Essential Questions:
How weather changes my environment?
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
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.
IDP(22-26-33-34-35-37)
Lesson Focus:
Winter
Date:
Jan. 4th-8th, 2016
Week 17
Week 1 of Fourth six
weeks
Teachers
Olga Lucia Orozco &
Reyna Soberanes
Social Emotional
Math:
• V.A.3 Child counts 1-10 items,
with one count per item. •
V.A.4 Child demonstrates that
the order of the counting
sequence is always the same,
regardless of what is counted.
Listening Comprehension Skills
• II.A.3 Child shows
understanding of the new
language being spoken by
English-speaking teachers and
peers.
Social Development
• I.B.2.a Child begins to understand
difference and connection between
feelings and behaviors. (A)
Expresses emotions that are
congruent with situations
(disappointment when plans are
changed; happiness and pride at
mastering a challenging task).
IDP(22-25-26-27-28-29-30-31-3233-34-)
• I.B.2.c Child is able to increase or
decrease intensity of emotions
more consistently, although adult
guidance is sometimes necessary.
(B) Responds positively to adult
guidance in using calming strategies
(suggestions to separate self from
frustrating situation; takes a deep
breath; etc.).
IDP(22-25-26-27-28-29-30-33-3436)
IDP(22-23-27-29-31-33-34-35-36)
Technology
X.A.1. Child opens and navigates
through software programs
designed to enhance
development of appropriate
concepts. IDP(21-22-24-25-26-2728-29-30-31-32-33-34-35-36-37-38)
IDP(21-22-24-27-31-32-33-34-3536-)
• VII.A.3 Child organizes their
life around events, time, and
routines. (A) Identifies common
events and routines (snack
time, story time).
IDP(22-25-26-27-30-31-33-34-3536-37-38)
(ELL). (A) Follows a set of
routines for activities and can
make sense of what is
happening.
IDP(21-22-25-26-27-30-31-32-3334-35-36-)
Celebrations, family, relationship, pilgrims, native, giving thanks, adaptations,
Celebraciones, familia, relaciones, colonos, nativos, agradecer, adaptaciones.
Monday
No School
Staff
Development
Day
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
CLI Assessment
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
CLI Assessment
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
CLI Assessment
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
CLI Assessment
Breakfast
Breakfast
Breakfast
Breakfast
Brushing teeth
Washing hands
Transition after
breakfast:
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: 9:109:30
Gross Motor
Development
Time: 9:30-9:50
Drinking water
and washing
hands after
recess
Language Arts
9:55--10:15
Teacher and Co-teacher sit at
the tables with the students and
talk about Daily routines and
procedures/students own
interest themes.
Teacher and Co-teacher sit at
the tables with the students and
talk about Daily routines and
procedures/students own
interest themes.
Teacher and Co-teacher sit at
the tables with the students and
talk about Daily routines and
procedures/students own
interest themes.
Teacher and Co-teacher sit at
the tables with the students and
talk about Daily routines and
procedures/students own
interest themes.
Make the number
Materials:
Song Poster 16 : Three Little
Ducks, and CD;
After asking the students
about their predictions on the
poster s we will sing the song.
Then we will discuss about
what the song is about and in
groups of four they will act out
the song, and the rest of the
group will use their fingers to
show each number while they
count.
Counting items in,
labeling groups of 1, 2,
and 3
Beginning to form
numbers.
Numbers, groups, and
dot pictures for 1-3
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 : G
Prior knowledge: Brainstorming
words starting with G.
Materials:
Letter : G
Prior knowledge: Brainstorming
words starting with G.
Materials:
Materials:
Song Poster 16: Three Little
Ducks, and CD; Discussion
book pages 22-23; several
labels for 1, 2, 3.
After singing the song, display
the discussion book pages.
Encourage TS to talk about the
picture. Remind TS that our
song this week is about ducks.
Ducks are birds. Can you see
any birds in this picture? What
kinds? (Penguins, parrots)
what creatures can you see
that are not birds?
Read the rhyme. Ask, how
many elephants are at the
zoo?
Invite responses. Then say<
Let’s count to check. Have a
child to point to the elephants,
one at a time as the class
counts aloud. Repeat for each
group of animals in the
picture. This will give TS
practice in counting to five
Materials:
Song Poster 16 : Three Little
Ducks, and CD;
Jumbo pocket cube and
number domino dot cards (13) for packets.
