Weekly Lesson Plan (Head Start/Pre-K Blended Program)

Center: Teacher: Teacher: Theme: Week of:

Insert (times) to correspond with the daily schedule. / Date: / Date: / Date: / Date: / Date:
Monday / Tuesday / Wednesday / Thursday / Friday
Other Instructional Activities
Morning Activity / Activity:
GELDS: / Activity:
GELDS: / Activity:
GELDS: / Activity:
GELDS: / Activity:
GELDS:
Opening Activity / Activity:
GELDS: / Activity:
GELDS: / Activity:
GELDS: / Activity:
GELDS: / Activity:
GELDS:
Story #1
GELDS should reflect primary purpose for the book. / Book:
GELDS: / Book:
GELDS:
Nutrition / Book:
GELDS: / Book:
GELDS:
Second Step / Book:
GELDS:
Phonological Awareness
Select appropriate GELDS and level of instruction / Activity:
Level:
Listening
Rhyming
Alliteration
Sentence Segmenting
Syllable Segmenting/Blending
Onset/Rhyme
Phoneme Manipulation / Activity:
Level:
Listening
Rhyming
Alliteration
Sentence Segmenting
Syllable Segmenting/Blending
Onset/Rhyme
Phoneme Manipulation / Activity:
Level:
Listening
Rhyming
Alliteration
Sentence Segmenting
Syllable Segmenting/Blending
Onset/Rhyme
Phoneme Manipulation / Activity:
Level:
Listening
Rhyming
Alliteration
Sentence Segmenting
Syllable Segmenting/Blending
Onset/Rhyme
Phoneme Manipulation / Activity:
Level:
Listening
Rhyming
Alliteration
Sentence Segmenting
Syllable Segmenting/Blending
Onset/Rhyme
Phoneme Manipulation
Music with Movement #1 / Music with
Movement Activity:
GELDS: / Music with
Movement Activity:
GELDS: / Music with
Movement Activity:
GELDS: / Music with
Movement Activity:
GELDS: / Music with
Movement Activity:
GELDS:
Large Group Literacy / Activity:
GELDS: / Activity:
GELDS: / Activity:
GELDS: / Activity:
GELDS: / Activity:
GELDS:
Story #2 / Book:
GELDS: / Book:
GELDS:
Safety / Book:
GELDS: / Book:
GELDS: / Book:
GELDS:
Afternoon Activity / Activity:
GELDS: / Activity:
GELDS: / Activity:
GELDS: / Activity:
GELDS: / Activity:
GELDS:
Music with Movement #2 / Music with
Movement Activity:
GELDS: / Music with
Movement Activity:
GELDS: / Music with
Movement Activity:
GELDS: / Music with
Movement Activity:
GELDS: / Music with
Movement Activity:
GELDS:
Closing Activity / Activity:
GELDS: / Activity:
GELDS: / Activity:
GELDS: / Activity:
GELDS: / Activity:
GELDS:
Small Group Instruction: See small group Lesson Plan page for the current week.
Materials and/or activity choices for Outdoor Plan:

Supplemental Planning (Head Start/Pre-K Program) Week of:

All Content GELDSs are covered weekly during any instructional time
(large group, small group, outside activities etc…) / Special Activity Documentation (use this space as needed)
Check to indicate that all Content GELDS domains have been covered in lesson plans throughout the week and are coded completely. Example LL2a, MD1b, SD3a, SS2a, CD1b, SE2a, HPD1b
Pre-K Head Start
LL Language and Literacy Literacy
MD MathematiGELDS Development Multicultural
SD Science Development Social Emotional
SS Social Studies Development Health, Safety, Nutrition
CC Creative Development
SE Social Emotional Development
HPD Health & Physical Development / Special Activity or Experience:
Pre- Activity:
Post Activity:
Changes or additions to the learning environment can be documented here or on the Changes to the Environment Form.
Planning for Individualization:
Planning for Additional Instructional Activities (use this space as needed)
This space has been provided for optional use to document other instructional activities planned throughout the week. The required lesson plan templates do not always provide adequate space for other activities teachers may plan and utilize as a part of their instructional day.
Note: * = HS Requirement
Activity: Media Center*
GELDS:
Activity: Zumba Health*
GELDS:
Activity: Nutrition Class Monthly *
GELDS:
Activity:
GELDS:
Activity:
GELDS:
Activity:
GELDS:
Activity:
GELDS:

