Essential Questions:
How farms are important for our lives?
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.
IDP(21,22,23,26,28,30,32,33,34,37,38)
English
Vocabulary
Spanish
Vocabulary
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(22,23,26,28,33,34)
Lesson Focus:
Farm animals
Date:
March 21st-25th, 2016
Week 27
Week 4 of Fifth 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(22,23,24,25,26,27,28,33,36)
• 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(22,23,25,27,33)
IDP(22,23,27,32,33,36)
IDP(21,22,23,31,32,33,34,35,36)
IDP(21,22,24,26,27,28,33,34,37,38)
Technology
(ELL). (A) Follows a set of
routines for activities and can
make sense of what is
happening.
X.A.1. Child opens and navigates
through software programs
designed to enhance
development of appropriate
concepts.
• I.A.4 Child shows initiative in
independent situations and
persists in attempting to solve
problems. (E) Tries several
strategies to solve a problem
before seeking adult assistance.
IDP(22,23,26,27,28,30,31,32,33,34,36,38)
IDP(21,22,23,24,26,29,30,37,38)
Farm, food, dairy products, food chain, habitat, domestic animals.
Granja, comida, lácteos, cadena alimenticia, habitat, animales domésticos.
LESSON
COMPONENTS
Monday
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.
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
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
Time: 8:30-9:00
Breakfast
Breakfast
Breakfast
Teacher and Co-teacher sit
at the tables with the
students and talk about Daily
routines and
Teacher and Co-teacher sit at
the tables with the students and
talk about Daily routines and
Breakfast
Teacher and Co-teacher sit at
the tables with the students and
talk about Daily routines and
Breakfast
Breakfast
Teacher and Co-teacher sit at
the tables with the students and
talk about Daily routines and
Teacher and Co-teacher sit at
the tables with the students and
talk about Daily routines and
procedures/students own
interest themes.
Washing hands,
potty as needed
Brushing teeth
Tuesday
Wednesday
Thursday
Friday
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
procedures/students own
interest themes.
procedures/students own
interest themes.
procedures/students own
interest themes.
procedures/students own
interest themes.
Using language related
to capacity and volume
Introducing more and
less capacity.
Comparing capacities.
Filling and pouring to
compare capacities.
Investigating Sounds
Materials:
Materials:
Song Poster # 25, Pour
some more, and CD; a
glass; colored water; tag
board labels for full and
empty. After displaying the
Poster, TS will be asked to
predict about the song’s
story.
Then, the song will be sing
two or three times. Then,
ask: what are some things
we can pour? Can you think
of some things we can
pour?
Display an empty glass and
guide TS to observe that it
is empty. Pour colored
water into the glass until it
is full. Ask TS to describe
what they see.
Sing the song again and
point the words full and
empty. Encourage TS to
sing along as they pretend
they are pouring and
drinking the juice and the
soup.
Place the labels full and
empty in the corresponding
glasses and locate these
words in the poster. Read
the words with TS while
touching the labels.
Materials:
Song Poster # 25, Pour some
more, and CD; two identical
glasses, pitcher of colored
water, Discussion book pages
18-19; a small bowl and a big
bowl, cereal.
After singing the song, display
both glasses and half fill one
with water. Encourage TS to
use their hands to act out the
water getting higher in the
glass. Say watch as I pour
water into the empty glass.
Pour in a little water and ask:
which glass has more water?
How do you know?
Ask a student to pour some
more water, repeat the action
until both glasses have the
same amount, and then to
have some more, each time
ask TS to describe the amount
of water in each glass.
Display the discussion book
pages 18-19, ask about the
sequence of the bears eating
breakfast, and ask questions
related to the quantity in each
bowl.
Materials:
Song Poster # 25, Pour some
more, and CD; Discussion
book pages 34-35.
After singing the song, display
the discussion book and invite
the children to describe what
is happening in the story.
Encourage them to talk about
parties they have attended.
