Essential Questions:
Bears Facts
Vocabulary
Development
Literacy
II.D.6. Child increases
listening vocabulary and
begins to develop
vocabulary of object
names and common
phrases in English. (ELL)
(6,8,9,11,12,13,14,)
III.D.2. Child uses information
learned from books by describing,
relating, categorizing, or
comparing and contrasting.
(3,4,7,8,9,12,15,16,17)
Lesson Focus:
Bears!
Week 2nd of 4rt Six
Weeks
Date 01- 21st – 25th, 2013
Teachers
Olga Lucia Orozco &
Reyna Soberanes
Social Emotional
I.C.2 Child assumes
various roles and
responsibilities as part of
a classroom community.
(3,4,8,9,12,15,16)
Technology
X.A.1. Child opens and
(3,4,5,8,9,12,15,16,17)
Letter
Knowledge
III.C.3. Child produces the correct
sounds for at least 10 letters.
(3,4,5,6,7,8,9,12,13,15,16,17)
Bears, hibernate, carnivorous, herbivorous, mammals
Osos, hibernar, carnivoros, herbivoros, mamíferos
LESSON
COMPONENTS
Monday
Washing hands,
breakfast, tooth
brushing, potty as
needed
8:30-9:00
Teacher and Coteacher sit at the
tables with the
students.
Greeting Circle &
Math Circle
Time: 9:00
Math 9:15
Sequence
No School
Holiday
III.B.8. Child combines onset (initial
consonant or consonants) and
rime (vowel to end) to form a
familiar one-syllable word with
pictorial support.
GROWING WITH MATH
Topic 7 Week 2
(3,4,5,6,7,8,9,12,13,15,16,17)
English Vocabulary
Spanish Vocabulary
Individual Greeting
Writing Name
Time: 8:15
navigates through
software programs
designed to enhance
development of
appropriate concepts.
Tuesday
Wednesday
Thursday
Friday
Individual Greeting
Hello song, Days of the
week song, Months of
the year song, Today is
Sunday song.
Individual Greeting
Hola song, Dias de la
semana, Meses del
Año, Hoy es Domingo
song
Pledge US & TX
Transition to Breakfast
Moment of Silence
Individual Greeting
Hello song, Days of the week
song, Months of the year
song, Today is Sunday song.
Individual Greeting
Hola song, Dias de la
semana, Meses del
Año, Hoy es Domingo
song
Pledge US & TX
Transition to Breakfast
Moment of Silence
Pledge US & TX
Transition to
Breakfast Moment of
Silence
Breakfast
Pledge US & TX
Transition to Breakfast
Moment of Silence
Breakfast
Breakfast
Breakfast
News Day-Week
News Day-Week
News Day-Week
News Day-Week
Weather and
calendar.
Counting to Four
Weather and
calendar.
Showing four in
different ways
Weather and calendar.
Weather and calendar.
Finding groups of four.
Matching different
representations of
numbers.
Rote Counting
(3,4,8,9,12,13,15,16,17)
Materials:
Song Poster # 20,One,
Two, Three, Four , and
CD.
After displaying the song
poster, the students will
be invited to predict what
the foxes and flamingos
are doing. then they will
sing the song and count
Rote Counting
(3,4,8,9,12,13,15,16,17)
Materials:
Song Poster # 20, One, Two,
Three, Four , and CD,
connecting cubes (4 per
child), Discussion Book
page 21.
After singing the song ,T S
will be asked to put the
cubes on the fingers of one
Rote Counting
(3,4,8,9,12,13,15,16,17)
Materials:
Song Poster # 20,One, Two, Three,
Four, and CD, Discussion book
pages 26-27, groups of 4 similar
objects (one for each pair of
students).
After singing the song, predicting
about the story in the book, the
text will be read. TS will be
invited to count groups of things
Rote Counting
(3,4,8,9,12,13,15,16,17)
Materials:
Song Poster # 20,One, Two,
Three, Four , and CD; a large
cutout number 4: Mix and
match number magnets.
After singing the song, the #4
will be hold up, TS will be
asked to show #4 with fingers,
the foxes and the
flamingos, after that, the
whole group will sit in a
circle and 4 students will
be selected to be the foxes,
other students will take
turns to count them. Then,
other group of 4 students
will be the flamingos.
Then we will arrange the
students to form a patter
with 4 students sitting
down and 4 standing up,
the activity will be
repeated as needed so all
children can participate in
forming a pattern
hand, the rhyme from the
discussion book will be read
and the students invited to
join it with the words and
actions.
Then, TS will be asked to
put some of the cubes to
one hand and the rest on
the other hand; students
will be asked to stand up if
they have (2, 1, or three)
cubes in one hand and to
count how many they have
on the other. Then, TS will
be asked to connect the
cubes and to compare the
trains with other students
and to say if they have the
same number and how they
know it.
in the book, to show and count
groups of 4 they see in the book,
one student will point while other
students count the items,
Then, TS will be asked to put
their 4 objects together in a line,
after that, to arrange the 4 objects
in a different way and to explain
the way they have arranged them,
encouraging
All children to participate
describing their arrangements.
to write # 4 with their fingers
on the carpet.
