All About Me
Theme 2 – Week 4
Five senses
Family / Date : October 22nd – 26th, 2012 week 9 /
Teacher: Olga Lucía Orozco
Co-Teacher Reyna Soberanes
/Week 4 of
2nd six WeeksStory time Science/ Social Studies
M-W-F LOD Spanish
T-TH LOD English
Vocabulary:Familia, relacion, afecto, amor, disciplina, respeto, comprensión, solidaridad, cuidado.
Family, relation, affect, love, discipline, respect, understanding, solidarity, care.
Growing w/Math
LOI English
Big or Small? Short or tall?Vocabulary:eat, drink, hungry, thirsty, 3-D shapes, cylinder, sphere, cube, cone, roll, stack. / Circle Time
LOI Spanish
Letter : T t
Review : O, A, I, E, U, M, P
Vocabulary:
Blink, count, eyes, fingers, nose, toes, yawn, clap, smile, back, finding, leaping, looking, stomping, see, smell, hear, touch, taste.
Bostezar,dedos, ojos, contar, nariz, parpadear, aplaudir, sonreir, buscar, saltar, espalda, zapatear, mirar,oler, escuchar, tocar, probar.
Small Groups
Letter PT: On a big letter T, The students will paste pictures of objects starting with T (triciclo, telefono, tomate, tambor, tenedor),and a lower case t.
Number 8: the students will paste 8 die cuts and number 8, then, they will trace number eight.
Color yellow: The students will cut a pencil shape and to paint it witha yellow paint.
family: The Students
willdraw their families and describe them. (work/language sample)
Upcoming Events:
T & Th ESL Class 8:30-11:00 am
Zumba classes Wednesdays 8:30 am
Transitions
AlfarrimasCuento de la T
Canticuentos, Mi tio.
Math: Yum, Yum, Yum!Counting up to 30
(English & Spanish)
Counting backwards 10-0
ABC… La A suena A… Song
Clean up…
The more we read together.
A song about me.
Head Shoulders, knees, and toes. The family song.
Materials and Resources:
• Teacher’s Treasure Book
• Oral Language Development Card s- Problem solving.
• Rhymes and Chants Flip Chart
• Photo Library CD-ROM
• Growing with Math: Song poster and CD #
GWM Discussion Book,
Wayne’s new shape big book.
Events:
Tuesdays and Thursdays: ESL class 8:30-11:30
Wednesday: Zumba
Custom week:
Monday: crazy socks,
Tuesday: crazy shirt
Wednesday:
Thursday:
Friday: dress up. Picture day by LifeTouch. /
Monday
Introducing 3 – D Shapes LanguageMaterials:
Song Poster 8 Yum, Yum, Yum! and CD , an orange, a juice can, a cube.
We will discuss about the different shapes in the poster, then we will compare those shapes with other objects found in our daily living that have the same shape. We will sing the Yum, Yum, Yum! song and found some other objects with the same shape that the pictures saw in the poster song. / Letter of the week: T t
Review O, A, I, E,U, M, P
Materials:
Canticuentos, Mi tío
Alfarrimas, cuento de la T
PorLadaKratky
After reading and discussing the books, singing the songs, and reviewing objects in the ABC Tub starting with letter T, the students will bend words, and trace the letter T (with texture for sensory learners .
Phonological Awareness: Brain storming words starting with T. / Predictions:
What my senses can do?
Are you my mom?
By P.D. Eastman
My 5 Senses
By Aliki
Oral Language/Music
Observar e investigar
Tuesday
Introducing 3-D ShapesMaterials:
Song Poster 8 Yum, Yum, Yum! and CD , Wayne’s New Shape Big Book; a foam cone, cube, sphere and cylinder.
After displaying the Wayne’s book, The students will predict about the book, story, characters, and possible feelings and end.
After reading the book the students will find a shape that looks like Wayne’s shape before and after he was reshaped and other shapes found in the book / Letter of the week: T t
Review O, A, I, E,U, M,P
Materials:
Canticuentos, Mi tio
Alfarrimas, cuento de la T
PorLadaKratky
After reading and discussing the books, singing the songs, and reviewing objects in the ABC Tub starting with letter T, the students will bend words, and write the letter T .
Phonological Awareness: English ABC tubs / Brain Storming about our 5 senses
Read Aloud
That’s not my mom!
By PetterBently
I learn with my senses
By Christopher Raymond
Oral Language/ Music
Head, Shoulders, knees, and toes
Mi cuerpo: Rhymes and Chants flip chart.