Work with the group to make
up the story about sequence of
pictures; what are they
celebrating, what they are
preparing, etc.
Materials:
Song Poster # 25, Pour some
more, and CD; several
transparent containers of
different capacities and
shapes. (At least two with the
same capacity) sand or water
table and colored water.
Select a middle-sized
container and fill it with sand
and ask, Which container do
you think holds more than this
one? Invite TS to suggest a
container. How can we check?
Discuss the idea of pouring the
sand from the middle sized
container into the other
container and ask, What will
happen if the container holds
more? (All the sand will fit,
and there will be room for
more). What will happen if the
container holds less? (Not all
the sand will fit).
Invite two students to pour the
sand from the medium-sized
container into the other
container. Ask, Which
container holds more? How do
you know?
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
Song Poster # 25, Pour some
more, and CD; five identical
jars or glasses; pitcher of
colored water, striker or
pencil.
After singing the song, The
students will predict what will
happen with the glasses.
Then a student will be asked
to tap each of them in turn
with a striker to show that
they produce similar sound.
Then invite a child to tap the
first glass repeatedly as the
teacher slowly fill it with
water.
Ask: what do you notice? What
happened to the sound? (The
sound began to change when
the jar was about half full; the
sound got lower or deeper.)
Pour water into the remaining
glasses so that the fifth is
about half full, and the other
three are of varying levels in
between.
Tap each jar in turn with the
striker. Ask: what do you
notice about the sounds these
jars make? Why do you think
each jar makes a different
sound? Invite children to
create different tunes by
tapping the jars.
(tapping jars 4,2, and 1, where
1 is the full glass, should give
the first three notes of Mary
had a little lamb)
Play Ground
Students play
supervised/interact with
teacher & co-teacher
Routines and
Procedures
Routines and
Procedures
Routines and
Procedures
Routines and
Procedures
Routines and
Procedures
Letter : Q
Prior knowledge:
Brainstorming words starting
with Q.
Materials:
Cancionero, Coqui se pasea
After reading and discussing
the song, singing the song, and
reviewing objects in the ABC
Tub starting with letter Q.
students will trace it on a
textured letter.
Letter : Q
Prior knowledge: Brainstorming
words starting with Q.
Materials:
Cancionero, Coqui se pasea
After reading and discussing the
song, singing the song, and
reviewing objects in the ABC Tub
starting with letter Q, students
will find letter Q in a rhyme chart.
Table 1: Letter Q
Table 2: Number
recognition
Table 3: The farm book
LearningSocialization
Centers
Time: 10:3511:30
Lunch
Time: 11:3012:00
Balanced Food
and Fruit
Language Arts
9:55--10:15
Time: 10:1510:35
Small Groups MT-W
Bilingual
Learning Centers
Th-F
Washing hands
12:00-12:10
washing hands
Potty as needed
Time: 12-1012:30
Gross Motor
Development
Science / Social
Studies
Time: 11:3512:55
Letter : Q
Prior knowledge: Brainstorming
words starting with Q.
Materials:
Cancionero, Coqui se pasea
After reading and discussing the
song, singing the song, and
reviewing objects in the ABC Tub
starting with letter Q, students
will trace letter Q on their
bilingual pair’s back and will share
what they have learned about the
letter of the week.
Letter : Q
Prior knowledge: Brainstorming
words starting with Q.
Materials:
Cancionero, Coqui se pasea
After reading and discussing the
song, singing the song, and
reviewing objects in the ABC Tub
starting with letter Q students will
Write letter Q on the board!
Table 2: Letter Q
Table 3: Number
recognition
Table 1: The farm book
Table 3: Letter Q
Table 1: Number
recognition
Table 2: The farm book
Bilingual leaning Centers
Bilingual leaning Centers
Bilingual pairs interact on
different centers to
develop/enhance
language/social skills and
knowledge
Bilingual pairs interact on
different centers to
develop/enhance
language/social skills and
knowledge
Learning/Socialization
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
Teachers interact with the
students while pretended play
Students play on different
centers to develop/enhance
social skills
Letter : Q
Prior knowledge: Brainstorming
words starting with Q.
