Brownsvilleindependentschool District

BrownsvilleIndependentSchool District

PREKINDERGARTEN

Lesson Plan Book

Teacher

School

2009-2010

THE ESSENTIALS OF

Developmentally Appropriate Programs

THE ESSENCE OF DEVELOPMENTALLY APPROPRIATE PROGRAMS CAN BE EXPRESSED AS:

Taking into account everything we know about how children develop

and learn, and matching that to the content and strategies planned for

them in early childhood programs.

*child development

*how children learn

Treating children as individuals, not as cohort group.

*guide instruction

*establish appropriate expectations

*weigh children’s experiences, knowledge and skills, age and level of

comprehension

Treating children with respect by recognizing their changing capabilities,

and viewing them in the context of their family, culture, and community,

past experience, and current circumstances.

*believing in children’s ability

*believing that children are capable of changing their behavior

*allowing children to think for themselves, make decisions, work toward

their own solutions, communicate their own ideas.

*allowing children to make choices.

QUALITY EARLY CHILDHOOD PROGRAMS ALLOW FOR CHILDREN

OF ALL ABILITIES, AGES, RACE, CULTURES, RELIGIOUS BELIEFS,

SOCIOECONOMIC, AND FAMILY AND LIFESTYLE BACKGROUNDS

TO FEEL LOVABLE, VALUABLE, AND COMPETENT.

Eric Digest 2/95

PROGRAM GOALS

•Provide intensive focus on oral language communication in the child’s primary language.

•Provide oral language communication in the child’s second language.

•Provide intensive focus on early literacy.

•Focus on total child development (Social/emotional, intellectual, aesthetic and physical development).

•Provide a variety of positive learning experiences leading to success in school.

•Build a foundation for life-long learning.

•Develop positive attitude toward self and others.

•Adapt learning experiences to linguistic, cultural and socioeconomic backgrounds of children.

•Provide opportunities for manipulation, exploration, inquiry.

•Develop and implement effective personal development activities.

•Provide opportunities for parental involvement.

STUDENT INFORMATION

Student Name / PEIMS# / D.O.B. / Name of Parent/Address/Phone #
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.

STUDENT INFORMATION

Student Name / PEIMS# / D.O.B. / Name of Parent/Address/Phone #
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.

PREKINDERGARTEN

PROGRESS MONITORING CHECKLIST

27. / 26. / 25. / 24. / 23. / 22. / 21. / 20. / 19. / 18. / 17 . / 16. / 15. / 14. / 13. / 12. / 11. / 10. / 9. / 8. / 7. / 6. / 5. / 4. / 3. / 2. / 1. /

Names

ORAL LANGUAGE

Follows 2-3 step oral directions
Asks and answers questions such as who and what
Retells messages
Uses vocabulary in meaningful context
Speaks in 4-7 word sentences
Uses pronouns I, me, ,and you
Retells simple stories in sequence
Expresses feelings and emotions
PHONOLOGICAL AWARENESS
Participates in finger plays, listening games, rhymes, songs, conversations, and discussions
Distinguishes between rhyming and non-rhyming words
Can repeat 3 or 4 word sentences and uses manipulatives to determine the number of words in a sentence
Identifies syllables within spoken words by clapping/moving manipulatives
Blends sounds to make spoken words by moving manipulatives
Attends to the beginning sounds in familiar words by identifying that the pronunciations of several words all begin the same way (e.g., cat, cow)
LETTER SOUND
Begins to associate the names of letters with their shapes
27. / 26. / 25. / 24. / 23. / 22. / 21. / 20. / 19. / 18. / 17. / 16. / 15. / 14. / 13. / 12. / 11. / 10.. / 9. / 8. /

7.