Wednesday
Introducing 3-D ShapesMaterials:
Song Poster 8 Yum, Yum, Yum! and CD , Wayne’s New Shape Big Book; a foam cone, cube, sphere and cylinder, and everyday objects with those shapes.
After displaying the Wayne’s book, the students will predict about what the shapes are doing in the story, and after reading the story, the students will be able to describe what the shapes where doing, why they were able to do that (roll), then, the students will be able to predict which shapes are able to roll and which are not able to roll, then, we will try to roll all shapes and discuss why can’t not roll. / Letter of the week: T t
Review O, A, I, E,U, M, P
Materials:
Canticuentos, Mi tio
Alfarrimas, cuento de la T
PorLadaKratky
After reading and discussing the books, singing the songs, and reviewing objects in the ABC Tub starting with letter T, the students will bend words, and trace letterT in their bilingual pair’s back. / Read aloud
That’s not my dad!
By PetterBently
Shhh
A book about hearing
By Dana Ceachen Rau
Oral Language/ Music
Head, Shoulders, knees, and toes
Oral Language
Thursday
Introducing 3-D Shapes
Materials:
Song Poster 8 Yum, Yum, Yum! and CD , Discussion Book pages 12-13; a foam cone, cube, sphere and cylinder, and everyday objects with those shapes in different colors and sizes.
After displaying the Discussion Book, the students will answer to questions such: what shapes do you see that have corners? what shapes do you see that are curved?
Then the students will see and touch a cube and they will talk about the shape they are touching, and so on with other 3-D shapes. Then, they will compare those shapes. / Letter of the week: T
Review O, A, I, E,U, M, P
Materials:
Canticuentos, Mi tio
Alfarrimas, cuento de la T
PorLadaKratky
After reading and discussing the books, singing the songs, and reviewing objects in the ABC Tub starting with letter T, the students will bend words, the students will find a letter Tin the Scholastic song poster.
Phonological Awareness: English ABC tubs / Content Area Book
That’s not my sister!
By PetterBently
Big Book
Snifff, Sniff
A book about smell
Yum! A book about taste
By Dana Meachen Rau
Oral Language
Presenting my family
Friday
Introducing 3-D ShapesMaterials:
Song Poster 8 Yum, Yum, Yum! and CD , Discussion Book pages 6-7; a foam cone, cube, sphere, and cylinder.
We will play I spy game using positional words and the shapes names, also the students will match the 3-D shapes with those shown in the book. / Letter of the week: T t
Review O, A, I, E,U, M, P
Materials:
Canticuentos, Mi tio
Alfarrimas, cuento de la T
PorLadaKratky
After reading and discussing the books, singing the songs, and reviewing objects in the ABC Tub starting with letter T, the students will bend words and write letter T in the poster chart.
Share writing:
Thinking map of letter T / Book
That’s not my brother!
By PetterBently
Soft and Smooth
Rough and bumpy!
A book about touch.
By Dana Meachen Rau
Integrated Curriculum
Oral Language/Music
Head, Shoulders, Knees, and toes.
My family song
Family style Snack / Learning Centers
Monday - Friday: / Other Components included in the Curriculum /
Week 4 of
1st six Weeks
MondayCarrots with ranch, animal crackers, and water. / Math
Patterns.
Science:
Body parts.
Blocks:
Build ahouse out of blocks
Dramatic Play;
Act out a family member.
Art:
Drawing our family
Sand and Water:
Scooping and pouring
Reading:
Children can relax with program books and other titles related to Friends and School.
ABC and Writing:
Wtiting with magnetic letters.
Computers:
Explore school-relatedvocabulary on the computer.
Listening:
Listen to stories from Elefonética.