Materials:
Cancionero, Coqui se pasea
After reading and discussing the
song, singing the song, and
reviewing objects in the ABC Tub
starting with letter Q, Share
writing: Letter Q
Thinking Map
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
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.
Teacher and Co-teacher sit at
the tables with the students
and talk about Daily routines
and procedures/students own
interest themes.
Activity Center
Activity Center
Activity Center
Activity Center
Activity Center
Students play &
Interact with teacher
and co-teacher
Students play & Interact
with teacher and coteacher
Students play & Interact
with teacher and coteacher
Prior Knowledge, Farm
animals
Erase una vez en la
granja del señor
MacDonald
By Stephen Gremmell
Bilingual Pair Discussion
El ternero recién nacido
By Edith Newlin chase
Bilingual Pair Discussion
Journals
The Napping house
By Audrey Wood
Bilingual Pair Discussion
Journals
Library Time
Pato en Bicicleta
By David Shannon
Bilingual Pair Discussion
Journals
Students play & Interact
with teacher and coteacher
Clic, clac, muu
Vacas escritoras
By Betsy Lewin
Bilingual Pair discussion
Journals
SS/Sc Journals
Time: 12:551:10 Cots down
SS/Sc Journals
SS/Sc Journals
SS/Sc Journals
SS/Sc Journals
SS/Sc Journals
Potty as needed
Potty as needed
Potty as needed
Potty as needed
Potty as needed
Nap
Time:1:10-2:00
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
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
Teachers supervise and
interact with the students
Potty as needed
Oranges, goldfish, and water.
Teacher and Co-teacher sit at
the tables with the students.
Smokies, crackers, and water.
Yogurt, animal crackers, and
water.
Granola bar and juice.
Teacher and Co-teacher sit at the
tables with the students.
Apples, pretzels, and water.
Conceptual
Refinement/Review
Good bye rituals
Conceptual
Refinement/Review
Good bye rituals
Washing hands
Time: 2:00-2:05
Family Style
Snack Time:
2:05 – 2:20
Time: 2:20-2:30
Good bye
rituals
Dismissal
Fifth Six Weeks
Learning Goals
The student is
expected to...
Teacher and Co-teacher sit at the
tables with the students.
Teacher and Co-teacher sit at the
tables with the students.
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
Language & Literacy
Listening Comprehension Skills
• II.A.1 Child shows understanding by responding appropriately. (B) Responds to stories by asking and answering questions.
• II.A.2 Child shows understanding by following two-step oral directions and usually follows three-step directions. (E) Participates in games such as "Follow the
Leader."
Speaking Skills
• II.B.1 Child is able to use language for different purposes. (E) Tells the class about a family trip to the zoo.
• II.C.3 Child investigates and demonstrates growing understanding of the sounds and intonation of the English language (ELL). (B) Plays with familiar songs using
sounds substitution (the song "Twinkile, Twinkle, Little Star" can be substituted using "la, la, la, la" throughout). (C) Inserts sound play into the lyrics of a familiar song
(highlights a particular sound example /k/;works with the rhymes in the "Cat and the Fiddle" and "Hickory Dickory Dock").
Vocabulary and Sentence Skills
• 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. (A) Uses a new word
when describing a picture in a book ("That boat is floating on the water."). (D) Adds a connected idea to another child's comment (Child One: "My rock went to the
bottom." Child Two: "Your rock sank!").
• II.D.4 Child uses a large speaking vocabulary, adding several new words daily. (D) Uses descriptive words ("My baby sister laughs loudly." "That's a funny story.").
• II.D.5 Child uses category labels to understand how the words/objects relate to each other. (B) Labels and describes different kinds of insects.
• II.E.1 Child typically uses complete sentences of four or more words and grammatical complexity usually with subject, verb, and object order. (A) Tells about a
family experience using longer and more complex sentences. (B) Participates in a long conversation (staying on topic and taking turns) about the structure he is
building in the block center.