After singing the song, we will
play “say the number” tossing
the cube and asking TS how
many dots (or number) are
there. In groups of two, the
students will take turns to toss
the cube and say the number.
Materials:
Song Poster 16: Three Little
Ducks, and CD; Jumbo packet
cube and number domino dot
cards (1-3) for pockets.
After singing the song, TT will
say: I will start writing a
number. Watch carefully, and
tell me as soon as you know
what number it is. Write a
number and ask TS to say
what number it is. Invite TS to
explain how they know it is
that number. Write numbers
1, 2, and 3 few times.
Then invite TS to trace the
number with you, hold the cut
out number and invite TS to
trace it and say what number
is it. Repeat and invite TS to
draw numbers in the air using
their fingers.
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 : G
Prior knowledge: Brainstorming
words starting with G.
Materials:
Letter : G
Prior knowledge: Brainstorming
words starting with G.
Materials:
Cancionero, El Gusano
After reading and discussing the
song, singing the song, and
reviewing objects in the ABC Tub
starting with letter G, students
will find letter G in a rhyme chart.
Time: 10:1510:35
Small Groups MT-W
Bilingual
Learning Centers
Th-F
LearningSocialization
Centers
Time: 10:3511:30
Lunch
Time: 11:3011:55
Cancionero, El Gusano
After reading and discussing the
song, singing the song, and
reviewing objects in the ABC Tub
starting with letter G, students
will trace letter G on their
bilingual pair’s back and will share
what they have learned about the
letter of the week.
Cancionero, El Gusano
After reading and discussing the
song, singing the song, and
reviewing objects in the ABC Tub
starting with letter G students will
Write letter G on the board!
Cancionero, El Gusano
After reading and discussing the
song, singing the song, and
reviewing objects in the ABC Tub
starting with letter G, Share
writing: Letter G
Table 2: Letter G
Table 3: #s Review 1-6
Table 1: Art: Snowmen
Table 3: Letter G
Table 1: #s Review 1-6
Table 2: Art: Snowmen
Table 2: Letter G
Table 3: #s Review 1-6
Table 1: Art: Snowmen
Bilingual leaning Centers
Learning/Socialization
Centers
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
Teachers interact with the
students while pretended play
Thinking Map
Bilingual pairs interact on
different centers to
develop/enhance
language/social skills and
knowledge
Students play on different centers
to develop/enhance social skills
Balanced Food
and Fruit
Balanced Food
and Fruit
Balanced Food
and Fruit
Balanced Food
and Fruit
Potty as needed
Teacher and Co-teacher sit at
the tables with the students
and talk about Daily routines
and procedures/students own
interest themes.
Teacher and Co-teacher sit at
the tables with the students
and talk about Daily routines
and procedures/students own
interest themes.
Teacher and Co-teacher sit at
the tables with the students
and talk about Daily routines
and procedures/students own
interest themes.
Teacher and Co-teacher sit at
the tables with the students
and talk about Daily routines
and procedures/students own
interest themes.
Science / Social
Studies
Time: 11:5512:10
The four seasons
By Melvin Berger
Bilingual Pair Discussion
Journals
Changing seasons
By Alison Adams
Bilingual Pair Discussion
Journals
Un día de Nieve
By Ezra Jack Keats
Bilingual Pair discussion
Journals
Time: 12-1012:30
Gross Motor
Development
SS/Sc Journals
Time: 12:3512:50 Cots down
Activity Center
Activity Center
The Jacket I wear in the
snow
By Shirley Neitzel
Bilingual Pair Discussion
Journals
Activity Center
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
Potty as needed
Potty as needed
Potty as needed
Potty as needed
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
Washing hands
Library Time
Activity Center
Students play & Interact
with teacher and coteacher
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
Fourth Six
Weeks
Learning Goals
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
Cheese stick, animal crackers,
and water.
Apples, goldfish, and water.
Granola bar and juice.
Teacher and Co-teacher sit at the
tables with the students.
Teacher and Co-teacher sit at the
tables with the students.
Oranges, cheese cubes, and
water.
Conceptual
Refinement/Review
Good bye rituals
Conceptual
Refinement/Review
Good bye rituals
Teacher and Co-teacher sit at the
tables with the students.
Conceptual
Refinement/Review
Good bye rituals
Teacher and Co-teacher sit at the
tables with the students.
