Planning Changes to the Environment
Week
of:
Date
Study/Project:
Teacher:
Name of
Teacher
Assistant:
Alphabet Fun
Study Unit
Names of the teachers
Children's Interests
"To Do" List
To help the kids become more familiar with the alphabet. this week the classroom focus will be
Language 37-50
make the *I spy letter
bottle with salt and letters
*Make the alphabet toss
Area of development to be focused
Blocks
Dramatic Play
For each activity placed put the
primary objective
Empty food boxes and containers
with labels
Toys and Games
game board
*Make the name game
cards
Alphabet blocks
#46 Demonstrates knowledge of the
alphabet.
#47 Uses emerging reading skills
to make meaning from print
#45 Demonstrates understanding
of print concepts
Art
alphabet puzzles
* Make maps for the
alphabet bingo
treasure hunt
leap frog letter factory
* Chalk draw walls for
leap frog electronic game
water color painting
alphabet learning desk
#46 Demonstrates knowledge of the
alphabet
Library
Discovery
*alphabet sponges
*play dough alphabet stamps
*letter college
Alphabet Mystery book
Pets ABC's
#46 Demonstrates knowledge of the
*colored shaving cream to write
letters in
A rain forest ABC's
alphabet
Chicka, chicka boom, boom
#44 Enjoys and values reading
#46 Demonstrates knowledge of the
#47 Uses emerging reading skills to
alphabet
make meaning from print
#48 Comprehends and interprets
meaning from books and other texts
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I spy letters bottle
Dr Seuss's ABC's
Sand and Water
Music and Movement
Cooking
sand w/hidden letters to find to spell
walking to the abc's
cooking dough and make their name
out words
abc rock
and bake it then decorate it
the abc song
#46 Demonstrates knowledge of the
ABC rhyme time
#46 Demonstrates knowledge of the
alphabet
#38 Hears and Discriminates the
alphabet
sounds of language
#47 Uses emerging reading skills to
make meaning from print alphabet
Computers
Outdoors
letter machine
ABC treasure Hunt, ABC water
whinne the pooh's abc's
color wall painting, Sidewalk
Chalk ABC’s
Other
#46 Demonstrates knowledge of the
#46 Demonstrates knowledge of the
alphabet
alphabet
Family/Community Involvement
****Show how the families and community can assist with the weeks plan
*volunteers can: Help in art area, Read books, help make the cooking dough, help with spelling words in sand area
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Planning for Groups
Monday
discuss alphabet and
Group Time
(songs, stories, games,
discussion, etc.)
some reasons we need
the alphabet
#39 Expresses self
using words and
expanded sentences
Tuesday
Wednesday
Letter hunt/rules game
The name game
#46 Demonstrates
#40 Understands and
knowledge of the
follows oral directions
alphabet
Thursday
silly stories
letter memory
#38 Hears and
game/rule game
discriminates the
#46 Demonstrates
sounds of language
knowledge of the alphabet
Alphabet adventure
Stories
#38 Hears and
discriminates the
Friday
Miss Bindergarten takes
Alphabet mystery
Shiver me letters
Kipper's A to Z
a field trip to
kindergarten
sounds of language
Small Group Activities
***small groups can be
#46 Demonstrates
spread throughout the
knowledge of the alphabet
week
Group 2 - word wall
Group 1- word wall
wiggle worms
wiggle worms
Group 3- Theme bean
Group 2- Theme bean
bag toss on alphabet
bag toss on alphabet
and say what it landed
and say what it landed
on
on
Group 1-
Group 3-
*2nd step
*2nd step
Children will share the
Special Activities
(field trips, special
events, etc.)
Visit the Library
books they choose from
Check out ABC Books
the library.
#47 Uses emerging
reading skills to make
meaning from print
alphabet
#44 Enjoys and values
reading
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Group 3-word wall
wiggle worms
Group 1-Theme bean
*Chef combo
bag toss on alphabet
(nutrition activity)
and say what it landed
on
Group 2-
*2nd step
Alphabet bingo
Journals-Write full
name
Other
#45 Demonstrates
understanding of print
concepts
Journals- practice
Journals-write friends
writing letters
name
#49 Understands the
#50 Writes letters and
purpose of writing
words
Journals-Look what I
can do activity
#43 Actively
Journals-free choice
participates in
conversations
*Transitions will be done at every activity change
7:45 am Kindness pledge,love song
8:20 am Sing abc song
9:00am transition by table
**Have a plan for transition
9:40 am I spy letter game
9:55 am Turning song
11:15 am If your happy and you know it song
11:20 am Story
11:35 am Transition by group
Notes
(reminders, changes,
children to observe)
12:20 pm Story
2:50 pm transition by group
Focus children and the objectives
3:20 pm 1 2 buckle my shoe
4:00 pm Sneak
*The initials of the children and their targeted objectives
#39 Step1 MH,BB Step2 CR,KG,EY,LJ,PM,FL,SJ,CT,CK/Rules game
#40 Step1 KG,PM,AJ Step2 EY,MH,CT/rules game
#38 KG,PM,AJ Step1 RT,CT,BS,CK,MH,FL,LJ,EY,CR Step2 NC,DG,SJ /rules game
#45 AJ,KG,BB,PM Step1 EY,CK,MH step2 NC,LJ,FL,CR,BS,DG,CT
#49 PM,BB,AJ Step1 MH,CK,FL,KG,EY Step2 BS,DG,CR,LJ,NC,CT
#50 PM,BB,AJ Step1 MH,EY,KG Step2 NC,CR,FL,LJ,CK,CT,DG
#43 Step1 PM,BB,KG,EY,MH Step2 CT,CK,SJ,DG,FL,CR
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First and foremost each lesson plan must have the components specified in the MOCA Head Start Lesson plan policy and procedure.
 Developmental focus area—there are four focus areas Social Emotional, Physical, Cognitive, and Language.
The suggestion is to pick one focus area a week to focus on. The projected result is a more defined focus on the continuum
objectives, which will ease the work load of trying to focus on several areas at one time.
 Placing the objective by the activity---By placing the objective next to the activity, this will assists those who are not familiar
with the continuum objectives with the intent of the activity, IE: volunteers, observers, parents.
 Planning for Transition times---This will again assist those who are not familiar some background information and some time
to prepare for the transition themselves.
 Initials of children accompanied by focus objectives ---By putting these on the lesson plan it will keep the child and the focus
objective visual, will lead to more intentional focus teaching and assist staff in guiding volunteers where they can help.
Even though the weekly focus is defined please do not forget to record those other objective that is seen.
* Required
**While you do not have to be so time specific a list of what is to be used for transitions is required.
*** Small group time must have a focus and can be split throughout the week
****Families are to have input in the classroom planning
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