• II.E.3 Child uses sentences with more than one phrase. (B) Participates in a circle time discussion, adding information in multiple phrases ("Birds build nests in the
trees and then lay their eggs.").
• II.E.4 Child combines more than one idea using complex sentences. (C) Reminds the teacher that he has to go get the notes to go home from the office and hand
them out to the children.
• II.E.5 Child combines sentences that give lots of detail, sticks to the topic and clearly communicates intended meaning. (B) Participates in a circle time discussion of
butterflies and builds on the information from nonfiction books the teacher has read and previous discussion by talking to the teacher when the child sees butterflies
outside later in the day. (C) Asks many questions about the police officer when he comes to the classroom for a visit.
Reading/ Phonological Awareness, and Comprehension Skills
• III.B.4 Child combines syllables into words. (E) Hears a familiar word (up to three syllables) and claps the syllables.
• III.B.7 Child can produce a word that begins with the same sound as a given pair of words. (A) Pairs pictures that begin with the same sound. (B) Identifies words in
tongue twisters that begin with the same sounds. (D) Participates in word play games that focus on words that begin with the same sound ("Mappy Mirthday Moo
Moo").
• III.B. 8 Child combines onset (initial consonant or consonants) and rime (vowel to end) to form a familiar one syllable with pictorial support. (B) Sorts object that all
begin with a given onset, like paper and pencil.
• III.B.9 Child combines onset and rime to form familiar one-syllable words without pictorial support. (A) Says the name of familiar one-syllable words when the
teacher says the word with a brief pause between the onset and the rime.
• III.B.9 Child combines onset and rime to form familiar one-syllable words without pictorial support. (B) Says his own name with a short pause between the onset
and the rest of the sounds ( Fr-ed; L- isa).
• III.B.9 Child combines onset and rime to form familiar one-syllable words without pictorial support. (C) Participates in word play games that focus on making
rhyming words or words that begins with the same sound ("Willoughby, Walloughby, Woo"; "Mappy Mirthday Moo Moo").
• III.D.3 Child asks and answers appropriate questions about the book. (A) Asks questions regarding the story or information in the text. (G) Discusses what might
happen if different characters were in the story.
Alphabet Knowledge and Skills
• III.C.2 Child recognizes at least 20 letter sounds. (B) Participates in circle time sound/letter identification games.
Writing Skills
• IV.A.1 Child intentionally uses scribbles/writing to convey meaning. (G) Sends a letter to a friend in the classroom mailbox.
• IV.B.2 Child writes own name (first name or frequent nickname), not necessarily with full correct spelling or well-formed letters. (A) Writes his first name from
memory on center waiting lists and art work.
• IV.C.1 Child independently writes some letters on request (not necessarily well-formed). (C) Writes about favorite part of visiting the zoo. (D) Labels building in the
construction center as a police station.
• IV.D.1 Child uses some appropriate writing conventions when writing or giving dictation. (C) Participates in writing a letter to a character in a story and making a
suggestion based on what has happened in the story. (F) Scribbles and/or writes starting on the left side of paper and progresses to the right.
Math
Counting Skills
• V.A.2 Child uses words to rote count from 1 to 30. (A) Recites number words in order up to 30.
• V.A.6 Child demonstrates understanding that when counting, the items can be chosen in any order. (C) Counts the same pile of items on a table in more than one
order.
• V.A.7 Child uses the verbal ordinal terms. (F) Points to card when asked, "Which card is fourth?"; "Which card is fifth?"
• V.A.8 Child verbally identifies, without counting, the number of objects from 1 to 5. (A) Looks at a set of 1-5 objects and quickly says the number of objects without
counting (looks at 3 red cubes on the table and says three without counting). (C) Uses the words "equal", "more", "less", or "fewer" to describe sets of up to 5
objects.
• V.A.8 Child verbally identifies, without counting, the number of objects from 1-5. (F) Points to 4 blocks and says, "There are 4 blocks" without counting.
