Essential Questions:
How can we tell it is winter?
How winter is different from other
seasons?
Lesson Focus:
Science: Winter
Social Studies: Rules/Procedures;
Rewards and consequences
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.
(21,22,24,26,32,33,37)
Language
• 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. (23,24,
26,31,33,35,37)
English
Vocabulary
Spanish
Vocabulary
LESSON
COMPONENTS
Individual
Greeting
Morning
Activities
Writing Name
Calendar
Time: 8:00 –
8:30
Washing hands,
breakfast, tooth
brushing, potty as
needed
Date:
Week 17
Teachers:
Orozco & Soberanes
Jan. 6th – 10th , 2014
Phonological Awareness
• III.A.1 Child engages in pre-reading and
reading related activities. (A) Repeats or
"chimes in" on repeated parts of predictable
stories.
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.
(21,22,24,
25,26,28,29,30,31,32,33,35,37)
(22,23, 24,26
,28,29,30,32,33,33,34,35,36,37)
Social Development
Math:
• I.B.1.a Child follows classroom rules and routines with
occasional reminders from teachers.
(22,26,29.30,31,32,33,35,36,37)
• I.A.2 Child shows awareness of areas of competence and
describes self positively in what he is able to do. (A)
Describes self using basic characteristics (hair color, eye
color, gender). (22,24,26,29,37)
(D) Describes self in terms of being a member of different
communities (family; classroom; school).
(21,22,23,24,25,26,27,28,29,30,31,32,33,34,35,36,37)
• 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.).
(22,24,26,28,29,30,31,32,33,34,35,36,3
7)
Safety
• (H2.2) Responds
appropriately during a
fire drill
(22,24,26,29,30,32,33,34
,35)
Winter, weather, temperature, clothing, season, hibernate
Invierno, clima, temperatura, vestuario, estación, hibernar
Monday
Staff development
day.
Tuesday
Wednesday
Individual Greeting
Hello song, Days of the week
song, Months of the year
song, Today is Sunday song.
Counting
Individual Greeting
Hello song, Days of the
week song, Months of the
year song, Today is
Sunday song.
Counting
Individual Greeting
Hello song, Days of the
week song, Months of
the year song, Today is
Sunday song.
Counting
Individual Greeting
Hello song, Days of the
week song, Months of
the year song, Today is
Sunday song.
Counting
Pledge US & TX, Bucket
filler
Transition to Breakfast
Let’s send hugs
to…(Absent, sick, and
family members)
Calendar/ Classroom
Pledge US & TX, Bucket
filler
Transition to Breakfast
let’s send hugs
to…(Absent, sick, and
family members)
Calendar/ Classroom
Pledge US & TX, Bucket
filler
Transition to Breakfast
Let’s send hugs
to…(Absent, sick, and
family members)
Calendar/ Classroom
Pledge US & TX, Bucket
filler
Transition to Breakfast
Let’s send hugs
to…(Absent, sick, and
family members)
Calendar/ Classroom
helpers/Weather
Thursday
Friday
News Day-Week
helpers/Weather, News
helpers/Weather, News
helpers/Weather,
News
Time: 8:30-9:00
Breakfast
Breakfast
Breakfast
Teacher and Co-teacher sit at
the tables with the students
Teacher and Co-teacher sit
at the tables with the
students
Breakfast
Breakfast
Teacher and Co-teacher sit
at the tables with the
students
Teacher and Co-teacher sit
at the tables with the
students
Math
Time: 9:00- 9:25
Make the number.
Counting items in
Labeling groups of 1, 2,
and 3
Beginning to form
numbers.
Numbers, groups, and
dot pictures for 1-3
Gross Motor
Development
Time: 9:25-9:50
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.
Play Ground
Students play
supervised/interact with
teacher & co-teacher
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.
Play Ground
Students play
supervised/interact with
teacher & co-teacher
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.
Play Ground
Students play
supervised/interact with
teacher & co-teacher
Play ground if weather allows, otherwise it will be center/inclusion time
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
Language Arts
Time: 10:0010:20
Letter of the week: Review:
Letter of the week:
Review: T,S,L,V,
Cancionero Song: El Sapito
After brainstorming words
starting with letter S, the
students will read
syllables/words starting with
S.
Letter of the week:
Letter of the week:
T,S,L,V,
Cancionero Song: Mi Tío
After brainstorming words
starting with letter T, the
students will read
syllables/words starting with T.
Washing hands
Family Style Snack
Time:10:20- 10:30
Carrots with ranch and water.
Apples, grahams and water
Teacher and Co-teacher sit at
the tables with the students.
Corn and chicken salad,
crackers and juice.
Teacher and Co-teacher sit at
the tables with the students.
Toaster treat and juice.
Teacher and Co-teacher sit at
the tables with the students.
Potty as needed
Teacher and Co-teacher sit at the
tables with the students.
Review: T,S,L,V,
Cancionero Song: La,la,la,la.
After brainstorming words
starting with letter L, the
students will read
syllables/words starting with
L.
Review: T,S,L,V,
Cancionero Song: La vaquita
After brainstorming words
starting with letter V, the
students will read
syllables/words starting
with V.
