Week 30 Apr 8-12
CONTENT AREA: Language Arts
Theme
Monday
Vocabulary
O: We will identify initial
Initial Sound
sounds in words.
Syllables
Sentence
P: I will classify objects
Words
according to initial sound.
Rhyming
(Re test Yazir during
_____________
library time)
Resources
Bucket of little
manipulative.
HWWT kit
Plastic letters
Tree map
Big Book
Story Folder.
___________
Bloom Questions
Why is important
to think about a
problem?
What is your
favorite zoo
animal? Why?
PRE-K LESSON
Tuesday
O: I will identify initial sound
in words.
P: I will draw a picture of
things that begin with the
letter of the week.
Wednesday
O: We will listen to stories
about a zoo and discuss our
experiences at zoo.
P: I will draw about my
favorite zoo animal.
Thursday
O: We will listen and
discuss a story read aloud.
P: I will decide if my book is
fiction or nonfiction.
Teacher: Seijas
8:30 Computer 12:40
Friday
O: We will identify rhyming
words.
P: I will use the echo
strategy to find the words
that rhyme.
Pre-K Guidelines: III.D.1 Retell a story. III.C.1, C.2, C.3 )III.B.7 Produce a word that begin with the same sound as a given pair.
Introduce New High
Frequency Word.
Small Group Instruction
and Literacy Centers
1) Use invented spelling
to write words.
2) Matching Capital and
lower case letters and
write letters in white
boards.
3) Library
4) Sort and classify
words by initial sound
in white board.
5) Hand writing practice.
6) Seijas: A) Identify
initial sound of words
and match with the
correspondent letter
with the pocket chart
game. B) Use sounds
to decode words and
match with pictures.
7) Ms. De La Rosa:
Guided reading. Use
pictures to make
predictions. Discuss
part of books. Choral
Read the story. Focus
on correspondence
one on one. Have
students identify first
Syllable “e”
Daily Morning News:
*Introduce the letter of
the week with
“Cancionero” song. ()
or Alphachant.
*Have students take
turns to find the letter in
the book.
* Have students identify
the words that begging
with the same initial
sound.
*Interactive
drawing/writing:
Modeling step by step
and thinking aloud.
* Have students make
the letter with play
dough after tracing in
the air.
Hand writing Practice.
(n, m, l, h, b/ c, o, a, d )
Story Folder: “Zanibar
Zoo” “El zoológico de
Zanibar”
Introduce new HFW.
Learn about the zoo
animal to be bulletin
board: Zebra. Have
students write some facts
about zebras. Make a
visual representation of a
zebra.
Sing “Oh, do you want to see
the Zoo” “¿Quieres venir al
zoológico?” (pg.195) Talk
about zoo experiences.
Read Aloud: Welcome to
Zippity Zoo- Bienvenidos
Read Aloud: Five Silly
al zoológico de Zippity (FS Monkeys- Cinco monos
Big book)
tontos (FS Book)
Invite children to name animals
on cover. Read title and
information about the author
and photographer on the inside.
Read book and Focus on
summary statements at the end
of book. Allow students to give
you a summary statement
about book.
Also allow student to think of a
question about an animal. Talk
about a questions versus a
statement. Introduce question
mark (?).
Write questions on chart paper
so that students can see how a
question looks.
Read book. Invite children to
compare and contrast the
illustration with a photo (photo
activity card #30).
Talk about how one is a
drawing and the other was
taken with a camera. Explain
how this helps us identify
fiction and nonfiction book.
Have several animal books
fiction and nonfiction. Give
each pair a book and have the
talk to their partner about
whether they think its fiction or
nonfiction.
Play Five Silly Monkeys”
(pg.186)
Group 1:
Use the Rhyme Flip Chart.
Have students classify
pictures in the tree map
according to the rhyming
sound.
Students will draw 2
rhyming words.
Group 2: Computer Lap.
Ms De La Rosa: Pull out
low students to practice
the name of letters in their
names, and “estrellita”
chart.
and last word on a
page. Ask
comprehension
questions: personaje
principal, donde ocurre
el cuento, idea
principal del cuento.
Tell your partner what will you
Help your partner identify
Tell your partner what
Tell your partner what
draw.
the objects that begin with
begin with same initial
you will draw.
the same initial sound.
sound.
Writing Critically Prompts: WFTB: Teacher models. Draw and write about your favorite part in story..