Small Group Planning (Head Start/Pre-K Program) Week of:

The following template reflects 2 teacher lead and 2 independent small groups. Groups can be deleted or added to this format to accommodate an individual teacher’s small group model. Refer to the IQ for Instructional Practices and the FAQ for Small Groups for further explanation. Teachers may vary the way small groups are structured and implemented dependent upon the needs of their students. A minimum one small group each day is required. Not every student is required to participate in small group instruction each day. Documentation of small group reading indicating the title of the book with a brief description of the follow up activity is required one time weekly but may be planned more often. If center time is extended to accommodate one or two small groups, please clearly indicate the times and describe how this is implemented in your classroom on the daily schedule and Lesson Plan Template.

Monday / Tuesday / Wednesday / Thursday / Friday
Teacher-led
Independent
Assessment: / GELDS: / GELDS: / GELDS: / GELDS: / GELDS:
Planned Activity:
Students:
Individualization: / Planned Activity:
Students:
Individualization: / Planned Activity:
Students:
Individualization: / Planned Activity:
Students:
Individualization: / Planned Activity:
Students:
Individualization:
Teacher-led
Independent
Assessment: / GELDS: / GELDS: / GELDS: / GELDS: / GELDS:
Planned Activity:
Students:
Individualization: / Planned Activity:
Students:
Individualization: / Planned Activity:
Students:
Individualization: / Planned Activity:
Students:
Individualization: / Planned Activity:
Students:
Individualization:
Teacher-led
Independent
Assessment: / GELDS: / GELDS: / GELDS: / GELDS: / GELDS:
Planned Activity:
Students:
Individualization: / Planned Activity:
Students:
Individualization: / Planned Activity:
Students:
Individualization: / Planned Activity:
Students:
Individualization: / Planned Activity:
Students:
Individualization:
Teacher-led
Independent
Assessment: / GELDS: / GELDS: / GELDS: / GELDS: / GELDS:
Planned Activity:
Students:
Individualization: / Planned Activity:
Students:
Individualization: / Planned Activity:
Students:
Individualization: / Planned Activity:
Students:
Individualization: / Planned Activity:
Students:
Individualization:

Changes to Environment (Head Start/Pre-K Program)

Current TopiGELDS of Interest: Dates: to

**Minimum of 5 centers changed each month

Refer to the IQ Guide for Environment for examples and further clarification of rotation of learning center materials and appropriate material choices.
Reading Center / Math Center / Art Center
Topic-related books that were added to the reading area:
Other rotated books to reflect various genres:
Props to promote alphabetic principal:
Props to promote language development: / Topic Related materials:
Puzzles:
Counting:
Sorting:
Recognizing shapes:
Hand-eye coordination:
Measuring materials:
Math games:
Real found materials:
Materials to promote literacy development: / Topic Related:
Collage:
3-D materials:
Materials to promote literacy development:
Science
Basic materials:
Discovery materials:
Nature collections:
Living item:
Sensory table material and tools:
Water table material and tools:
Pictures:
Materials to promote literacy in science area:
Dramatic Play Center
Topic-related props:
Prop Box for additional play theme:
2nd dramatic play setting:
Props to support 2nd setting:
Real/found items:
Listening Center
Book with corresponding tape/CD
Writing Center
Vocabulary:
Stamps:
Stencils:
Real/found items:
Other changes:
Block Center
Topic-related props/accessories:
Books to promote literacy development:
Real/found:
Changes to the Environment based on the interests of students: (complete as needed)
Literacy / Dramatic Play / Math / Science / Block / Art
Changes to the Environment based on the developmental of students: (complete as needed)
Literacy / Dramatic Play / Math / Science / Block / Art