/ 6. / 5. / 4. / 3. / 2. / 1. /
Begins to notice beginning letters in familiar words
Begins to make some letter/sound matches
Produces the vowel sounds and the following consonant sounds :b, p, m, t, d ,k, g
Identifies 10 or more printed alphabet letters
Begins to identify some high-frequency words
MOTIVATION TO READ
Recognizes familiar books by their cover
Selects favorite books and pretends toread
Understands how to handle a book and other print resources
Attempts to read and write independently
Shares books and engages in pretend-reading with other children
WRITING READINESS
Begins to write from left to right using correct pencil grip, paper position and beginning strokes
Uses correct pencil grip, paper position and beginning strokes
Writes his name

ENGLISH AS A SECOND LANGUAGE

Listens purposely and shows some understanding of English l
Experiments/demonstrates increasing understanding of English
Begins to develop a vocabulary of object names and common phrases in English
Uses single English words/simple phrases to communicate in social situations
Attempts to use new English vocabulary and grammar in speech

MATHMATICS/NUMBER OPERATIONS

*Arranges sets of concrete objects in one-to-one
correspondence
Identifies first and last in a series
*Counts by one to 10 or higher
27. / 26. / 25. / 24. / 23. / 22. / 21. / 20. / 19. / 18. / 17. / 16. / 15. / 14. / 13. / 12. / 11. / 10.. / 9. / 8. /

7.

/ 6. / 5. / 4. / 3. / 2. / 1.
*Counts concrete objects to five or higher
*Recognizes and describes the concept of zero (meaning there are none)
*Compares the numbers of concrete objects using language (e.g., “same” or “equal”, “one more”, “more than,” or “less than”
Demonstrates part of and whole with real objects (e.g., an orange)
*Names “how many” are in a group of up to three (or more) objects without counting (e.g., recognizing two or more three crayons in a box)
Combines, separates, and names “how many” concrete objects

MATHEMATICS/PATTERNS

Recognizes patterns in the environment (e.g., day follows night, repeated phrases in story books, patterns in carpeting or clothing)
Recognizes and reproduces simple patterns of concrete objects (e.g., a string of beads that are yellow, blue, yellow, blue)
Predicts what comes next when patterns are extended
Imitates pattern sounds and physical movements (e.g., clap, stomp, clap, stomp…)

MATHEMATICS/GEOMETRY & SPATIAL SENSE

Recognizes, describes, and names shapes (e.g., circles, triangles, rectangles and squares)
*Puts together puzzles of increasing complexity
*Investigates and predicts the results of putting together two or more shapes
*Uses words that include where things are in space (e.g., “beside, “inside,” “behind,” “above,” “below”
*Recognizes when a shape’s position or orientation has changed
*Fills shape with solids or liquids (e.g., ice cubes, water
*Covers an area with shapes (e.g., tiles)
Uses tools to imitate measuring
Makes size comparisons between objects (e.g., taller than, smaller than)
*Categorizes time intervals and uses language associated with time in everyday situations (e.g., “in the morning,” “after snack”
27. / 26. / 25. / 24. / 23. / 22. / 21. / 20. / 19. / 18. / 17. / 16. / 15. / 14. / 13. / 12. / 11. / 10. / 9. / 8. /

7.

/ 6. / 5. / 4. / 3. / 2. / 1. /
*Orders two or three objects by size (seriation) (e.g., largest to smallest)

MATHEMATICS/CLASSIFICATION & DATA COLLECTION

*Matches objects that are like
Participates in creating & using real & pictorial graphs
Sorts objects into groups by an attribute and explains how the grouping was done
Describes similarities and differences between objects
MATHEMATICS/PROCESS
Identifies mathematics in everyday situations
*Uses tools such as real objects, manipulatives, and technology to solve problems
*Relates everyday language to mathematical language
*Explains observations using objects and pictures
*Reasons and supports his or her thinking using objects, pictures, and technology
SCIENCE
PERSONAL AND SOCIAL DEVELOPMENT
Can tell full name
Listens to and engages in conversations with others
Respects property and feelings of others
Works cooperatively in groups
Practices manners
Demonstrates independence and self confidence
Has adequate attention span
Participates in activities
Keeps hands, feet and other objects to self
Listens while others speak
Follows classroom, cafeteria, and school rules
WORK STUDY SKILLS
Works independently
Takes pride in work
Takes care of materials
Teacher Planner # Week of
Date: / PREKINDERGARTEN LESSON PLAN
Appointments/
Special Program / Meeting Time / Begin the Day / Letter Knowledge / Phonological Awareness / Learning Centers
M / Opening Exercises