Social Studies
Time: 10:3010:10:50
Brain Storming
Rules and Procedures
Consequences and Rewards
Bilingual Pair discussion
Social Studies Journal
Brain Storming
Rules and Procedures
Consequences and Rewards
Book:El Intenso Dia de
Jamal By Wade Hudson
Bilingual Pair discussion
Social Studies Journal
Predictions
Book: Cuando Me Siento
Mal By: JoAnne Nelson
Bilingual Pair discussion
Social Studies Journal
Predictions
Book: La Seguridad Ante
Todo
By: JoAnne Nelson
Bilingual Pair discussion
Social Studies Journal
Gross Motor
Development
Time: 10:5011:10
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 co-teacher
Students play &
Interact with teacher
and co-teacher
Small Groups
Bilingual Learning
Centers
Time: 11:15-11:30
T1&T2 Letter Y
T3&T4 Letter Y
T3&T4 # 14 TS will paste #14
and 14 die cuts and will
trace and write #14
T2&T3 # 14 TS will paste
#14 and 14 die cuts and
will trace and write #14
All Tables
Winter: The students will
paste shapes to create a
snow man.
Math Number recognition
activity
Social Studies Book
Science: Seasons book
Language arts: Names
envelopes.
Students rotate every day to
2 different centers. (Gomez &
Gomez Dual L. component)
Centers
Time: 11:30-12:00
Students play on self directed
centers to develop/enhance
social skills
Students play on self
directed centers to
develop/enhance social skills
Students play on self
directed centers to
develop/enhance social
skills
Students play on self
directed centers to
develop/enhance social
skills
Transition songs
Clean up song Counting 1-20 English
and Spanish
Counting 10-0 English and Spanish
Singing ABC English and Spanish
Cancionero Songs, Head shoulders,
knees and toes. Five Senses songs.
The more we read together
DLM Rhymes and Chants
Ants go marching
Transition songs
Clean up song Counting 1-20 English
and Spanish
Counting 10-0 English and Spanish
Singing ABC English and Spanish
Cancionero Songs, Head shoulders,
knees and toes. Five Senses songs.
The more we read together
DLM Rhymes and Chants
Ants go marching
Transition songs
Clean up song Counting 1-20
English and Spanish
Counting 10-0 English and Spanish
Singing ABC English and Spanish
Cancionero Songs, Head shoulders,
knees and toes. Five Senses songs.
The more we read together
DLM Rhymes and Chants
Ants go marching
Transition songs
Clean up song Counting 1-20
English and Spanish
Counting 10-0 English and Spanish
Singing ABC English and Spanish
Cancionero Songs, Head
shoulders, knees and toes. Five
Senses songs.
The more we read together
DLM Rhymes and Chants
Teacher and Coteacher supervise
Teachers interact with
the students while
pretended play
12:00- 12:10
Clean Up time
Washing hands
and potty / Line
up for Lunch
Ants go marching
Lunch
Time: 12:10-12:40
Teacher and Coteacher sit at the
tables with the
students.
Balanced Food
Fruit
Balanced Food
Fruit
Out lunch with families
Balanced Food
Fruit
Science
Time: 12:40-1:00
Cots down
Nap: 1:00-2:00
Cots Up
Predictions.
Book Changing Seasons
By: Rose Greydanus
Bilingual Discussion
Science Journal
Predictions.
Book Round and Round
the seasons go
By Rozzanne Lanczak W.
Bilingual Discussion
Science Journal
Predictions.
Book Hace Buen
Tiempo?
By Pamela Chanko
Bilingual Discussion
Science Journal
Predictions.
Book: A quién le gusta
la lluvia?
By wong Herbert Yee
By Allison Pomenta
Journals
Conceptual
Refinement
Good bye rituals
Time: 2:00-2:30
Dismissal
Reading by:
Success for Life through
Reading
Language Art Journals
Counting the days at
school
Social Studies Journals
Counting the days at
school
Math Journals
Counting the days at
school
Learning Goals
Bilingual Discussion
Social Studies Journals.
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.
• IV.D.1 Child uses some appropriate writing conventions when writing or giving dictation. (D) Writes first name. (G) Scribbles or writes more or less in a horizontal line.
Math
Fourth Six Weeks: The student is expected to...
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
Fourth Six Weeks: The student is expected to...
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). (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). (F) Investigates and draws conclusions about shadows.
Health & Safety
Fourth Six Weeks: The student is expected to...
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
Fourth Six Weeks: The student is expected to...
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
Fourth Six Weeks: The student is expected to...
• X.A.4 Child uses software applications to create and express own ideas. (A) Creates writings and drawings using software.
Social Studies
Fourth Six Weeks: The student is expected to...
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
Fourth Six Weeks: The student is expected to...
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. (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
Fourth Six Weeks: The student is expected to...
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
Codes:
Student Interest
Integration
Growing with Math songs
Oh Where, oh where? Sort our clothes, My funny dream, the colors song,
El Mosquito, El Perrito, La marcha de las vocales. Mi tío, La,la,la,la, El sapito, el Osito, la vaquita Arroz con Leche
Canción de los nombres/ Names song, En mi clase había un niño song.
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 classroom and pod to help students expressing
through music.
Music: Different instruments in the
classroom 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.