Conceptual
Refinement/Review
Good bye rituals
Language & Literacy
Fourth Six Weeks: The student is expected to...
Listening Comprehension Skills
• II.A.1 Child shows understanding by responding appropriately. (E) Follows a change in the morning activity schedule as described by the teacher.
• II.A.2 Child shows understanding by following two-step oral directions and usually follows three-step directions. (B) Responds to instructions given to the whole
class ("Please get your jackets, put them on, and get in line.").
• II.A.3 Child shows understanding of the new language being spoken by English-speaking teachers and peers
(ELL). (C) Turns to a partner and repeats instructions- Think, Turn, and Talk.
Speaking Skills
• II.B.1 Child is able to use language for different purposes. (D) Participates in a discussion about magnets, making predictions about what things the magnet will
attract.
• II.B.2 Child engages in conversations in appropriate ways. (C) Initiates or terminates conversations appropriately. (D) Engages in appropriate greeting and departing
conversations.
• II.C.1 Child's speech is understood by both the teacher and other adults in the school. (C) Communicates in a way that others understand what is being said without
constantly having to ask "What did you say?"
• II.C.2 Child perceives differences between similar sounding words. (A) Follows directions without confusion over the words heard. (B) Points to the appropriate
pictures when prompted (when shown a picture of a goat and a coat, points to the picture that matches the word spoken).
• II.C.3 Child investigates and demonstrates growing understanding of the sounds and intonation of the English language (ELL). (D) Uses phonograms (cat, hat, sat,
mat, fat pat) when playing with rhymes.
Vocabulary and Sentence Skills
• II.D.1 Child uses a wide variety of words to describe people, places, things and actions. (G) Tells a classroom visitor about his experiences with the materials in the
science center, using appropriate terminology.
• II.D.2 Child demonstrates understanding of terms used in the instructional language of the classroom. (D) Points to the appropriate pictures or objects when
prompted.
• II.D.3 Child demonstrates understanding in a variety of ways or knowing the meaning of 3,000 to 4,000 words, many more than he or she uses. (E) Uses new words
when engaged in child initiated play.
• II.D.5 Child uses category labels to understand how the words/objects relate to each other. (C) Identifies which objects are in a specific category and which are not.
• II.D.6 Child increases listening vocabulary and begins to develop vocabulary of object names and common phrases in English (ELL). (E) Sequences story picture
cards.
• II.E.2 Child uses regular and irregular plurals, regular past tense, personal and possessive pronouns, and subject-verb agreement. (A) Uses the correct tense when
describing something he did yesterday or last week.
• II.E.3 Child uses sentences with more than one phrase. (A) Talks with a friend as they play using sentences with more than one phrase ("Let's go to the store and get
milk for the baby.") (C) Describes a family event, combining phrases to show sequence ("We went to the grocery store and then drove back home.")
• II.E.4 Child combines more than one idea using complex sentences. (B) Tells a friend what to do when taking an order for pizza in a pretend restaurant.
Reading/ Phonological Awareness and Comprehension Skills
• III.A.3 Child asks to be read to or asks the meaning of written text. (D) Asks the meaning of the writing on a food container.
• III.B.1 Child separates a normally spoken four word sentence into individual words. (A) Repeats a sentence spoken by the teacher, stepping forward as the word he
is assigned is spoken in the sentence.
• III.B.2 Child combines words to make a compound word. (C) Makes compound words by responding with a second part after the teacher has provided the first part.
D) Names the two words that are said in a compound word when prompted by the teacher.
• III.B.3 Child deletes a word from a compound word. (A) Takes compound words apart by deleting either the first or second part and stating the word that is left
(sunflower - sun = flower; in Spanish, arcoiris - arco = iris).
• III.B.4 Child combines syllables into words. (C) Provides second syllable of theme-related objects when the teacher says the first syllable, then entire word (teacher
says "buck", child says "et" = "bucket").
• III.B. 5 Child can delete a syllable from a word. (B) Chooses a theme-related object (with from one to three syllables) and deletes the initial or final syllable from
that word. (C) Participates in word games that focus on playing with syllables.
• III.B.6 Child can produce a word that rhymes with a given word. (F) Participates in word play games that focus on making rhyming words ( "Willoughby,
Walloughby, Woo" in Spanish: tio, mio, sio).
• III.D.1 Child retells or reenacts a story after it is read aloud. (F) Tells what might happen next if the story continued. (G) Role plays or pantomimes stories.
