How different cultures celebrate the holidays? / Lesson Focus:
Celebrations / Date:
Dec. 12th -16th/ 2016 / Week 16 / Teachers
Olga Lucia Orozco Reyna Soberanes
Vocabulary Development
• II.D.1 Child uses a wide variety of words to label and describe people, places, things, and actions. IDPs: 22,25,26,28,29,34,36,37
(C) Uses words to communicate how he is feeling.
IDPs: 22,25,28,29,34,35,37 / Literacy
• III.A.1 Child engages in pre-reading and reading related activities. (A) Repeats or "chimes in" on repeated parts of predictable stories.
IDPs: 22,23,24,25,26,28,29,30,
31,32,33,34,35,36,37,38
(C) Selects the reading/library center during free play.
IDPs: 22,25,28,29,30,31,32,34,35,37, / Social Emotional
• I.B.2.b Child is aware of own feelings most of the time.
IDPs: 34
• I.B.1.c Child regulates his own behavior with occasional reminders or assistance from teacher.
IDPs: 21,22,24,27,29,31,34,35,37,38
• I.A.1 Child is aware of where own body is in space, respects personal boundariesIDPs:22,24,27,29,31,34,37, / Science
• VI.D.2. Child practices good habits of personal health and hygiene. (A) The child coughs and sneezes into their elbows (not cover their mouth with their hands). (B) The child washes hands after using the toilet and before snack and lunch.
IDPs: 21,22,24,25,27,28,29,30,
31,32,34,35,36,37,38 / Math:
• V.A.3 Child counts 1-10 items, with one count per item. (B) Knows that each finger represents one count (2 fingers represent two counts; 3 fingers represent three counts,
IDPs: 22,24,25,28,29,30,31,32,34,
35,36,37 / Letter Knowledge
• III.C.1 (C) Manipulates letters in a variety of ways (finds letters buried in sand; letter sorts,
IDPs:22,24,25,28,29,30,31,32,
33,34,35,36,37
• III.C.1 (C) Manipulates letters in a variety of ways …matching upper/lower case letters.
IDPs: 21,23,24,26,27,31,32,33,38
English Vocabulary / Different/ same/ special/ emotions/fillings/ scared/ proud/ muscles/ strong
Spanish Vocabulary / Diferente/igual/especial/emociones/sentimientos/asustado/orgulloso/músculos/fuerte
LESSON COMPONENTS / Monday / Tuesday / Wednesday / Thursday / Friday
Individual Greeting
Morning Activities Writing Name
Calendar
Time: 8:00 – 8:30
Washing hands, potty as needed / Individual Greeting
Hello song, Days of the week song, Months of the year song, Today is Sunday song.
Pledge US & TX
Transition to Breakfast
Let’s send hugs to…(Absent, sick, and family members) Calendar/ Classroom helpers/Weather
News Day-Week
Routines and Procedures / Individual Greeting
Writing names/playing with letters
Hello song, Days of the week song, Months of the year song, Today is Sunday song.
Pledge US & TX
Transition to Breakfast
Let’s send hugs to…(Absent, sick, and family members) Calendar/ Classroom helpers/Weather
News Day-Week
Routines and Procedures / Individual Greeting
Writing names/playing with letters
Hola song, Dias de la semana, Meses del Año, Hoy es Domingo song
Pledge US & TX
Transition to Breakfast let’s send hugs to…(Absent, sick, and family members) Calendar/ Classroom helpers/Weather
News Day-Week
Routines and Procedures / Individual Greeting
Writing names/playing with letters
Hello song, Days of the week song, Months of the year song, Today is Sunday song.
Pledge US & TX
Transition to Breakfast let’s send hugs to…(Absent, sick, and family members)
Calendar/ Classroom helpers/Weather
News Day-Week
Routines and Procedures / Individual Greeting
Writing names/playing with letters
Hola song, Dias de la semana, Meses del Año, Hoy es Domingo song
Pledge US & TX
Transition to Breakfast let’s send hugs to…(Absent, sick, and family members)
Calendar/ Classroom helpers/Weather
News Day-Week
Routines and Procedures
Time: 8:30-9:00 Breakfast/Brushing teeth/Transition after breakfast: Language ArtsJournals / Breakfast
Teacher and Co-teacher sit at the tables with the students and will talk about Daily routines and procedures. / Breakfast
Teacher and Co-teacher sit at the tables with the students and will talk about Daily routines and procedures. / Breakfast
Teacher and Co-teacher sit at the tables with the students and will talk about Daily routines and procedures. / Breakfast
Teacher and Co-teacher sit at the tables with the students and will talk about Daily routines and procedures. / Breakfast
Teacher and Co-teacher sit at the tables with the students and will talk about Daily routines and procedures.