Pledge/song
P.A. Announcements
Attendance
Share Time

MATH THE TEKS WAYCALENDAR ACTIVITIES
One to one Correspondence
Patterns
Rote counting
Graphing
Predicting
Problem Solving
Days of the Week
Months of the Year
Weather
Place value
Shape
Colors
Money
Estimation Jar
MODIFICATIONSLunch
Teacher
Teacher Asst
Planning Period

Recess:

T
W
T
F

EPRG: English Phonics Resource Guide Lectura y lenguaje

SPRG: Spanish Phonics Resource Guide PAYC- Phonemic Awareness in Young Children

LPJN- Literatura para el jardín de niños

Literacy*/ Focus & Develop / ESL / Content Connection / Music/Movement / Math / Storytime / Enrichment
M / Tubbing-Free Exploration/
Numeral Recognition
T / Counting / Number Operations
W /

Patterns / Tubbing

TH /

Measurement/ Sorting /Classifying

F / FIRE PREVENTION/SAFETY ACTIVITY / Graphing/ Tubbing-Free Exploration
* Shared Reading/ Read a Loud
Generalizations:
1. EXPLORATION CREATES AWARENESS/ LA EXPLORACIÓN CREA EL CONOCIMIENTO 4. EXPLORATION ENHANCES CREATIVITY/LA EXPLORACIÓN AUMENTA LA CREATIVIDAD
2. EXPLORATION PROVIDES FOR NEW BEGINNINGS/ LA EXPLORACIÓN AYUDA A CREAR NUEVO COMIENZOS 5. EXPLORATION ALLOWS FOR CHANGE/ LA EXPLORACIÓN PERMITE EL CAMBIO
3. EXPLORATION LEADS TO UNDERSTANDING & KNOWLEDGE/ LA EXPLORACIÓN AYUDA AL ENTENDIMIENTO Y AL CONOCIMIENTO 6. EXPLORATION ENABLES COMMUNICATION / LA EXPLORACIÓN PERMITE LA COMUNICACIÓN

ICONS FOR DEPTH AND COMPLEXITY

Big Ideas ______

______

Ethics

Language of the Discipline

Patterns

Unanswered Questions

Over Time

Details

Trends

Rules

Different Perspectives

Revised 03/03

Teacher Planner # Week of
Date: / Teacher Planner # Week of
Date: / Teacher Planner # Week of
Date: / PREKINDERGARTEN LESSON PLAN
Appointments/
Special Program / Meeting Time / Begin the Day / Letter Knowledge / Phonological Awareness / Learning Centers
M / Opening Exercises

Pledge/song
P.A. Announcements
Attendance
Share Time

Recess:

T
W
T
F

EPRG: English Phonics Resource Guide Lectura y lenguaje

SPRG: Spanish Phonics Resource Guide PAYC- Phonemic Awareness in Young Children

LPJN- Literatura para el jardín de niños

Literacy*/ Focus & Develop / ESL / Content Connection / Music/Movement / Math / Storytime / Enrichment
M / Tubbing-Free Exploration/
Numeral Recognition / Tubbing-Free Exploration/
Numeral Recognition / Tubbing-Free Exploration/
Numeral Recognition
T / Counting / Number Operations / Counting / Number Operations / Counting / Number Operations
W /

Patterns / Tubbing

TH /

Measurement/ Sorting /Classifying

F / FIRE PREVENTION/SAFETY ACTIVITY / Graphing/ Tubbing-Free Exploration / Graphing/ Tubbing-Free Exploration / Graphing/ Tubbing-Free Exploration
* Shared Reading/ Read a Loud
Generalizations:
1. EXPLORATION CREATES AWARENESS/ LA EXPLORACIÓN CREA EL CONOCIMIENTO 4. EXPLORATION ENHANCES CREATIVITY/LA EXPLORACIÓN AUMENTA LA CREATIVIDAD
2. EXPLORATION PROVIDES FOR NEW BEGINNINGS/ LA EXPLORACIÓN AYUDA A CREAR NUEVO COMIENZOS 5. EXPLORATION ALLOWS FOR CHANGE/ LA EXPLORACIÓN PERMITE EL CAMBIO
3. EXPLORATION LEADS TO UNDERSTANDING & KNOWLEDGE/ LA EXPLORACIÓN AYUDA AL ENTENDIMIENTO Y AL CONOCIMIENTO 6. EXPLORATION ENABLES COMMUNICATION / LA EXPLORACIÓN PERMITE LA COMUNICACIÓN