The Mix and match cards will
be distributed to TS, a Student
with symbol 4 will be called in
front and TS with magnets
that represent #4, to count the
objects in the card, and to
form groups with the students
that have #4 and other groups
with other #s and
representations.
Gross Motor
Development
Time: 9:40
Play Ground
Students play
supervised/interact
with teacher & coteacher
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
Language Arts
Time: 10:00
Letter of the week: C
Letter of the week: C
Letter of the week: C
Letter of the week: C
Materials:
Canticuentos, El Conejo
Alfarrimas, cuento de la
C
Por Lada Kratky
After reading and
discussing the books,
singing the songs, and
reviewing objects in the
ABC Tub starting with
letter C, the students will
bend words, and write
letter C in their bilingual
pair’s back.
Phonological
Awareness: English ABC
tubs
Grapes, goldfish
crackers and juice.
Teacher and Co-teacher sit
at the tables with the
students.
Materials:
Canticuentos, El Conejo
Alfarrimas, cuento de la D
Por Lada Kratky
After reading and
discussing the books,
singing the songs, and
reviewing objects in the
ABC Tub starting with letter
C, the students will bend
words, and trace the letter
C.
Find letter C in the
scholastic poem
Materials:
Canticuentos, El Conejo
Alfarrimas, cuento de la C
Por Lada Kratky
After reading and discussing the
books, singing the songs, and
reviewing objects in the ABC Tub
starting with letter C, the students
will bend words, and write letter
C on the board.
Phonological Awareness:
English ABC tubs
Materials:
Canticuentos, El Conejo
Carrots and celery with
ranch, animal crackers and
water.
Cereal bars and Milk.
Teacher and Co-teacher sit at the
tables with the students.
Bananas, goldfish crackers, and
water.
Teacher and Co-teacher sit at
the tables with the students.
Washing hands
Family Style Snack
Time:10:20
Potty as needed
Teacher and Co-teacher sit
at the tables with the
After singing the song, The
students will brainstorm
words starting with C to
write in the LA board.
Thinking map letter C
students.
Read-Aloud
Book:Snow Bear
By Piers Harper
Bilingual Pair
discussion
Science Journal
Book : Osos,
Compáralos!
By: Tracey Crawford
Bilingual Pair discussion
Science Journal
Book: You and Me, little
bear.
By: Martin Waddel
Bilingual Pair discussion
Science Journal
Cuándo llegará la
primavera?
By Catherine Walters
Bilingual Pair discussion
Science Journal
Gross Motor
Development
Time: 10:50-11:10
Activity Center
Activity Center
Activity Center
Activity Center
Students play
supervised/interact
with teacher & coteacher
Students play
supervised/interact
with teacher & coteacher
Students play
supervised/interact with
teacher & co-teacher
Students play
supervised/interact with
teacher & co-teacher
Bilingual Learning
Centers
Time: 11:15
Math
*ABC or AB Patterns
with manipulative
* Sorting
manipulatives (by
kind and size)
Language Arts
*Find the beginning
sound of pictures
*Write words/
pictures
Science
SanDiego Zoo Pandas
Live cam.
Polar Bears video
(National Geographic
Science Journals
Social Studies
Martin Luther King Jr.
video (National
Geographic)
*Social Studies Journal
T 2 Letter C: The
students will cut and
paste pictures on big
letter C, as well as a
lower case c
T3 Panda Bear: The
students will paste
different shapes to
MathMath
*ABC or AB Patterns
with manipulative
* Sorting manipulatives
(by kind and size)
Language Arts
*Find the beginning
sound of pictures
*Write words/ pictures
Science
SanDiego Zoo Pandas
Live cam.
Polar Bears video
(National Geographic
Science Journals
Social Studies
Martin Luther King Jr.
video (National
Geographic)
*Social Studies Journal
Math
*ABC or AB Patterns with
manipulative
* Sorting manipulatives (by
kind and size)
Language Arts
*Find the beginning sound of
pictures
*Write words/ pictures
Science
SanDiego Zoo Pandas Live
cam.
Polar Bears video (National
Geographic
Science Journals
Social Studies
Martin Luther King Jr. video
(National Geographic)
*Social Studies Journal
Math
*ABC or AB Patterns with
manipulative
* Sorting manipulatives
(by kind and size)
Language Arts
*Find the beginning
sound of pictures
*Write words/ pictures
Science
SanDiego Zoo Pandas Live
cam.
Polar Bears video
(National Geographic
Science Journals
Social Studies
Martin Luther King Jr.
video (National
Geographic)
*Social Studies Journal
T 2 Letter C: The
students will cut and
paste pictures on big
letter C, as well as a
lower case c
T3 Panda Bear: The
students will paste
different shapes to
T 2 Letter C: The students
will cut and paste pictures on
big letter C, as well as a
lower case c
T3 Panda Bear: The students
will paste different shapes to
create a panda bear.