Differentiation-Enrichment
Draw and write about a time when you made
the right choice.
Tell your partner something
that rhymes with...
Differentiation-Conceptual Refinement
Use the slide method to help students identify and isolate initial sound in words.
Repeat the initial sound in different words so students can determine if they begin or not
with same initial sound.
CONTENT AREA: Social Studies Recite The Pledges Everyday
Monday
Tuesday
Wednesday
Theme
O:
We
will
listen
and
O: Aprenderemos el nombre
Vocabulary
discuss a story about
de los insectos.
insects.
Insects/insectos
Grillo/cricket
Butterfly/mariposa
Firefly/luciernaga
Hormiga/ant
Abeja/bee
Ledybug/abeja
Mantis
Resources:
Eric Carle Books
Que hacen los
insectos? BB
Pictures and plastic
manipulatives of
insects.
Bloom:
How can you
demonstrate that you
created an insect?
P: I will answer questions
about the story.
P: Clasificare imágenes de
insectos de acuerdo al
número de silabas.
Thursday
O: We will listen and discuss a
story about insects.
Friday
O: We will identify physical
characteristics of an insect.
P: I will answer questions about the
story.
P:I will create and insect with
my partner.
Pre - K Guideline(s):
II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions.
DL
Centers
Read aloud: The very
lonely firefly.
Ask:
What is the main
character in the story?
What is the problem?
How was the problem
solved?
What was the sequence
of events? What
happened first, second,,,
etc.
Read aloud and act out:
“Que hacen los insectos?”
(Scholastic Big Book)
Read aloud: The Very Quiet
Cricket by Eric Carle.
Display pictures or plastic
manipulative of insects. Ask
for the name in Spanish.
Provide the name if
unknown, and ask students
to divide each word into
syllables and place it under
the correspondent number.
What is the main character in the
story?
What is the problem?
How was the problem solved?
What was the sequence of
events? What happened first,
second,,, etc.
Bilingual Prompt:
Bilingual Prompt:
Tell your partner your answer
to each questions.
Tell your partner how many
syllables each word has.
Divide the class in groups to
draw pictures of the different
events in the story.
Bilingual Prompt:
I will draw a picture of one of the
events in the story.
Review physical
characteristics of insects.
Have students take turns
with partner to create a
unique insect. Have them
name the new insect.
Bilingual Prompt:
Work with your partner to
create a new insect.
Writing Critically Prompt:
My insect has….
Students will create a flow map of the story “The very quiet cricket”.
Differentiation : Enrichment Activity Students can draw their favorite part of the story.
Differentiation: Conceptual refinement Use
pictures to create a flow map.
CONTENT AREA: Mathematics
Theme
Monday
Vocabulary
vocabulario
Symmetry, line, half,
unequal, parts, add,
subtract, equals
Resources:
Frog Street
PK guidelines
Insect cards
Scissors
Paper plates
Color string or yarns.
O: We will demonstrate one to
one correspondence when
counting.
Tuesday
RECESS
P: I will use my finger to touch
items when counting
9:55 P.E/Guidance 2:15
Wednesday
O: We will explore
symmetry in geometrical
shapes.
P: I will identify symmetry
in shapes
Blooms Questions:
Blooms Questions:
What makes something
symmetrical?
How do you know is
symmetrical?
How do you know your
ladybug has more or
less?
Is it a fair share? What
side of the insect has
more? Or less? How do
you know?
Thursday
O: We will identify a
fair share.
2:10 Recess
Friday
O: We will identify a
fair share.
P: We will count
plastic fruits and
share them evenly
between bears
P: We will count
plastic fruits and
share them evenly
between bears
V.C.3 Demonstrate use of location words.
V.A.5 Child counts up to 10 items, and demonstrates that the last count indicates how many items were counted.
V.A.7. Child uses the verbal ordinal terms.
V.A.8. Child verbally identifies, without counting, the number of objects from 1-5.
Explore: Explore
Group 1:
Small group 1:
characteristics of shapes and
Students will form number 4
Show students a full
identify
how
they
are
alike
with different combinations of
pizza set, explain that
and different by some having
2 sets of color frogs: 2 red
if they want to share
straight lines, corners and
and 2 blue, 3 red and 1 blue,
fairly with someone
some curves and no corners.
4 red and 0 blue, etc.
Watch shapes, letters and
else it needs to be
items that have symmetry
divided in half.
