Tutor´s Name: Jennifer Cordero Camp
Student´s
name
Luis Sabido
Objectives
Listening
 Demonstrates
understanding of
descriptive
To be set with
vocabulary and
the student’s
teacher
simple terms for
listening and
locating.
 Responds
appropriately to
questions using
visual supports.
(what, who, when,
where)
Speaking
 Speaks in short
sentences.
(I jump, I like, I eat,
etc…)
Alejandro Ortiz
Listening
 Demonstrates
understanding of
descriptive
vocabulary and
simple terms for
listening and
locating.
 Responds
appropriately to
questions using
visual supports.
(what, who, when,
where)
Speaking
 Speaks in short
sentences.
(I jump, I like, I eat,
etc…)
Group: English proficiency / fine
Month: January
motor
Nicolas Treviño
Santiago Rugarcia
Fine and gross motor
skills
Listening
 Demonstrates
understanding of
descriptive
vocabulary and
simple terms for
listening and
locating.
 Responds
appropriately to
questions using
visual supports.
(what, who, when,
where)
Listening
 Demonstrates
understanding of
more complex
terms for
explaining and
retelling,
connecting and
sequencing.
 Uses variety of
strategies to
check and
confirm
understanding.
Speaking
 Speaks in short
sentences.
(I jump, I like, I eat,
etc…)
Speaking
 Expresses ideas
using related
sentences.
(I jump high, I like
pizza, etc…)
Fine:
 Trazo de nombre y
copiado
 Fortalecimiento de
manos, muñecas,
articulaciones y
músculos de los
dedos.
Gross:
 Balance
 Botar
 Brinco con piernas
juntas
 Gateo
 Caminar de
puntitas
 Caminar en talones
 Botar pelota
 Aventar y atrapar
pelota
Activities
A list of
activities and
ideas to use.
(Discourse)
 Daily routine
-weather
-calendar
-winter
-feelings
-letter introducción
(a,e,i,o,u) short sound
(Discourse)
 Daily routine
-weather
-calendar
-winter
-feelings
-letter introducción
(a,e,i,o,u) short sound
(Discourse)
 Daily routine
-weather
-calendar
-winter
-feelings
-letter introducción
(a,e,i,o,u) short sound
(Vocabulary)
 Animals
(flashcards)
 Winter
 Words with
vowels (apple,
egg, igloo,
octopus,
umbrella etc…)
 Numbers 1-20
 Days of the week
(Vocabulary)
 Animals
(flashcards)
 Winter
 Words with
vowels (apple,
egg, igloo,
octopus,
umbrella etc…)
 Numbers 1-20
 Days of the week
(Vocabulary)
 Animals
(flashcards)
 Winter
 Words with
vowels (apple,
egg, igloo,
octopus,
umbrella etc…)
 Numbers 1-20
 Days of the week
(Strategic)
 Patterns with
colors and
numbers
 Sequences with
body parts
(simon says)
(Strategic)
 Patterns with
colors and
numbers
 Sequences with
body parts
(simon says)
(Strategic)
 Patterns with
colors and
numbers
 Sequences with
body parts
(simon says)
(Socio-linguistic)
 Feelings …
I am happy when…
I am sad when…
(Socio-linguistic)
 Feelings …
I am happy when…
I am sad when…
(Socio-linguistic)
 Feelings …
I am happy when…
I am sad when…
SPEACKING
(Discourse)
 Storytelling and
discussion
SPEACKING
(Discourse)
 Storytelling and
discussion
SPEACKING
(Discourse)
 Storytelling and
discussion
LISTENING
(Discourse)
 Story telling
 Draw a picture
about the story
 Daily routine
-weather
-calendar
-winter
-feelings
-letter introducción
(a,e,i,o,u) short sound
(Vocabulary)
 animals
(flashcards)
 Winter
 Words with
vowels (apple,
egg, igloo,
umbrella etc…)
 Numbers 1-20
 Days of the week
(Strategic)
 Patterns with
colors and
numbers
 Sequences with
body parts
(simon says)
(Socio-linguistic)
 Feelings …
I am happy when…
I am sad when…
SPEACKING



Play simon says
Tongue twisters
Poems



Play simon says
Tongue twisters
Poems



Play simon says
Tongue twisters
Poems
(Vocabulary)
 Simon says
(Grammar/syntax)
 Rolling die with
pronouns, verbs,
adjectives to
create sentences.
 Vowels and
letters of each
student’s name
(L,S,A,N)
(Vocabulary)
 Simon says
(Grammar/syntax)
 Rolling die with
pronouns, verbs,
adjectives to
create sentences.
 Vowels and
letters of each
student’s name
(L,S,A,N)
(Vocabulary)
 Simon says
(Grammar/syntax)
 Rolling die with
pronouns, verbs,
adjectives to
create sentences.
 Vowels and
letters of each
student’s name
(L,S,A,N)
(Strategic)
 Sentences using:
This is…
 Sentences using
verbs and pronouns:
I like. I jump. I sit. I
run.
(Socio-linguistic)
 Bingo with
letters, numbers,
colors and
shapes
 Simon says
 Create stories
with children
using words with
letter of the
week. (a,e,i,o,u)
(Strategic)
 Sentences using:
This is…
 Sentences using
verbs and pronouns:
I like. I jump. I sit. I
run.
(Socio-linguistic)
 Bingo with
letters, numbers,
colors and
shapes
 Simon says
 Create stories
with children
using words with
letter of the
week. (a,e,i,o,u)
(Strategic)
 Sentences using:
This is…
 Sentences using
verbs and pronouns:
I like. I jump. I sit. I
run.
(Socio-linguistic)
 Bingo with
letters, numbers,
colors and
shapes
 Simon says
 Create stories
with children
using words with
letter of the
week. (a,e,i,o,u)
(Discourse)
 Storytelling and
discussion
 Play simon says
 Tongue twisters
 Poems
(Vocabulary)
 Simon says
(Grammar/syntax)
 Letter names
 Letter sounds
 Rolling die with
pronouns, verbs,
adjectives to
create sentences.
 Vowels and
letters of each
student’s name
(L,S,A,N)
(Strategic)
 Sentences using
this is a…
 Sentences using
verbs and
pronouns:
I like to jump
I like to eat pizza
(Socio-linguistic)
 Bingo with
letters, numbers,
colors and
shapes
 Simon says
Create stories with
children using words
with letter of the week.
(a,e,i,o,u)
Notes
Attendance
Luis Understands
English a lot better, we
are working on math
and logic (recognizing
numbers 1-20 and
amount). He has learned
colors and shapes. We
need to work on
speaking the language
with confidence.
Alejandro has improved
in his attention span he
can sit still a little bit
longer than he used to.
He has learned colors
and shapes. He still
needs to work on
counting and number
recognition, 1-20. We
need to work on shapes,
and vowels.
Nicolas has also
improved in his
attention span, he has
learned colors, shapes,
counting 1-10, and
amount). He needs to
work on vowels, and
speaking the language
with confidence.
Santiago has improved a
lot on the use of English.
He has learned all the
vocabulary we have
reviewed. We still need
to work on confidence
when speaking in
public. he needs to work
on shapes, vowels,
letters g, j, y notice the
difference of sound in
the letters.