• III.D.2 Child uses information learned from books by describing, relating, categorizing or comparing and contrasting. (C) Describes the reason for sorting airplanes
and helicopters separately from boats or cars.
• III.D.3 Child asks and answers appropriate questions about the book. (D) Makes comments about the characters or actions within a story.
Alphabet Knowledge and Skills
• III.C.3 Child produces the correct sounds for at least 10 letters. (A) Makes the sounds in her first name as she attempts to write the letters. (B) Produces the correct
sound when shown the first letter of her name. (C) Makes the correct letter sound while pointing to a letter in a book or on a poster.
Writing Skills
• IV.A.1 Child intentionally uses scribbles/writing to convey meaning. (A) Signs name on sign-in sheets, art work, graphs, letters, lists, etc.. (B) Uses letter-like shapes
when taking an order at a restaurant during dramatic play. (D) Makes letters in shaving cream. (E) Builds a block structure to represent the house of the three bears
from a story and asks the teacher for help writing "keep out."
• IV.B.1 Child independently uses letters or symbols to make words or parts of words. (B) Labels a picture with shapes which are letter-like in form. (C) Writes
spontaneous letters they know, such as in their names. (D) Engages in "write the room," copying letters from posters, charts, letter walls, books, etc. found around
the room.
• IV.B.2 Child writes own name (first name or frequent nickname), not necessarily with full correct spelling or well-formed letters. (B) Labels a building in the
construction center using her name. (D) Writes first name.
• IV.D.1 Child uses some appropriate writing conventions when writing or giving dictation. (G) Scribbles or writes more or less in a horizontal line.
Math
Counting Skills
• V.A.1 Child knows that objects or parts of an object can be counted. (A) Places objects to be counted in a row and begins counting.
• Child counts up to 10 items, and demonstrates that the last count indicates how many items were counted. (A) Counts 8 plastic cows and says, "I have 8 cows."
Adding To/Taking Away Skills
• V.B.1 Child uses concrete models or makes a verbal word problem for adding up to 5 objects. (C) Shows joining (adds) 1 more cube to a set (up to 5).
• V.B.3 Child uses informal strategies to share or divide up to 10 items equally. (D) Uses language associated with fair-sharing "one for me," "one for you."
Geometry and Spatial Sense Skills
• V.C.1 Child names common shapes. (D) Describes attributes of shapes using his own language.
• V.C.2 Child creates shapes. (A) Puts together shapes to make real-world objects and other shapes (using a square and triangle to make a house.)
• V.C.3 Child demonstrates use of location words. (A) Uses "near" and "far" to describe places on the playground and in the classroom.
Measurement Skills
• V.D.2 Child recognizes how much can be placed within an object.(D) Arranges tea cups in the dramatic play center from smallest to largest or largest to smallest.
• V.D.3. Child informally recognizes and compares weights of objects or people. (A) Uses a rocker balance or seesaw scale to determine heavy and light objects or
objects of equal weight.
• V.D.4 Child uses language to describe concepts associated with the passing of time. (B) Talks with friends about what happened yesterday, what is happening
today, and what might happen tomorrow.
Classification and Pattern 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. (A) Puts all the cars in
a box and all the trucks in a different box and says why.
• V.E.2 Child collects data and organizes it in a graphic representation. (D) Uses mathematical language to describe data (more, less, same, longer, shorter, etc.).
• V.E.3 Child recognizes and creates patterns. (C) Contributes pictures for the pattern class book (cuts out pictures for the pattern class book).
Science
Motion
• VI.A. 1 Child describes, observes, and investigates properties and characteristics of common objects. (E)
Describes and compares the effects magnets have on other objects (attract to some things but not to others).
• VI.A.2 Child investigates and describes position and motion of objects. (A) Observes, measures, describes and demonstrates the various ways objects can move
(straight, zigzag, round and round, fast, slow).
• VI.A.2 Child investigates and describes position and motion of objects. (B) Investigates and states conclusions after moving a variety of toy vehicles on different
surfaces.
Shadows
• VI.C.3 Child observes and describes what happens during changes in the earth and sky. (E) Observe shadows and describes the relationship between the shadow
and a light source (sun, flashlight, lamp).
• VI.C.3 child observes and describes what happens during changes in the earth and sky. (F) Investigates and draws conclusions about shadows.