ICONS FOR DEPTH AND COMPLEXITY

Big Ideas ______

Ethics

Language of the Discipline

Patterns

Unanswered Questions

Over Time

Details

Trends

Rules

Different Perspectives

Pledge/song
P.A. Announcements
Attendance
Share Time

Recess:

T
W
T
F

EPRG: English Phonics Resource Guide Lectura y lenguaje

SPRG: Spanish Phonics Resource Guide PAYC- Phonemic Awareness in Young Children

LPJN- Literatura para el jardín de niños

Literacy*/ Focus & Develop / ESL / Content Connection / Music/Movement / Math / Storytime / Enrichment
M / Tubbing-Free Exploration/
Numeral Recognition
T / Counting / Number Operations
W /

Patterns / Tubbing

TH /

Measurement/ Sorting /Classifying

ICONS FOR DEPTH AND COMPLEXITY

Big Ideas ______

Ethics

Language of the Discipline

Patterns

Unanswered Questions

Over Time

Details

Trends

Rules

Different Perspectives

Teacher Planner # Week of
Date: / PREKINDERGARTEN LESSON PLAN
Appointments/
Special Program / Meeting Time / Begin the Day / Letter Knowledge / Phonological Awareness / Learning Centers
M / Opening Exercises

Pledge/song
P.A. Announcements
Attendance
Share Time

Recess:

T
W
TH
F

EPRG: English Phonics Resource Guide Lectura y lenguaje

SPRG: Spanish Phonics Resource Guide PAYC- Phonemic Awareness in Young Children

LPJN- Literatura para el jardín de niños

Patterns / Tubbing

TH /

Measurement/ Sorting /Classifying

F / Graphing/ Tubbing-Free Exploration / Graphing/ Tubbing-Free Exploration / Graphing/ Tubbing-Free Exploration
* Shared Reading/ Read a Loud
Generalizations:
1. EXPLORATION CREATES AWARENESS/ LA EXPLORACIÓN CREA EL CONOCIMIENTO 4. EXPLORATION ENHANCES CREATIVITY/LA EXPLORACIÓN AUMENTA LA CREATIVIDAD
2. EXPLORATION PROVIDES FOR NEW BEGINNINGS/ LA EXPLORACIÓN AYUDA A CREAR NUEVO COMIENZOS 5. EXPLORATION ALLOWS FOR CHANGE/ LA EXPLORACIÓN PERMITE EL CAMBIO
3. EXPLORATION LEADS TO UNDERSTANDING & KNOWLEDGE/ LA EXPLORACIÓN AYUDA AL ENTENDIMIENTO Y AL CONOCIMIENTO 6. EXPLORATION ENABLES COMMUNICATION / LA EXPLORACIÓN PERMITE LA COMUNICACIÓN

ICONS FOR DEPTH AND COMPLEXITY

Big Ideas ______

Ethics

Language of the Discipline

Patterns

Unanswered Questions

Over Time

Details

Trends

Rules

Different Perspectives

Pledge/song
P.A. Announcements
Attendance
Share Time

Recess:

T
W
TH
F

EPRG: English Phonics Resource Guide Lectura y lenguaje

SPRG: Spanish Phonics Resource Guide PAYC- Phonemic Awareness in Young Children

LPJN- Literatura para el jardín de niños

Literacy*/ Focus & Develop / ESL / Content Connection / Music/Movement / Math / Storytime / Enrichment
M / Tubbing-Free Exploration/
Numeral Recognition
T / Counting / Number Operations
W /