Group 2:
ppt:
Students will make a pictorial
http://www.slideshare.net/va
Know provide
representation of number 4
ndys/line-symmetrypartners of students
7989825
guided by Ms. De la Rosa. 4
wheels in a car, 4 sides in a
square, 4 colors I like…etc.
And hole punch number 4.
Group 3:
Students will use the Math
game on the Promethean
Board.
Ask students to name plastic
shapes that teacher will
provide and let them flip
them, move them, place them
upside down, etc. Ask them
to place the string in the
middle and decide with their
partner if they have
symmetry.
Small group 2:
Show students a full
pizza set, explain that if
they want to share fairly
with someone else it
needs to be divided in
half.
Know provide partners
of students with different
with different numbers numbers of plastics
of plastics apples,
apples, bananas, or
bananas, or oranges; oranges; have them
have them share fairly share fairly the fruits
the fruits with the
with the animals.
animals.
Provide some goldfish,
Provide some
so students can share
Help them understand that
there are different ways to
find symmetry and they can
place a string in the middle
or they can fold paper shapes
in half.
(print pdf attached- shapes
for all)
Tell your partner how can you
make number 3.
Language Objective:
My shape is symmetrical because?
goldfish, so students
can share fairly.
fairly.
Group 2: Partner
work.
Group 2: Students make a
tree map of numbers 1 -5.
Place numbers in order.
Count different sets, and
place where they belong.
Make an authentic
representation for each
number using stamps.
Group 2: Students
make a tree map of
numbers 1 -5. Place
numbers in order.
Count different sets,
and place where they
belong. Make an
authentic representation
for each number using
stamps.
Tell your partner how
many fruits each bear
will receive.
Group 1: Partner work.
Tell your partner how
many fruits each bear
will receive.
Writing Critically Prompt:
I will draw a picture to represent number 1. HWWT.
Differentiation:
Enrichment Activity:
Activity: https://www.connectionsacademy.com/resources/learningactivities/leaf-symmetry.aspx
-Bring die cuts of alphabet letters that have symmetry and compare them to the
ones that don’t have symmetry.
Extension:
Fold the middle of the bug to prove that it is symmetrical
Differentiation:
Conceptual Refinement
-Have students draw pictures of things that were symmetrical.
-Have students drawing circles, stars, triangles, etc; cut and fold in half to
prove that is symmetrical.
CONTENT AREA:
Theme
Vocabulary
Vocabulario:
Insectos
Cabeza
Torax Abdomen
Antenas
Abeja
Mariposa
Hormiga
Mariquita
Mosca
Recursos
United Streaming
Videos.
Books about insects.
Plastic Insects
Bloom Questions:
How do you know
something is an
insect?
Science
Monday
LIBRARY
Tuesday
9:55 P.E/Guidance 2:15
Wednesday
O: We will Identify
Insects and its
characteristics.
GUIDANCE
P. I will identify
the 3 parts of an
insect..
Thursday
O: We will identify
characteristics of bees.
P: I will explore outside
to find bees and other
insects.
II.D.1-Uses a wide variety of words to label and describe things
VI.B.1.Identify and Describe Characteristics of Organisms
Engage: Use the
song, the Song of
the Tiny Mosquito,
El Canto del
Mosquito.
Show students the
pictures of insects
at the San Diego
Zoo
http://kids.sandieg
ozoo.org/animals/in
sects
Make a KWL chart
Read aloud: “La vida de la
abeja” or watch the video
streaming: “Spring Bees”.
Provide students with a
tablet with different
pictures of insects.
Students will check the
different kind of insects
found outside.
10:40 Recess
Friday
RECESS
Ask students what
do they know about
insects: What Makes
an Insect?
Watch the united
streaming video:
Characteristics of Insects
[10:26]
Summarize the information
in a visual organizer.
Provide students with
different plastic bugs, and
animals, and have them
determine if it is an insect
or not and why?
Bilingual Pair:
Bilingual Pair Prompt:
Tell your partner if
I will tell my partner what
your animal is or
different kind of insect I
not an insect and
found.
why?
Writing Critically Prompt Make a circle map using farm animal pictures and label farm animals.
Enrichment Activity: Differentiation Activity:
Differentiation:
Conceptual Refinement
(See technology)
Have students compare –contrast spiders and
Read books about insects in small group.
Provide visuals about insects.
insects.