Health & Safety
HS1 Health
• (H1.4) Refines use of eating utensils
• (H1.5) Begins to recognize and select healthy foods
HS2 Safety
• (HS2.7) Recognizes the danger of poisonous substances, including drugs
Physical Development
Gross Motor
• IX.A.1 Child demonstrates coordination and balance in isolation. (E) Moves and stops with control over speed and direction (moves back and forth, side to side).
• IX.A.2 Child coordinates sequence of movements to perform tasks. (A) Moves within a space of defined boundaries, changing body configuration to accommodate
the space (moving through an obstacle course).
Fine Motor
• IX.B.2 Child shows increasing control of tasks that require eye-hand coordination. (E) Draws recognizable pictures and shapes.
Technology
• X.A.4 Child uses software applications to create and express own ideas. (A) Creates writings and drawings using software.
Social Studies
Calendar
• VII.A.3 Child organizes their life around events, time, and routines. (B) Categorizes time intervals using words today, tomorrow, next time). (C) Connects past events
to current events (linking yesterday's activity with what will happen today).
Community Workers
• VII.B.2 Child participates in activities to help them become aware of what it means to be a consumer. (A) Participates in buying items found in the store/restaurant
in the pretend play center (I had enough money to buy 2 apples, but not 3). (B) Shares experiences with the other children detailing shopping experiences with their
family.
• VII.B.3 Child discusses the roles and responsibilities of community workers. (C) Identifies community helpers (police officers, firefighters, paramedics, bus drivers,
etc.). (D) Pretends to be different community helpers during play. (E) Participates in the creation of class books about school and community helpers.
• VII.C.1 Identifies common features of the local landscape (houses, buildings, streets).
Fine Arts
Art
• VIII.A.2 Child uses art as a form of creative self-expression and representation. (D) Creates drawings and paintings that gradually become more realistic and
detailed.
• VIII.A.2. Child uses art as a form of creative self-expression and representation.(E) Uses a variety of materials to create art forms.
Music
• VIII.B.2 Child responds to different musical styles through movement and play. (C) distinguishes between different types of music (loud/soft, fast/slow, happy/sad,
etc.).
Dramatic Play
• VIII.C.1 Child creates or recreates stories, moods, or experiences through dramatic representations. (A) Dramatizes a story read aloud (a familiar fairy tale). (B)
Engages in dramatic play with classmates (plays the part of different characters in familiar books). (C) Creates props to dramatize a story read aloud or represent
mood. (F) Uses voice to represent sound to act out characters in a story (high and low pitches).
Personal & Social Development
Words
• I.A.2 Child shows awareness of areas of competence and describes self positively in what he is able to do. (C)Describes self using specific competencies ("I can
buckle my shoes." "I'm good at drawing.")
• I.A.3 Child shows reasonable opinion of his own abilities and limitations. (B) Requests help from adults when appropriate. (C) Declines help politely when not
needed ("No thanks, I can do it myself.").
• I.B.2.a Child begins to understand difference and connection between feelings and behaviors. (B) Uses words to express feelings about specific events ("It makes
me mad when you take my toy!" "I Love to paint!").
• I.C.1 Child uses positive relationships as modeled by his teacher for her own pro-social behaviors. (B)Coordinates eye contact with communication (looks at teacher
or peer during communicative exchanges). (D) Takes multiple turns during a conversation.
• I.C.5 Child initiates problem-solving strategies and seeks adult help when necessary. (B) Asks an adult or peer for help when needed ("Will you push me on the
swing?"). (C) Asks the teacher for help in resolving a conflict with a classmate after attempting to solve the problem herself ("Mary won't give me a turn on the
swing!")
• I.C.7 Child begins to have meaningful friends. (A) Talks with the friend to plan their play (planning to play house in the pretend learning center). (C) Talks about the
friend.
• I.D.1 Child demonstrates an understanding that others have specific characteristics. (A) Describes others using specific characteristics ("Mrs. Smith wears glasses."
"Calvin is the tallest child in the class.").
Transition
Learning
Opportunities
Expectations song Growing with Math songs ; Cancionero Songs/ 5 senses song (Spanish and English)
Hello Song/ Colors song /El Osito/ Los elefantes/Head, shoulders, knees, and toes
Hola Amigo/ Hello Friend/ABC English and Spanish songs
Canción de los nombres/ Dan St Romain songs.
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.