/ IndividualizationAccording to attendance list
1,2,3,4,5,6,7,8,9,10,11,12,
13,14,15,16,17. / Daily Schedule
Mrs. Orozco & Mrs. Soberanes
LOD = Language of the Day M,W,F (Spanish) T, Th (English)
LOI = Language of Instruction: Spanish - Language Arts, Science & Social Studies
English – Math & Specials
CR= Conceptual Refinement
8:15- 8:30 Morning Activities and Morning Circle /Actividades de la mañana(LOD) (LA)
8:30-9:00 Breakfast, Tooth brushing/ Desayuno/ Cepillado de dientes(LOD) Note: Teacher and co-teacher sit at the table with students
9:00- 9:30 Math Circle, Conceptual Refinement/ Círculo de Matemática(LOI)
9:30-9:50 Recess/ Recreo
9:50-10:10 Language Art/ Arte Linguística(LOI)
10:10- 10:25 Washing hands and Snack/ Lavado de manos y merienda(LOD)
10:25- 10:50 Science / Ciencias(LOI) (LA)
10:50- 11:10 PE / EducaciónFísica (LOD)
11:10- 11:25 Bilingual Learning Centers/ Centros de Aprendizaje Bilingues(LOD) (CR)
11:25-11:40Small Groups/ GruposPequeños(CR) (LOD)
11:40-12:00 Centers/Centros(LOD) (CR)
12:00-12:30 Lunch/Almuerzo (LOD) Note: Teacher and co-teacher sit at the table with students
12:30-12:45 Tooth brushing, potty / Cepillado de Dientes/ Baño(Cots Down) (LOD)
12:45-1:00 Social Studies / EstudiosSociales(LOI) (LA) Cots down
1:00-2:00 Nap / Siesta
2:00-2:15 Journals / Diarios(Cots up) (LOD)
2:15-2:30 Review / Repaso(CR) (LOD)
2:30 Dismissal (LOD)
Tuesday
Toaster treats with milk.
Wednesday
Cantaloupe, gold fish, and water.
Thursday
Yogurt, crackers, and water.
Friday
Oranges, vanilla wafers, and water.
Abbreviation Key
OL Oral language
PA Phonemic Awareness
SR Shared Reading
Head Start Code Key
N=Nutrition
D=Dental
H=Health/Safety
MH=Mental Health
MC=Multi Cultural
P=Parent Involvement
AL= Attendance List
CR= Conceptual Refinement / Personal and Social
- Conscious Discipline
- Clifford Kit
Math:
1.. The students will put stickers on die cut numbers to match the number symbol.
2. the students will use cubes to create/ continue an AB or ABC pattern.
3. tracing big number shapes and pasting geometrical shapes to match the number.
Social Studies:
1.The students will watch a E book story: StellaLunaand then will work in their journals.
2. The students will read Lo mejor de Mamá/ Lo mejor de Papáby Laura Numeroff. Then, will work on their journals.
3. The students will work on a community workers puzzle.
Science:
- Read a book (My 5 senses by Aliki )
- The students will draw the butterfly life cycle.
- The family puzzle.
- The students draw things starting with M & P and write words.
- The students sort cards of pictures in columns of pa, pe, pi, po, pu.
- The students lace letter cards,
Texas P-K Guideline:
I Social and Emotional Development
I.A.1. Child is aware of where own body is in space, respects personal boundaries.(3,4,8,15,16,)
I.A.2. Child shows awareness of areas of competence and describes self positively in what he is able to do.(1,3,9,11,12,16,17)
I.A.3. Child shows reasonable opinion of his own abilities and limitations. (1,2,3,4,5,6,7,8,9,11,12,16,17)
I.C.6. Child demonstrates empathy and caring for others.(4,5,7,8,9,10,12,13,16)
I.D.2. Child demonstrates an understanding that others have perspectives and feelings that are different from her own.(1,2,34,5,7,8,10,15,17)
II Language and Communication
II.A.1. Child shows understanding by responding appropriately.(3,4,7,9,12,15,16,17)
II.A.2. Child shows understanding by following two-step oral directions and usually follows three-step directions.(3,4,9,12,15,16,17)
II.A.3. Child shows understanding of the new language being spoken by English-speaking teachers and peers (ELL).(5,6,9,11,12,13,17)
II.B.2. Child engages in conversations in appropriate ways. (4,9,12,15,16,17)
II.B.3. Child provides appropriate information for various situations.(3,4,5,6,7,9,12,16)
II.C.1. Child’s speech is understood by both the teacher and other adults in the school. (3,4,7,9,11,12,15)
II.D.1. Child uses a wide variety of words to label and describe people, places, things, and actions.(1,2,3,4,5,6,7,9,10,11,12,13,14,15,16,17)
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.(1,2,3,4,6,7,8,10,11,12,13,14,17)
