Gard 3 week 33 Mysterious Movers - Crème de la …...pr ximas cuatro semanas exploraremos las cosas...

Theme 7

Week 1 I Move

Week 2 Travel

Week 3 Transportation

Week 4 Mysterious Movers

Things that MoveTheme 7

Dear Family,We move. Animals move. Cars, boats, trains, buses, and planes move. The wind and oceans move. Clocks and Ferris wheels move. During the next four weeks, we will explore things that move—seen and unseen. Don’t be surprised to find yourselves counting vehicles, listening for vehicle sounds, watching the movement of the sun and the moon, and creating your own dance movements. As children explore the idea of travel, a special visitor from our classroom will be traveling to your home. Watch for a note from our puppet mascot Fanny Frog. She is anxious to spend some time with your family.

Our character education focus will be on developing the concepts of self-reliance and independence.

LiteracyEnjoy imitating the movements of animals as you recite or sing this little rhyme.

Can You Move with Me? Tune: “Do Your Ears Hang Low?”

Can you wiggle like a worm? Can you squiggle? Can you squirm? Can you flutter? Can you fly like a gentle butterfly? Can you crawl upon the ground Like a beetle that is round? Can you move with me? Can you flip? Can you flop? Can you give a little hop? Can you slither like a snake? Can you give a little shake? Can you dance like bee Who is buzzing ‘round a tree? Can you move with me?

MathA theme about movement is the perfect time to emphasize position words. Children will describe positions of objects (over, under, beside, behind) and explore the directions the movements take. Children will begin to place markers on a grid to show that they understand positional words. Reinforce positional words at home. For example, as you look through a picture book, find objects in the over and under positions and ask your child to locate them. Hold a rope or yardstick at di!erent heights, and ask your child to go over and under it. Set up an obstacle course using objects your child can go over and under. On each object, tape a card with the word over or under printed on it.

Notes

For additional at-home activities, see the !ings that Move PATT Mat.

Lectoescritura Matematicas

Semana 1 Yo me muevo

Semana 2 Viajar

Semana 3 Transporte

Semana 4 Movimientos misteriosos

Cosas que se muevenTema 7

Estimadas familias:Nosotros nos movemos. Los animales se mueven. Carros, botes, trenes, autobuses y aviones se mueven. El viento y los océanos se mueven. Los relojes y las montañas rusas se mueven. Durante las próximas cuatro semanas exploraremos las cosas que se mueven: las que se ven y las que no se ven. No se sorprendan si de repente se sorprenden a ustedes mismos contando, buscando los sonidos de los carros, mirando el movimiento del Sol y de la Luna y creando sus propios pasos de baile. Además, mientras los niños exploran la idea de viajar, un visitante especial de nuestra escuela llegará a sus casas. Busquen una nota de nuestra mascota Fanny la rana. Ella está deseosa de pasar unos momentos con ustedes.

Nuestro enfoque en la educación del carácter estará dirigido a desarrollar los conceptos de autoconfianza e independencia.

Disfruten imitando los movimientos de los animales mientras recitan o cantan esta pequeña rima.

Ven y muévete así Melodía: “Do Your Ears Hang Low?”

¿Te retuerces cual lombriz?¿Te meneas muy feliz?¿O vuelas sobre las rosas,cual ligera mariposa?¿Te arrastras por allá abajo,cual redondo escarabajo?¡Ven y muévete así!¿Te das vueltas, te das saltos?¿Brincas por todo lo alto?¿Te deslizas cual serpiente?¿Sacudes hasta los dientes?¿Puedes bailar como abeja, que zumba y luego se aleja?¡Ven y muévete así!

Un tema sobre el movimiento es la excusa perfecta para resaltar las palabras relacionadas con la posición. Los niños describirán las posiciones de los objetos (encima, debajo, al lado, junto, detrás) y explorarán la dirección que toman los movimientos. Los niños empezarán colocando marcadores en una gráfica para demostrar que entienden las palabras de posición. Refuercen en la casa el aprendizaje de las palabras de posición. Por ejemplo, mientras miran un libro ilustrado, ubiquen objetos que estén sobre o debajo de algo y pidan a sus niños que los busquen. Sujeten una cuerda o una varilla a diferentes alturas y pidan a sus niños que pasen por encima o por debajo. Armen una carrera de obstáculos usando objetos por los que sus hijos puedan pasar por encima o por debajo. En cada objeto pegue una tarjeta con la palabra encima o debajo.

