Essential Questions: Lesson Focus: Date: Week 5

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

Time: 8:30-9:00

Breakfast

Brushing teeth

Transition after breakfast:

LA Journals

9:00-9:10

Brain Gym

Teachers and

Students do a routine of

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 21 st- 25 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 5

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.

Monday

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

Breakfast

Teacher and Co-teacher sit at the tables with the students and will talk about

Daily routines and procedures.

Introducing short , tall, and long,

Materials:

Song Poster 5 and CD ;

Tuesday


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)


News Day-Week

Routines and Procedures

Breakfast

Teacher and Co-teacher sit at the tables with the students and will talk about Daily routines and procedures.

Focusing on long and short.

Materials:

Song Poster 5 and CD; discussion book pages 8-9;

Wednesday


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)


News Day-Week


Breakfast


Focusing on tall and short.

Materials:

Song Poster 5 and CD; discussion book pages 6-7;

Thursday


Hello song, Days of the week song, Months of the year song,

Today is Sunday song.

Pledge US & TX



News Day-Week


Breakfast


Using labels for tall, short, and long.

Materials:

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).

Friday


Hola song, Dias de la semana, Meses del Año,

Hoy es Domingo song

Pledge US & TX



News Day-Week


Breakfast


Reviewing height and

length.

Materials:

exercises to improve the brain disposition to learn

Math

Time: 9:10-

9:30

After singing the song, say:

Show me how you can make yourself as tall as you can… as short as you can.

Ask: who has long hair?

Who has short hair? Invite a child to pretend that he or she has very long hair and to act out brushing it with long strokes. Ask another child to pretend to be brushing or combing short hair.

Play the song again. Point to the words pictures of dogs and ask: which dog is short? Which dog is tall?

Which dog has long hair?

Which has short hair? Point to the word short in the text of the song. Say: this is the word short. What do you notice about the way it looks? Who can point to the word tall?

Play the song again, encouraging the children to sing along and add actions while singing.

Gross Motor

Development

Time: 9:30-9:50

Play Ground

Students play supervised/interact with teacher & co-teacher

Routines and

Procedures one short and one long ribbon per child.

After singing the song, Display the discussion book. Ask, what do you think Tiger is doing?

What type of store do you think Tiger has?

Read the rhyming text. Guide children to focusing long and short, ask, what can you see that is different about the two trains? Which train is long?

Which is short? What else can you see in Tiger’s store that is long or short? Discuss the tools in Tiger’s store, Ask, when would Tiger use the short saw? When would Tiger use the short saw? Encourage children to talk about features that make tools suitable for particular purposes. A saw needs an edge that is sharp and strong to cut wood””. If possible, demonstrate the use of some real tools, such as a screwdriver and screws.

Discuss safety issues relating to the use of tools.

Give each child a long and a short ribbon. Hold up the long ribbon. Ask, how can you tell that one ribbon is shorter and one is longer that the other?

Play Ground


Routines and

Procedures several containers of connecting cubes.

After singing the song, display the discussion book and read the rhyme. Lead the discussion focusing on tall and short. Ask questions such as, where can you see a tall tree?

A tall person? A short person?

Which buildings are tall?

Invite volunteers to point to and describe the short and tall objects.

Lead a discussion on short and long. Ask, where can you see a long river? A short stream? A long road? A short ramp?

Invite the children to make a short train of connecting cubes. Invite several children to show and describe their trains. Then say, now make a long train. Invite some children to place their two trains next to each other on a flat surface to show the long/short difference.

Join several cubes to make a short tower and show this to

TS. Then say, make a tall tower… repeat until the students understand the concepts.

Song Poster 5 and CD ;

Discussion book pages 6-7; several tag board labels for short, long, and tall,

After singing the song, display and read one copy of each label, inviting the children to say each word with you. Ask

Ts to suggest objects in the classroom that could be labeled short, long, or tall.

Invite individual children to hold labels next to appropriate objects.

Show the discussion book pages. Hold up a long label and say, what can you see that is long? Invite a child to place the label on the object in the picture (such as a long road).

Repeat for short and tall.

Give half of TS short and tall labels, and ask the rest of TS to stand n pairs, ask the other half to describe the couples and label them using short and tall tag boards. Invite TS to trace their bodies on paper to display them and label.

Song Poster 5 and CD;

Discussion book pages 8-9; size comparison magnets; large magnetic board.