• V.A.9 Child recognizes one-digit numerals, 0-9. (D) Plays games to find "hidden" numerals in the classroom, such as "I Spy."
Adding To/ Taking Away Skills
• V.B.1 Child uses concrete models or makes a verbal word problem for adding up to five objects. (A) Creates verbal word problems (tells a story) involving adding.
• V.B.1 Child uses concrete models or makes a verbal word problem for adding up to 5 objects. (D) Plays number games like "Chutes and Ladders."
• V.B.2 Child uses concrete models or makes a verbal word problem for subtracting 1-5 objects from a set. (C) Removes objects from a set and says what is left.
• V.B.2 Child uses concrete models or makes a verbal word problem for subtracting 1-5 objects from a set. (D) Plays number games that show taking away.
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. (B) Organizes objects
with a common attribute (all the tigers in a pile and all the giraffes in another pile and says why).
• V.E.2 Child collects data and organizes it in a graphic representation. (B) Answers question of the week ("Do you have a cat?") and places a check on the yes or no
graph.
• V.E.3 Child recognizes and creates patterns. (B) Recognizes and creates patterns in clothing, carpeting, or other patterns in the classroom (polka dots, squares on
carpet). (F) Creates a repeated pattern using different color blocks.
Geometry and Spatial Sense Skills
• V.C.1 Child names common shapes. (C) Knows the number of sides for shapes, such as square, rectangle, triangle, and rhombus.
• V.C.2 Child creates shapes. (B) Breaks apart shapes to make real-world objects and other shapes (cutting a house picture into a triangle and a square). (C) Creates
new shapes by putting together 2 or more shapes to make a new shape (2 triangles together make a square).
Measurement Skills
• V.D.1 Child recognizes and compares heights or lengths of people or objects. (E) Uses building blocks to show that 1 long block can be made up of 2 or more smaller
blocks. (C) Uses measurement words that can describe height ("taller", "shorter", "longer", "smaller").
• V.D.3 Child informally recognizes and compares weights of objects or people. (D) Compares weight of self with weight of other objects, such as dolls, stuffed
animals, etc. ("I am heavier than my doll.").
Science
Spring/Weather
• VI.A.4 Child investigates and describes sources of energy including light, heat, and electricity. (A) Describes sources of heat and light (sun, wind, water as energy
sources) and the safety issues associated with these.
• VI.C.2 Child identifies, observes, and discusses objects in the sky. (A) Observes and discusses characteristics of clouds and makes representations (finger painting
the clouds in the sky). (B) Ask questions or makes comments about the sun, stars, and moon.
• VI.C.3 Child identifies, observes, and discusses object in the sky. (C) Investigates what happens to things exposed to the sun (children get warmer; colors are
created when a prism hangs in a window).
(A) Observes and describes how different items (rock, metal) respond to the warmth of the sun outside on a sunny day or a cold/cloudy day.
• VI.C.3 Child observes and describes what happens during changes in the earth and sky. (B) Explains what happens after a weather event (erosion after a rain storm;
movements of leaves after a wind storm). (C) Observes, records, and predicts daily weather changes (weather chart). (D) What happens during a windy day (flying a
kite)?
Animals
• VI.B.1 Child identifies and describes the characteristics of organisms. (A) Describes color, size, and shape of organisms. (B) Describes animals' needs for food, water,
air, and shelter. (C) Compares differences and similarities of animals (fish live in water, dogs and cats have fur, all birds have feathers).
• VI.B.1 Uses the tools of science (D) (hand lenses and measurement tools) to observe and discuss animals.
• VI.B.2 Child describes life cycles of organisms. (B) Observes, records, and discusses the stage of the life cycle of an organism (baby, dog, cat, butterfly, and chicken).
(C) Describes characteristics and differences between living and nonliving.
