:50 Cots down
Prior knowledge: Brainstorming words starting with E.
Materials:
Cancionero, Los elefantes
Alfarrimas, cuento de la E
Por Lada Kratky
After reading and discussing the books, singing the songs, and reviewing objects in the ABC Tub starting with letter E , students will trace a textured letter E.
Prior knowledge: Brainstorming words starting with E.
Materials:
Cancionero, Los elefantes
Alfarrimas, cuento de la E
Por Lada Kratky
After reading and discussing the books, singing the songs, and reviewing objects in the ABC Tub starting with letter E , students will trace letter E on the air.
Table 1: Letter E
Table 2: Number 3
Table 3: Color Gris
Learning/Socialization
Centers
Teachers interact with the students while pretended play
T1 : Dial 4s Tests & Re-tests
Balanced Food and Fruit
Teacher and Co-teacher sit at the tables with the students.
Familia
By Diane Gonzales Bertrand
Bilingual Pair Discussion
Activity Center
Students play & Interact with teacher and coteacher
SS/Sc Journals
T1 : Dial 4s Tests & Re-tests
Table 2: Letter
Practicing Fire
Drills!
E
Table 3: Number 3
Table 1: Color Gris
Learning/Socialization
Centers
Teachers interact with the students while pretended play
T1 : Dial 4s Tests & Re-tests
Balanced Food and Fruit
Teacher and Co-teacher sit at the tables with the students.
Is your Mama a Llama?
By Deborah Guarino
Bilingual Pair Discussion
Activity Center teacher
Students play & Interact with teacher and co-
SS/Sc Journals
T1 : Dial 4s Tests & Re-tests
Prior knowledge: Brainstorming words starting with E.
Materials:
Cancionero, Los elefantes
Alfarrimas, cuento de la E
Por Lada Kratky
After reading and discussing the books, singing the songs, and reviewing objects in the ABC Tub starting with letter E , students will trace letter E on their bilingual pair’s back .
Table 3: Letter E
Table 1: Number 3
Table 2: Color Gris
Learning/Socialization
Centers
Teachers interact with the students while pretended play
T1 : Dial 4s Tests & Re-tests
Balanced Food and Fruit
Teacher and Co-teacher sit at the tables with the students.
Are you my mother?
By Philip D. Eastman
Bilingual Pair Discussion
Activity Center
Students play & Interact with teacher and coteacher
SS/Sc Journals
T1 : Dial 4s Tests & Re-tests
Prior knowledge: Brainstorming words starting with E.
Materials:
Cancionero, Los elefantes
Alfarrimas, cuento de la E
Por Lada Kratky
After reading and discussing the books, singing the songs, and reviewing objects in the ABC Tub starting with letter E , students will Find letter E on a song’s chart.
Bilingual leaning Centers
Bilingual pairs interact on different centers to develop/enhance language/social skills and knowledge
Learning/Socialization
Centers
Teachers interact with the students while pretended play
T1 : Dial 4s Tests & Re-tests
Balanced Food and Fruit
Teacher and Co-teacher sit at the tables with the students.
Lo mejor de Mamá
By Laura Numeroff
Bilingual Pair discussion
Prior knowledge: Brainstorming words starting with E.
Materials:
Cancionero, Los elefantes
Alfarrimas, cuento de la E
Por Lada Kratky
After reading and discussing the books, singing the songs, and reviewing objects in the ABC Tub starting with letter E , students will write letter E on a board.
Bilingual leaning Centers
Bilingual pairs interact on different centers to develop/enhance language/social skills and knowledge
Learning/Socialization
Centers
Teachers interact with the students while pretended play
T1 : Dial 4s Tests & Re-tests
Balanced Food and Fruit
Teacher and Co-teacher sit at the tables with the students.
Lo mejor de Papá
By: Laura Numeroff
Bilingual Pair discussion
Activity Center
Students play & Interact with teacher and coteacher
Activity Center
Students play & Interact with teacher and coteacher
SS/Sc Journals
T1 : Dial 4s Tests & Re-tests
SS/Sc Journals
T1 : Dial 4s Tests & Re-tests

Nap
Time:12:50-
1:50
Cots Up
Washing hands
Time:1:50-
2:00
Family Style
Snack Time:
2:00 – 2:15
Time: 2:15-
2:30
Good bye rituals
Dismissal
Nap: 1:05-2:05
Manipulative time
Teachers supervise and interact with the students
Potty as needed
Oranges, animal crackers, and water.
Teacher and Co-teacher sit at the tables with the students.
Conceptual
Refinement/Review
Good bye rituals
Nap: 1:05-2:05
Manipulative time
Teachers supervise and interact with the students
Potty as needed
Granola bars and water.
Teacher and Co-teacher sit at the
tables with the students.
Conceptual
Refinement/Review
Good bye rituals
Nap: 1:05-2:05
Manipulative time
Teachers supervise and interact with the students
Potty as needed
Nap: 1:05-2:05
Manipulative time
Teachers supervise and interact with the students
Potty as needed
Nap: 1:05-2:05
Manipulative time
Teachers supervise and interact with the students
Potty as needed
Pudding, vanilla wafers, and water.
Teacher and Co-teacher sit at the
tables with the students.
Conceptual
Refinement/Review
Good bye rituals
Cheese stick, whole wheat crisp, and water.
Teacher and Co-teacher sit at the
tables with the students.
Library time!
Students read at the library and take a book to read at home.
Graham crackers and juice.
Teacher and Co-teacher sit at the
tables with the students.
Conceptual
Refinement/Review
Good bye rituals

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
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
Canci ó n de los nombres/

Codes:
Student
Interest
Integration
PM Progress Monitoring PG Parent Goal T Table
Music: Different instruments in the classroom and pod to help students expressing through music.
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.
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.