Notas

Si desean más actividades para hacer en la casa, lean el Tapete de apoyo PATT de “Cosas que se mueven”.

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©20

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lanc

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pas

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aca

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pape

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lasifi

ca

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ajer

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subi

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ca

lcet

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ani

mal

itos s

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sit

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siqu

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asan

m

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as y

vie

nes d

e la

esc

uela

. Pi

de a

alg

uien

de

tu fa

mili

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na h

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la h

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la c

asa.

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a de

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ma

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do la

foto

graf

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e Fa

nny

veng

a a

visit

ar tu

cas

a, n

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olv

ides

de

pedi

rle

a al

guie

n qu

e es

crib

a po

r ti e

n su

dia

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la so

bre

las c

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que

ust

edes

dos

pu

eden

hac

er ju

ntos

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agín

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lo

que

Fann

y po

dría

dec

ir. S

erá

dive

rtid

o co

mpa

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tus e

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on tu

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est

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das d

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ara

form

ar

la h

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te g

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pued

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Inha

la y

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te e

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Des

pués

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ra v

eloc

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. Gira

rápi

dam

ente

por

un

os m

omen

tos y

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o di

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la

velo

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d pa

ra a

terr

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sin

pelig

ro.

©20

10 F

rog

Stre

et P

ress

, Inc

. Fa

mily

Con

nect

ions

CD

PA

TT M

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©2010 Frog Street Press, Inc. Family Connections CD

Photo Fanny’sAdventure Journal

Name_______________

©2010 Frog Street Press, Inc. Family Connections CD

Diario de las aventurasde la Foto de Fanny

Nombre______________

Important Message

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two one-sided pages.

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©2010 Frog Street Press, Inc. Family Connections CD Tummy Waves

Tummy Waves© Becky Bailey

This is a calming activity that your child has learned at school. When children feel upset, it is helpful for them to have a repertoire of strategies for calming down and developing self-control. If your child becomes upset, you may want to suggest using the strategy.

! Lie on the !oor and place your hands on your tummy.

! Inhale slowly to the count of "ve, and feel your tummy rising like an ocean wave as it comes close to the shore.

! Exhale and feel your tummy !atten like a wave rolling onto the shore.

! Repeat "ve or six times.



















©2010 Frog Street Press, Inc. Family Connections CD Tummy Waves

Barriguitas con olas© Becky Bailey

Ésta es una actividad tranquilizadora que sus hijos han aprendido en la escuela. Cuando se sienten disgustados, es útil para ellos tener un repertorio de estrategias para calmarse y desarrollar su autocontrol. Si sus hijos se disgustan, ustedes pueden sugerirles que usen esta estrategia.

! Acuéstense en el piso y pongan las manos sobre el estómago.

! Aspiren lentamente contando hasta cinco y sientan cómo su estómago se eleva como una ola marina cuando se acerca a la costa.

! Exhalen y sientan como el estómago se aplana como una ola que llega rodando a la orilla.

! Repitan cinco o seis veces.



















©2010 Frog Street Press, Inc. Family Connections CD Roller Coaster Breathing

Roller Coaster Breathing© Becky Bailey


! Stand with your arms at your side.

! Take in a breath as you swing your arms up and rise on your toes like a coaster going up hill. Then swoop your arms downward as you bend your knees to a squatting position and exhale with a “swoosh” (like a roller coaster going down hill).

! Repeat several times for a great roller coaster ride. Be sure to make a loud “swoosh” on each downward movement.
















©2010 Frog Street Press, Inc. Family Connections CD Roller Coaster Breathing

La respiración de la montaña rusa© Becky Bailey


! Pónganse de pie con los brazos a los lados.

! Aspiren mientras levantan los brazos y se levantan sobre los dedos de los pies como si fueran un carrito subiendo por una pendiente de una montaña rusa. Luego bajen los brazos mientras doblan las rodillas hasta quedar sentados en el aire y exhalen diciendo “¡chus!”(como un carrito que baja por la pendiente de una montaña rusa).