9:00-9:10
Brain Gym Teachers and Students do a routine of exercises to improve the brain disposition to learn
Math
Time: 9:10- 9:30
Potty as needed –washing hands
9:35-9:40 – lineup- waking to the playground / Same and Different Numbers (one, two, three)
Materials:
Song Poster Count and Play, and CD; A tag board card for each child with one, two or three pictures on it. A set of tag boards for the teacher and three teddy bear counters for each child.
After singing the song, will be asked about how many pictures his card has. Then they will be asked to match their cards with the same number of teddy bear counters. Then, the students will group for number of pictures in their cards.
The class will focus in helping the students in number recognition and in improving their ability to compare different groups of elements and to tell if they have the same or different numbers. / Number matching with pictures.
Materials:
Song Poster Count and Play, and CD; a set of dinosaur dominoes.
After singing the song, The teacher will introduce the dominoes to the students showing that dominoes have two parts, the students will count each part with the other part covered, they will need to show with their fingers how many dinosaurs are in each part .
Then each child will receive a domino and will be asked to put it on the floor with guidance to match the other already set. /
Counting items in labeling groups of 1, 2, and 3
Materials:Song Poster 15 : Count and Play, and CD; Discussion book pages 22-23; several labels for 1,2,3.
After singing the song, display the discussion book pages. Encourage TS to talk about the picture. Remind TS that our song this week is about ducks. Ducks are birds. Can you see any birds in this picture? What kinds? (Penguins, parrots) what creatures can you see that are not birds?
Read the rhyme. Ask, how many elephants are at the zoo?
Invite responses. Then say< Let’s count to check. Have a child to point to the elephants, one at a time as the class counts aloud. Repeat for each group of animals in the picture. This will give TS practice in counting to five. / Number matching with pictures.
Materials:
Song Poster Count and Play, and CD; tag board cut in the shape of numbers 1, 2, and three. Each with one, two or three dots or stickers; three counters per child.
After singing the song, the tag board numbers will be displayed and presented.
Then, the students will be asked to count their counters and to point to the number which shows three.
Repeated for numbers one and two.
Then the teacher will show a tag board number and the students will match that number with the teddy bear counter.
Then, the number will be showed and the students will guess the number displayed as fast as they can. / Numbers, groups, and dot pictures for 1-3
Materials:
Song Poster 15 : Count and Play, and CD; Jumbo packet cube and number domino dot cards (1-3)for pockets.
After singing the song, TT will say: I will start writing a number. Watch carefully, and tell me as soon as you know what number it is. Write a number and ask TS to say what number it is. Invite TS to explain how they know it is that number. Write numbers 1,2, and 3 few times .
Then invite TS to trace the number with you, hold the cut out number and invite TS to trace it and say what number is it. Repeat and invite TS to draw numbers in the air using their fingers.
Gross Motor Development
Time: 9:40-10:00 / Play Ground
Students play supervised/interact with teacher & co-teacher
Routines and Procedures / Play Ground
Students play supervised/interact with teacher & co-teacher
Routines and Procedures / Play Ground
Students play supervised/interact with teacher & co-teacher
Routines and Procedures / Play Ground
Students play supervised/interact with teacher & co-teacher
Routines and Procedures / Play Ground
Students play supervised/interact with teacher & co-teacher
Routines and Procedures
Language Arts
Time: 10:00-10:20 / Letter of the week:J
Prior knowledge: Brainstorming words starting withJ.
Materials:
Cancionero: La Jirafa!
Alfarrimas, cuento de la J
Por Lada Kratky
After reading and discussing the books, singing the songs, and reviewing objects in the ABC Tub starting with letter J, students will trace a textured letter J. / Letter of the week:J
Prior knowledge: Brainstorming words starting withJ.
Materials:
Cancionero, La Jirafa!
Alfarrimas, cuento de la J
Por Lada Kratky
After reading and discussing the books, singing the songs, and reviewing objects in the ABC Tub starting with letterJ, students practice with the “Estrellita sounds Chart” / Letter of the week: J
Prior knowledge: Brainstorming words starting with J.