T1 NUMBER 17:
T 2 Letter C: The students
will cut and paste pictures
on big letter C, as well as
a lower case c
T3 Panda Bear: The
students will paste
different shapes to create
a panda bear.
Time: 10:35
Students rotate every
day to a different
center. (Gomez and
Gomez model
component)
Small groups
Time: 11:25
Centers
Time: 11:40
Clean Up time
Washing hands and
potty
Lunch
Time: 12:00
create a panda bear.
T1 NUMBER 17:
Students will paste 17
shapes as well as
number 17, then will
trace and write # 17.
Transition songs
Clean up song
The wheels on the
bus…
Bears facts
Balanced Food
Fruit
create a panda bear.
T1 NUMBER 17:
Students will paste 17
shapes as well as
number 17, then will
trace and write # 17.
Transition songs
Clean up song
The wheels on the bus…
Bears facts
Students will paste 17 shapes
as well as number 17, then
will trace and write # 17.
T1 NUMBER 17:
Students will paste 17
shapes as well as number
17, then will trace and
write # 17.
Transition songs
Clean up song
The wheels on the bus…
Bears facts
Transition songs
Clean up song
The wheels on the bus…
Bears facts
Balanced Food
Fruit
Christmas Party
Home Style food
Being Helpful DLM p.
256
Los tres cerditos
Extraña compañia DLM
pg. 203
El niño y el lobo
DLM pg. 235
Anasi y la olla de la
Sabiduria DLM pg. 313
Science Journals
Counting the days at
school
Free Drawing
Counting the days at
school
Social Studies Journals
Counting the days at school
Language Art Journals
Counting the days at
school
Balanced Food
Fruit
Teacher and Co-teacher
sit at the tables with the
students.
Social Studies
Time: 12:40
Cots down
Nap: 1:00-2:00
Cots Up
Journals
Conceptual
Refinement
Time: 2:00
Learning Goals
Personal & Social Development
Responsibility
I.B.1.b Child remains focused on engaging group activities for about 20 minutes at a time. (C) Attends to peer responses during small and
large-group discussions.
I.B.1.
I.B.3.a.
Language & Literacy
Vocabulary and Sentence Skills
II.D.1Child uses a wide variety of words to label and describe people, places, things, and actions.
I.D.4. Child uses a large speaking vocabulary, adding several new words daily.II.D.6
II.D.6. Child increases listening vocabulary and begins to develop vocabulary of object names and common phrases in English. (ELL)
Reading/Phonological Awareness and Comprehension Skills
III.A.2. Child names at least 20 upper and at least 20 lower case letters.
III.A.8. Child recognizes at least 20 letter sounds.
III.B.8. Child combines onset (initial consonant or consonants) and rime (vowel to end) to form a familiar one-syllable word with pictorial
support.
III.C.1. Child names at least 20 upper and at least 20 lower case letters.
III.C.2. Child recognizes at least 20 letter sounds.
III.C.3. Child produces the correct sounds for at least 10 letters.
III.D.2. Child uses information learned from books by describing, relating, categorizing, or comparing and contrasting.
III.D.3. Child asks and answers appropriate questions about the book.
Writing Skills
A. Motivation to Write Skills
IV.A. 1 Child intentionally uses scribbles/writing to convey meaning.
IV.D.1. Child uses some appropriate writing conventions when writing or giving dictation.
B. Independently Conveys Meaning Skills
IV.B.1. Child independently uses letters or symbols to make words or parts of words.
IV.B.2. Child writes own name (first name or frequent nickname), not necessarily with full correct spelling or well-formed letters.
Math
Counting Skills
IV.A.5 Child counts up to 10 items, and demonstrates that the last count indicates how many items were counted.
V.A.8. Child verbally identifies, without counting, the number of objects from 1 to 5.
V.C.1. Child names common shapes. (B) circle, square, rectangle, triangle, and rhombus.
V.D.1
Sorting 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.
Physical Development
Social Studies
VII.B.3. Child discusses the roles and responsibilities of community workers.
C. Geography Skills
Vll.C.1. Child identifies and creates common features in her immediate environment.
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.
VIII.A.2. Child uses art as a form of creative self-expression and representation.
VIII.A.3. Child demonstrates interest in and shows appreciation for the creative work of others.
B. Music Skills
VIII.B.1. Child participates in classroom music activities.
Gross Motor
IX.A.1. Child demonstrates coordination and balance in isolation. (D) Coordinates leg and body movements to sustain swinging on a swing.
Technology
X.A.1. Child opens and navigates through software programs designed to enhance development of appropriate concepts.
Transition Learning
Opportunities
Codes:
Student Interest
Integration
Counting 1-30 English and Spanish
Counting 10-0 English and Spanish
Singing ABC English and Spanish
Cancionero Songs, Growing with Math Songs, The wheels on the bus/The more we read together
DLM Rhymes and Chants
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 and pod to
help students expressing
through music.
Music: Different instruments in the
classroom and pod to help students
expressing through music.
Music: Different instruments in
the classroom and pod to help
students expressing through
music.