! Repitan varias veces, como dándose un paseo por una montaña rusa muy grande. Asegúrense de decir “¡Chus!” cada vez que bajen una pendiente.
















Literacy:

Moving and Learning

Day 1 Day 2 Day 3

• Building community: Sing "Head, Shoulders, Knees, and Toes" (p 186).•Invite children to perform Pretzel.•Implement the Safe Keeper Ritual.•Commitment Box• Morning Message: I can bend low and stretch high.• Calendar/Weather

• Building community: Sing "Walk, Walk, Walk Your Feet" (p 195).•Teach the children Toe Touches.•Implement the Safe Keeper Ritual.• Morning Message: I can walk and run very fast.• Commitment box•Calendar/Weather

LESSON COMPONENTS

Greeting Circle

Date: March 17-21, 2014

Technology: Sounds and Rhymes; ABC and XYZ

Class: Gard 2

• Building community: Sing "Walk, Walk, Walk Your Feet" (p 195).•Review Belly Breathing•Implement the Safe Keeper Ritual.• Morning Message: Wagons and scooters help me move.• Commitment box•Calendar/Weather

• Building community: "Open, Shut Them" (p. 188).•Invite children to implement Here's the Bunny p 171.•Implement the Safe Keeper Ritual.• Morning Message: I can wave good-bye.• Commitment box•Calendar/Weather

Day 5Day 4

Lesson Plan for Things That Move • Cosas que se mue ven - I Move (Week 29)

Literacy (Oral Language, Read

Aloud)

Our Muscles • Los músculos• Discuss the function of muscles• Apply facts in books to children’s bodiesBody Talk in Rhyme • El cuerpo habla en rimas• Reinforce concept of mobile• Explore ways to move our bodies

“The Gingerbread Boy” • “El muñequito de jengibre” story folder• Discuss story details• Photo Activity Cards 2, 5

“The Numeral Dance” • “El baile de los números” song and dance

“Compound Boogie” dance

"Hands and Fingers" • Manos y dedos• Compare song lyrics to story text• Demonstrate hand movements• Discuss ways hands and fingers are used• Photo Activity Card 136

The Numeral Dance • El baile de los números• Compare story to Moving and Learning song lyrics• Describe movements• Photo Activity Card 138

•Review the letters G, H , and V •Vocabulary Card: mobile

•Vocabulary Cards: hop , jump , and skip•Photo Pockets and Pocket Letters: B with bicycle; W with wagon

•Vocabulary Cards: walk, run, skip•Photo Pocket and Pocket Letter: F with frog• List things that start with Vv

•Review the letters G, H , and V with Fanny Frog

Phonics

• Building community: Sing "Head, Shoulders, Knees, and Toes" (p 186).•Invite children to practice S.T.A.R.•Implement the Safe Keeper Ritual.• Morning Message: I can sing and dance. • Commitment box•Calendar/Weather

“Wiggles, Jiggles, Giggles” song and dance

“It Makes Me Jump” action song

“Hands and Fingers” • “Manos y dedos” song and dance

Phonological Awareness, Vocabulary

English Vocabulary:around, between, bicycle, contraction, dance, even, mobile, muscles, numeral, odd, pattern, pattern co re, retraction, scooters, skateboard, skip, snap, wagons

Spanish Vocabulary:alrededor, entre, bicicleta, contracción, baile, pa r, móvil, músculos, numeral, impar, patrón, regla d el patrón, retracción, patines, patineta, saltar, t ronar los dedos, carritos

Our Muscles • Los músculos• Discuss movements of bicycle and wagon• Consider benefits of vehicles“My Aunt Violet” • “Mi tía Violeta” story folder• Recall story details

Wonderful Word: mobile, móvilCharacterEducation: Self-reliance, Auto confianza

Math: Patterns and NumeracyLetter English-V, v, G, g, H, hKnowledge: Spanish-V, v, G, g, H, h

•Compound Word Cards: birdcage, football•Photo Pockets and Pocket Letters: B with bicycle ; W with wagon

Day 1 Day 2 Day 3LESSON

COMPONENTSDay 5Day 4

Weekly Learning Centers

Handwriting

• Fine Motor-Name body parts as we move• Construction-Use blocks to create roads for the cars