Patterns / Tubbing

TH /

Measurement/ Sorting /Classifying

F / Graphing/ Tubbing-Free Exploration
* Shared Reading/ Read a Loud
Generalizations:
1. EXPLORATION CREATES AWARENESS/ LA EXPLORACIÓN CREA EL CONOCIMIENTO 4. EXPLORATION ENHANCES CREATIVITY/LA EXPLORACIÓN AUMENTA LA CREATIVIDAD
2. EXPLORATION PROVIDES FOR NEW BEGINNINGS/ LA EXPLORACIÓN AYUDA A CREAR NUEVO COMIENZOS 5. EXPLORATION ALLOWS FOR CHANGE/ LA EXPLORACIÓN PERMITE EL CAMBIO
3. EXPLORATION LEADS TO UNDERSTANDING & KNOWLEDGE/ LA EXPLORACIÓN AYUDA AL ENTENDIMIENTO Y AL CONOCIMIENTO 6. EXPLORATION ENABLES COMMUNICATION / LA EXPLORACIÓN PERMITE LA COMUNICACIÓN

ICONS FOR DEPTH AND COMPLEXITY

Big Ideas ______

Ethics

Language of the Discipline

Patterns

Unanswered Questions

Over Time

Details

Trends

Rules

Different Perspectives

Pledge/song
P.A. Announcements
Attendance
Share Time

Recess:

T
W
TH
F

EPRG: English Phonics Resource Guide Lectura y lenguaje

SPRG: Spanish Phonics Resource Guide PAYC- Phonemic Awareness in Young Children

LPJN- Literatura para el jardín de niños

Literacy*/ Focus & Develop / ESL / Content Connection / Music/Movement / Math / Storytime / Enrichment
M / Tubbing-Free Exploration/
Numeral Recognition
T / Counting / Number Operations
W /

Patterns / Tubbing

TH /

Measurement/ Sorting /Classifying

ICONS FOR DEPTH AND COMPLEXITY

Big Ideas ______

Ethics

Language of the Discipline

Patterns

Unanswered Questions

Over Time

Details

Trends

Rules

Different Perspectives

Department of Advanced Academics Services

GALAXY (G/T) LESSON PLAN

UNIT OF STUDY LENGTH OF STUDY

LEARNING OBJECTIVE =

THINKING SKILLS

CORE CONTENT

ACROSS THE DISCIPLINES

RESEARCH SKILLS

AND RESOURCES

PRODUCTS/

EVALUATION

Language of the Discipline
Details
Patterns
Trends

Unanswered Questions

Rules

Ethics

Over Time
Different Perspectives

Big Idea /

Culminating Product

(Department of Advanced Academics Services staff, rev., 4/00, BISD GALAXY Program; adapted primarily from the Kaplan interdisciplinary model 1998)

Facilitating the Understanding of DEPTH and COMPLEXITY

Note to the teacher: This chart identifies key questions, thinking skills, and dimensions of DEPTH or COMPLEXITY.

Key questionscan be used in the context of lesson plans to probe understanding and to prompt students during discussions.
The thinking skills can be used to initiate the type of cognitive operation or thinking that could best prompt each of the dimensions of DEPTH and COMPLEXITY.
The resources listed are the most logical references in which to locate the type of information required by each of the dimensions of DEPTH and COMPLEXITY. Teachers may add to any of these lists as appropriate.

ICONS

PROMPT

KEY QUESTIONS

THINKING SKILLS

RESOURCES

LANGUAGE OF THE DISCIPLINE /

What terms or words are specific to the work of the______?

(disciplinarian)
What tools does the ______use?
(diciplinarian) /

* Categorize

* Identify
* Describe

* Identify traits

* Differentiate
* Prove with evidence

* Determine relevant vs. irrelevant

*Summarize
* Prioritize
* Determine cause/effect
* Predict
* Formulate questions

* Recognize fallacies

* Note ambiguity
* Distinguish fact from fiction and opinion
* Formulate questions

* Generalize

* Hypothesize
* Judge credibility

* Judge with criteria