• VI.B.3 Child recognizes, observes, and discusses the relationship of organisms to their environments. (A) Discusses how animals depend on plants (birds eat seeds,
cows eat grass, and humans eat vegetables). (B) Observes, discusses, and records living organisms (spiders, insects, worms, snails, birds) in their natural
environments to learn about their habits. (C) Observes, discusses, and records seasonal changes in organisms (watches birds in the spring as they collect nesting
materials). (E) Describes and explains animal behaviors (a bird building a nest).
• VI.D.1 Child practices good habits of personal safety. (C) Describes pet safety and care.
Health & Safety
HS1 Health
• (H1.6) Prepares simple healthy snacks
• HS2 Safety
• (HS2.9) Knows how to get help from a parent and/or trusted adult when made to feel uncomfortable or unsafe by another person
Physical Development
Fine Motor
• IX.B.1 Child shows control of tasks that require small-muscle strength and control. (D) Holds drawing and writing utensils in a more conventional grasp (with fingers
instead of fist).
Technology
• X.A.5 Child recognizes that information is accessible through the use of technology. (A) Learns new information through interaction with technology.
Social Studies
Texas/ United States Flags and Pledges
• VII.D.1 Child identifies flags of the United States and Texas. (C) Compares the similarities between the United States flag and the Texas flag. (D) Discusses the
differences between the United States and the Texas flags.
• VII.D.2 Child recites the Pledge of Allegiance to the United States flag and the state flag and observes a moment of silence. (B) Discusses why the Pledge of
Allegiance is said. (C) Discusses places they have said the pledge outside of school (ball games, assemblies, etc.).
Fine Arts
Art
• VIII.A.2 Child uses art as a form of creative self-expression and representation. (A) Talks about what he is going to create ("I'm going to paint a picture of my
family.").
• VIII.A.3 Child demonstrates interest in and shows appreciation for the creative work of others. (C) Recognizes books illustrated by the same illustrator.
Music
• VIII.B.1 Child participates in classroom music activities. (F) Makes up and sings songs during the day.
• VIII.B.1 Child participates in classroom music activities. (G) Creates own musical instruments using boxes, strings, rubber bands, and cans (props can be added to
dramatic play or in other centers).
Dramatic Play
• VIII.C.1 Child creates or recreates stories, moods, or experiences through dramatic representations. (E) Uses movements to pantomime movements of various
animals (moves like an elephant, sneaks like a mouse) and to develop motor skills.
Personal & Social Development
Problem-Solving/Responsibility for Actions
• I.A.4 Child shows initiative in independent situations and persists in attempting to solve problems. (A) Is eager to try out new activities and materials.(B)Participates
in a variety of individual activities and tasks. (C) Selects centers or activities based on personal preferences. (D) Plans and sustains independent play sequences. (E)
Tries several strategies to solve a problem before seeking adult assistance.
• I.B.3.a Child sustains attention to personally chosen or routine tasks until they are completed. (B) Makes and carries out a sequence of dramatic play plans with a
peer. (B) Contributes verbal responses that are appropriately related to topic during group discussion.
• I.C.6 Child demonstrates empathy and caring for others. (B) Demonstrates a desire to be helpful (volunteers to help a classmate clean up a spill).
Self Control
• I.B.1.c Child regulates his own behavior with occasional reminders or assistance from teacher. (D) Refrains from impulsive responding (waits turn to be called on
during group discussion; requests materials rather than grabbing them).(E) Refrains from aggressive behavior toward peers or self.
• I.C.2. Child assumes various roles and responsibilities as part of a classroom community. (C) Readily accepts and carries out "classroom helper" jobs.
• I.C.4 Child increasingly interacts and communicates with peers to initiate pretend play scenarios that share a common plan and goal. (C) Generates joint play goals
and carries them out with at least on other child at a time.
• I.C.7 Child begins to have meaningful friends. (D) Chooses to work with the friend.
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, Dr. Jean English and Spanish songs. La marcha de las hormigas, ants go marching
song, la canción de los extraños (Barnie). Baby Beluga.
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.