• Gross Motor Area-Walk with baby steps and with giant steps• Fine Motor-Remove shoes and pick up various objects with toes and drop into a bucket

• Fine Motor-Build wagons and scooters with Legos ®

• Construction-Provide medium-sized, shallow boxes to serve as wagons

• Crumpling paper to learn about our hand muscles

• Make trail of footprints • Paint a zigzag pattern • Make tracks in the sand and study the tire tracks

• Introduce the term balance• Study tire tracks in sand•Crumple up paper balls; explain how muscles are contracting and retracting

• Introduce self-reliance: doing things for themselves• Discuss St. Patrick's Day

• Gross Motor Area-Drop puppet into a bucket describing how they used their arms and hands• Fine Motor-Work with play dough

• Gross Motor Area-Follow the dance directions in the song• Fine Motor-Make finger puppets dance

"Half-Chicken" story folder• Different stories come from different parts of the world• Discuss origin of story

• Copy three-color pattern• Compare movements and address walking safety rules

• Introduce idea of decades as a number pattern• Discuss ways to strengthen musclesOpen and Close p 17

STEMJump Into Science

• Introduce three-element pattern core• Relate three-element core to traffic light• The Mirror Game p 17

Character Education/Social

Studies

• Invite children to play Keep Away • Quédate lejos (p. 202). Discuss ways the body moves during the game.

Closing Circle

• Reflecting on the day: Which muscles do we use when we walk?• Perform the Daily Commitment Check.•Kindness Tree• Family Connection: Encourage children to show family members some ways their muscles help them move.

• Reflecting on the day: What did you learn about your legs and feet today?• Perform the Daily Commitment Check.•Kindness Tree• Family Connection: Suggest children compare their feet to a family member's feet

• Encourage children to play parachute games (p. 204). Which parts of the body do you use for these games?

• Challenge children to pretend to be shadow puppets and create a shadow puppet dance. Discuss body movements.

• BasketballWhich parts of the body do you use for this game?

• Invite children to participate in tricycle relays (p. 202).

• Collect data and display graphically• Discuss bike safetyHands in Action p 26

A to Z Helping Hands • Manos amables de la A a la Z• Discuss ways hands and fingers are used• Think of helping hand movements

• What are some things we can do by ourselves? Is dancing something we do together or separate?

• Photo Activity Card 3• Discuss bike safety

Outdoor Learning

• Reflecting on the day: What piqued your curiosity today?• Perform the Daily Commitment Check.•Kindness Tree• Family Connection: Share the importance of wearing a helmet when riding bikes or scooters.

• Reflecting on the day: Name things we use our hands and fingers to do.• Perform the Daily Commitment Check.•Kindness Tree• Family Connection: Practice a snap-clap pattern. Send home the Take-Home Storybook.

• Reflecting on the day: Which pats of our bodies move when we dance?• Perform the Daily Commitment Check.•Kindness Tree• Family Connection: Send home a letter explaining Photo Fanny and providing ideas for family members of things they might do with her during her two-week stay.

• Draw eyes (two-to-one relationship)



• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Uses words to label and describe people, places, things, and actions• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting

Learning Goals

• Demonstrates empathy and caring for others• Is aware of where own body is in space; respects personal boundaries• Seeks to understand print• Demonstrates receptive vocabulary • Identifies and describes the characteristics of organisms• Creates stories, moods, or experiences through dramatic representations• Demonstrates knowledge of nonverbal conversational rules

• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Is aware of where own body is in space; respects personal boundaries• Follows classroom rules and routines with occasional reminders from teacher• Asks and answers appropriate questions about the book• Uses words to label and describe people, places, things, and actions • Demonstrates receptive vocabulary

• Increasingly interacts and communicates with peers• Demonstrates receptive vocabulary • Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Uses words to label and describe people, places, things, and actions• Identifies good habits of nutrition and exercise• Coordinates sequence of movements to perform tasks

• Assumes various roles and responsibilities as part of a classroom community• Demonstrates empathy and caring for others• Asks and answers appropriate questions about the book• Uses words to label and describe people, places, things, and actions• Provides appropriate information for various situations• Coordinates sequence of movements to perform tasks• Identifies and describes the characteristics of organisms

Literacy:

Class: Gard 2Date: March 24-28, 2014

Technology: Reading Buddy, Sounds and Rhymes, Tux P aint

•Vocabulary Card: adventure•Sing "The Itsy Bitsy Spider."