Materials:
Cancionero, La Jirafa!
Alfarrimas, cuento de laJ
Por Lada Kratky
After reading and discussing the books, singing the songs, and reviewing objects in the ABC Tub starting with letter Jstudents will Find letter J on a song’s chart / Letter of the week: J
Prior knowledge: Brainstorming words starting with J.
Materials:
Cancionero, La Jirafa!
Alfarrimas, cuento de la J
Por Lada Kratky
After reading and discussing the books, singing the songs, and reviewing objects in the ABC Tub starting with letter J, students will write letter Jon a chart. / Letter of the week: J
Prior knowledge: Brainstorming words starting with J.
Materials:
Cancionero, La Jirafa!
Alfarrimas, cuento de la Y
Por Lada Kratky
After reading and discussing the books, singing the songs, and reviewing objects in the ABC Tub starting with letter J, the students will participate creating the Thinking Map letter J
Small Groups M-T-W
Students develop /enhance their fine motor, logical, and intellectual skills
Time: 10:20-10:30 / Table 1: Language Arts:Fine motor( cutting, pasting, writing) and concept development
Table 2: Math: Counting, one to one correspondence, fine motor refinement
Table 3:Art- creativity & solving problems. / Table 2: Language Arts:Fine motor( cutting, pasting, writing) and concept development
Table 3: Math: Counting, one to one correspondence, fine motor refinement
Table 1:Art- creativity & solving problems. / Table 3: Language Arts:Fine motor( cutting, pasting, writing) and concept development
Table 1: Math: Counting, one to one correspondence, fine motor refinement
Table 2:Art- creativity & solving problems. / Learning/Socialization Centers
Teachers interact with the students while pretended play / Learning/Socialization Centers
Teachers interact with the students while pretended play
Learning- Socialization Centers
Time: 10:30-11:30 / Learning/Socialization Centers
Teachers interact with the students while pretended play / Learning/Socialization Centers
Teachers interact with the students while pretended play / Learning/Socialization Centers
Teachers interact with the students while pretended play / Learning/Socialization Centers
Teachers interact with the students while pretended play / Learning/Socialization Centers
Teachers interact with the students while pretended play
Lunch
Time: 11:30-12:00
Potty as needed
Time 12:00-12:10
Potty, transition reading with a buddy (peer or puppet) / Balanced Food
and Fruit
Teacher and Co-teacher sit at the tables with the students. / Balanced Food
and Fruit
Teacher and Co-teacher sit at the tables with the students. / Balanced Food
and Fruit
Teacher and Co-teacher sit at the tables with the students. / Balanced Food
and Fruit
Teacher and Co-teacher sit at the tables with the students. / Balanced Food
and Fruit
Teacher and Co-teacher sit at the tables with the students.
Gross Motor Development
Time: 12-10- 12:30 / Activity Center
Students play & Interact with teacher and co-teacher / Activity Center
Students play & Interact with teacher and co-teacher / Activity Center
Students play & Interact with teacher and co-teacher / Activity Center
Students play & Interact with teacher and co-teacher / Gross motor time
Students play & Interact with teacher and co-teacher
Time: 12:30-12:50
Science / Social Studies / Hanukkah!
By Alma Flor Ada
Bilingual Discussion / Kwanzaa!
By Isabel Campoy
Bilingual Discussion / Navidad!
By Alma Flor Ada
Bilingual Discussion / / El Expreso Polar
By Chris Van Allsburg
Bilingual Discussion
Journals- Cots down
Time: 12:50-1:00
Nap: 1:00-2:00 / SS/SC Journal
Nap: 1:00-2:00 / SS/SC Journal
Nap: 1:00-2:00 / SS/SC Journal
Nap: 1:00-2:00 / SS/SC Journal
Nap: 1:00-2:00 / SS/SC Journal
Nap: 1:00-2:00
Time:2:00-2:05
Cots Up Washing hands
Time Time:2:05-2:20
Family Style Snack.
Potty as needed / Apples, goldfish, and water.
Library center / Ham, cheese, and crackers sandwich, and juice.
Library center / Orange, animal crackers, and water.
Library center / Yogurt, cheezits, and water.
Manipulative time / Rice Crispy and juice.