After singing the song, ask, what can you see in the picture that is tall? What can you see that is short? What can you see that is long?

Examples include a tall and a short rocket, and a long and short truck.

Place all the magnetic pieces across the bottom of the board. Point to one of the pieces and ask, where can you see something like this in the picture of Tiger’s store?

Point to the train magnets.

Say, what can you tell me about these trains? Which train is short? Arrange the two trains on the magnetic board so that their lengths can be easily compared.

Continue the activity for the other pairs of short, tall, and long magnetic pieces.

Encourage children to use color words as well as the language, long, tall, and short when describing items.

Play Ground


Routines and

Procedures

Play Ground


Routines and

Procedures

Play Ground


Routines and

Procedures

Language Arts

9:55--10:15

Letter of the week: I

Prior knowledge:

Brainstorming words starting with I.

Materials:

Cancionero, Los Insectos


Prior knowledge: Brainstorming words starting with I.

Materials:




Materials:




Materials:

Cancionero Los Insectos



Materials:


Alfarrimas, cuento de la I.

Por Lada Kratky

After reading and discussing the books, singing the songs, and reviewing objects in the

ABC Tub starting with letter I , students will trace a textured letter I .

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

Table 1: Letter I

Table 2: Number 4

Table 3: Color verde

Learning/Socialization

Centers

Teachers interact with the students while pretended play

T1 : Dial 4s Tests & Re-tests

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

Nap

Time:12:50-

1:50

Balanced Food and Fruit

Teacher and Co-teacher sit at the tables with the students.

That’s not my Mom!

By Petter Bently

Bertrand

Bilingual Pair

Discussion

Activity Center

Students play &

Interact with teacher and co-teacher

SS/Sc Journals

Nap: 1:05-2:05

Manipulative time

Alfarrimas, cuento de la I

Por Lada Kratky

After reading and discussing the books, singing the songs, and reviewing objects in the ABC Tub starting with letter I , students will trace letter I on the air.

Table 2: Letter


Table 1: Color Verde

Practicing Fire

Drills!

I


Centers


T1 : Dial 4s Tests & Re-tests



That’s not my Sister!

By Peter Bently

Bilingual Pair Discussion

Activity Center

Students play & Interact with teacher and coteacher

SS/Sc Journals

Nap: 1:05-2:05

Manipulative time


Por Lada Kratky

After reading and discussing the books, singing the songs, and reviewing objects in the ABC Tub starting with letter I , students will trace letter I on their bilingual pair’s back .

Table 3: Letter I


Table 2: Color Verde


Centers




That’s not my Brother

By Peter Bently

Bilingual Pair Discussion

Activity Center


SS/Sc Journals

Nap: 1:05-2:05

Manipulative time


Por Lada Kratky

After reading and discussing the books, singing the songs, and reviewing objects in the ABC Tub starting with letter I , students will

Find letter I on a song’s chart.

Bilingual leaning Centers

Bilingual pairs interact on different centers to develop/enhance language/social skills and knowledge


Centers


Activity Center


SS/Sc



Library Time

Journals

Nap: 1:05-2:05

Manipulative time


Por Lada Kratky

After reading and discussing the books, singing the songs, and reviewing objects in the ABC Tub starting with letter I , students will write letter I on a board.

Bilingual leaning Centers

Bilingual pairs interact on different centers to develop/enhance language/social skills and knowledge


Centers


Are you my mother?

By: Phillip D. Eastman

Bilingual Pair discussion

SS/Sc

Balanced Food teacher and Fruit


Activity Center

Students play & Interact with teacher and co-

Journals

Nap: 1:05-2:05

Manipulative time

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

Teachers supervise and interact with the students

Potty as needed

Oranges, animal crackers, and water.


Conceptual

Refinement/Review



Potty as needed

Granola bars and water.

Teacher and Co-teacher sit at the

tables with the students.

Conceptual




Potty as needed

Pudding, vanilla wafers, and water.



Conceptual




Potty as needed

Cheese stick, whole wheat crisp, and water.



Library time!

Students read at the library and take a book to read at home.


Potty as needed

Graham crackers and juice.



Conceptual



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.




Essential Questions: Lesson Focus: Date: Week 5

•

Monday

Tuesday

Wednesday

Thursday

Friday

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Essential Questions: Lesson Focus: Date: Week 5

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Monday

Tuesday

Wednesday

Thursday

Friday

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