II.D.6. Child increases listening vocabulary and begins to develop vocabulary of object names and common phrases in English. (ELL)(3,4,5,6,7,9,10,11,12,13,14,15,16,17)
II.E.1. Child typically uses complete sentences of four or more words and grammatical complexity usually with subject, verb, and object order.(1,2,5,6,8,10,11,13,14,17)
II.E.2. Child uses regular and irregular plurals, regular past tense, personal and possessive pronouns, and subject-verb agreement.(1,2,3,4,6,7,8,10,11,13,14,17)
II.E.3. Child uses sentences with more than one phrase.(3,5,6,7,9,12,13,15,16,17)
III Emergent Literacy: Reading
III.A.1. Child engages in pre-reading and reading-related activities.(1,2,3,4,5,6,7,8,10,11,12,13,14,17)
III.A.2. Child uses books and other written materials to engage in pre-reading behaviors.(1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17)
III.A.3. Child asks to be read to or asks the meaning of written text.(1,2,6,7,8,10,11,12,13,14,17)
III.B.2. Child combines words to make a compound word.(2,6,8,10,11,14)
III.B.4. Child combines syllables into words.(2,6,7,8,10,11,14,17)
III.B.7. Child can produce a word that begins with the same sound as a given pair of words.(1,2,3,4,6,7,8,10,11,13,14,)
III.C.1. Child names at least 20 upper and at least 20 lower case letters.(2,6,10,11,13,14)
III.C.2. Child recognizes at least 20 letter sounds.(2,6,10,11,13,14)
III.C.3. Child produces the correct sounds for at least 10 letters.(2,6,10,11,13,14)
III.D.2. Child uses information learned from books by describing, relating, categorizing, or comparing and contrasting.(1,2,3,4,5,6,7,8,10,11,13,14,17)
III.D.3. Child asks and answers appropriate questions about the book.(1,2,3,4,5,6,7,8,10,11,13,14,17)
IV Emergent Literacy: Writing
IV.A.1. Child intentionally uses scribbles/writing to convey meaning.(1, 3,4,5,6,7,9,12,15,16,17)
IV.B.1. Child independently uses letters or symbols to make words or parts of words. (2,10,11,14)
IV.B.2. Child writes own name (first name or frequent nickname), not necessarily with full correct spelling or well-formed letters.(1,2,3,4,8,9,12,15,16,17)
V. Matematics
V.A.1. Child knows that objects, or parts of an object, can be counted.(1,3,4,5,9,12,15,16,17)
V.A.2. Child uses words to rote count from 1 to 30.(2,6,7,8,10,11,13,14,15,)
V.A.3. Child counts 1–10 items, with one count per item.( 1,3,4,5,6,7,8,9,12,13,15,16,17)
V.A.5. Child counts up to 10 items, and demonstrates that the last count indicates how many items were counted.(1,3,4,5,7,8,9,12,13,15,16,17)
V.A.6. Child demonstrates understanding that when counting, the items can be chosen in any order.(1,3,4,5,7,8,9,12,13,15,16,17)
V.A.8. Child verbally identifies, without counting, the number of objects from 1 to 5.(2,6,7,10,11,13,14)
V.A.9. Child recognizes one-digit numerals, 0–9. (2,6,7,10,11,13,14)
V.E.1. Child sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different.(1,2,3,4,5,6,7,8,10,11,13,14,17)
VI. Science
VI.A.1. Child describes, observes, and investigates properties and characteristics of common objects.(1,2,3,4,5,6,7,8,10,11,12,13,14,16,17)
VI.D.1. Child practices good habits of personal safety.(1,2,3,4,5,6,7,8,10,11,12,13,14,15,16,17)
VI.D.2. Child practices good habits of personal health and hygiene.(1,3,4,7,8,9,12,14,15,16,17)
VII Social Studies
VII.A.1. Child identifies similarities and differences in characteristics of people.(3,4,5,7,8,9,12,13,15,16,17)
Vll.C.1. Child identifies and creates common features in her immediate environment.(3,4,9,12,13,15,16,17)
VII. Fine Arts
VIII.C.1. Child creates or recreates stories, moods, or experiences through dramatic representations.(1,3,4,5,8,12,13,15,16,17)
IX Physical Development
IX.A.2. Child coordinates sequence of movements to perform tasks.(1,3,4,5,7,8,9,12,15,16,17)
IX.B.1. Child shows control of tasks that require small-muscle strength and control.(1,3,4,5,6,7,8,9,12,13,14,15,16,17)
Tecnology
X.A.1. Child opens and navigates through software programs designed to enhance development of appropriate concepts.(learn how to use/control the mouse).
(2,6,7,10,11,13,14,) (1,3,4,5,8,9,12,15,16,17).