Manipulative time
Time: 2:20-2:30
Conceptual Refinement/Review
Good bye rituals / Language Art Journals
Counting the days at school / Counting the days at school
SS Journals / Language Art Journals
Counting the days at school / Students read at the library and take a book to read at home / Math Journals
Counting the days at school
Learning Goals / Third Six Weeks: The student is expected to...
Language & Literacy
Listening Comprehension
• II.A.1 Child shows understanding by responding appropriately. (C) Makes comments related to the topic being discussed. (F) Follows verbal directions.
• II.A.2 Child shows understanding by following two-step oral directions and usually follows three-step directions.
(A) Follows directions given by the teacher to "Please put your things away, and then sit down on the carpet."
• II.A.3 Child shows understanding of the new language being spoken by English-speaking teachers and peers
(ELL). (B) Responds to consistent and simplified language when instructed in literacy activities and assignments.
• II.A.3 Child shows understanding of the new language being spoken by English-speaking teachers and peers
(ELL). (D) Responds to questions by using the following to represent answers: popsicle sticks (with green/red ends); white socks vs. colored socks; yes-no cards; thumbs- up thumbs down; beanbag; beach ball.
• II.B.4 Child demonstrates knowledge of verbal conversational rules. (A) Participates in a conversation with a peer or adult, taking turns talking and not interrupting.
• II.B.5 Child demonstrates knowledge of nonverbal conversational rules. (D) Talks to the people in her vicinity, at the table or beside her on the carpet.
Vocabulary and Sentence Skills
• II.D.1 Child uses a wide variety of words to label and describe people, places, things, and actions. (B) Relates experiences from a field trip, using specific words to describe what she saw and did, such as naming the tools the firefighter uses and how the siren sounded.
• II.D.3 Child demonstrates understanding in a variety of ways or knowing the meaning of 3,000 to 4,000 words, many more than he or she uses. (B) Demonstrates understanding of new words by using the new word appropriately ("The rock sank, but the boat floats.")
• II.D.4 Child uses a large speaking vocabulary, adding several new words daily. (E) Uses new words in retelling/acting out a story read by the teacher.
• II.D.6 Child increases listening vocabulary and begins to develop vocabulary of objects names and common phrases in English (ELL). (C) Responds appropriately to simple instructions given by the teacher (follows two consecutive instructions, or chooses two flowers from the tray and draws pictures of them). (F) Retells a story in his own words.
• II.E.2 Child uses regular and irregular plurals, regular past tense, person and possessive pronouns, and subject verb agreement. (B) Says "went" although a younger classmate says "goed."
(C) Identifies the work that is hers, using "my" and "mine" and those that belong to friends, using "his" or "hers."
• II.E.4 Child combines more than one idea using complex sentences. (A) Describes what happened when she put the last block on the tower and it fell.
Reading/Phonological Awareness and Comprehension Skills
• III.A.2 Child uses books and other written materials to engage in pre-reading behaviors. (B) Holds a book right-side-up and turns the pages one at a time in a way that will not damage the book. (C) Imitates reading behaviors (repeating what is remembered; pointing to words; moving top to bottom and left to right; return sweep) on charts, lists, big books, etc.
• III.A.3 Child asks to be read to or asks the meaning of written text. (B) Asks what is said on posters or charts throughout the classroom or school. (E) Understands that print carries a message.
• III.B.2 Child combines words to make a compound word. (A) Creates a new word by putting two words together to make compound words ( dog + house = doghouse; Spanish example: lava+ manos = lavamanos). (B) Uses picture cards to create compound words.
• III.B.4 Child combines syllables into words. (A) Claps with the teacher as they say children's names together, segmenting the parts. (B) Combines two syllables together to say a word (pa + per = paper; Spanish example: li + bro = libro). (D) Claps the syllables in her own names and classmates' names.
• III.B.6 Child can produce a word that rhymes with a given word. (B) Gives the pairs of words from a nursery rhyme that rhyme. (D) Identifies two objects out of a rhyming basket that rhyme.
• III.D. 1 Child retells or reenacts a story after it is read aloud. (A) Participates in acting out a story she is familiar with, either in circle time or in a small group. (B) Retells and sequences the main events of a story. (D) Reads using the pictures in the books to recall the words of his favorite stories.
• III.D.3 child asks and answers appropriate questions about the book. (E) Actively participates while being read to by predicting what might happen next in a story.
Alphabet Knowledge and Skills
• III.C.1 Child names at least 20 upper and at least 20 lower case letters. (A) Names letters on name cards, posters, books, and signs around the room.