•Vocabulary Cards: hop, jump•Sing "A to Z Phonics Song."

•Vocabulary Cards: adventure, airport, bus•Act out and guess animal movements

•Review the sounds of A, K , and W•Vocabulary Card: adventure

Lesson Plan for Things That Move • Cosas que se mue ven - Travel (Week 30)

Vocabulary, Oral Language, Comprehension

Wonderful Word: adventure, aventura

•Sing "Five Little Ducks."•Vocabulary Cards: adventure, run, walk

Phonics

CharacterEducation: Self-reliance, Auto confianza

•Pack the clothes in the suitcase

• Building community: Sing "Walk, Walk, Walk Your Feet" (p 195).• Review the calming strategy Bunny Breathing (p 168).• Implement the Safe Keeper Ritual.• Morning Message: Animals travel in all kinds of ways.• Commitment Box• Calendar/Weather

•Create play dough animals and show how they move

• Building community: Sing "My Bonnie Lies Over the Ocean" (p 190).• Invite children to sing "Bye-bye, Crankies" (p171).• Implement the Safe Keeper Ritual.• Morning Message: We can travel to many locations.• Commitment Box• Calendar/Weather

• Building community: Sing "She'll Be Coming Round the Mountain" (p 193).• Invite children to "Bend and Stretch" (p 168).• Implement the Safe Keeper Ritual.• Morning Message: We can pack a suitcase.• Commitment Box• Calendar/Weather

•Make string and paint collageHandwriting

•W is for watermelon : Add black dots to make the seeds

Day 1

Bubble dance

“Itsy Bitsy Spider” • “La araña chiquitita”story folder• Discuss real spiders• Develop concept of persistence and self-reliance• Photo Activity Cards 97, 42, 104

“The Ants Go Marching” • “Las hormigas marchan” (Nursery Rhyme • Cuentos infantiles flip chart)• Photo Activity Card 46• Discuss how ants move and how they use their antennae to navigate

Moving and Learning

“Hands and Fingers” • “Manos y dedos” action song

“The Cool Bear Hunt” participation story

“Itsy Bitsy Spider” dance

Day 3 Day 4LESSON

COMPONENTS


Aloud)

“Monster Coaster” • “Monstruosa, la montaña rusa” story folder• Analyze character’s curiosity• Introduce concept of a cycle•Photo Activity Cards 123, 124

Greeting Circle

• Building community: Sing "Walk, Walk, Walk Your Feet" (p 195).• Teach the calming strategy Thumb Tracking (p 159).• Implement the Safe Keeper Ritual.• Morning Message: We can travel from here to there.• Commitment Box.Calendar/Weather

Math: Position Words, Spatial Sense, PatternsLetter English-K, k, W, w, A, aKnowledge: Spanish-K, k, W, w, A, a

Day 5

Gram Is Coming to My House • Abuelita se viene a mi casa• Describe grandparent’s travel• Recall story details• Photo Activity Cards 35, 42, 46

Gram Is Coming to My House • Abuelita se viene a mi casa • Compare vehicles used for travel• Infer what character would pack• Photo Activity Cards 30, 31, 35

•Decorate the butterfly wings

• Building community: Sing "My Bonnie Lies Over the Ocean" (p 190).• Teach the calming strategy "Visualization" (p 174).• Implement the Safe Keeper Ritual.• Morning Message: My imagination takes me to many places.• Commitment Box• Calendar/Weather

“Can You Move With Me?” • “¡Ven y muévete así!” action song

Day 2

Spanish Vocabulary:aventura, aeropuerto, autobús, carro, diagonal, dis tancia, horizontal, imaginación, intersección, pers istente, cuadrante, independiente, estación del tre n subterráneo, maleta, estación del tren, transporte, viajar, vertical

English Vocabulary:adventure, airport, bus, car, diagonal, distance, h orizontal, imagination, intersection, persistent, q uadrant, self-reliant, subway station, suitcase, tr ain station, transportation, travel, vertical



• Reflecting on the day: What do we mean when we say we can travel using our imagination?• Perform the Daily Commitment Check• Kindness Tree• Family Connection: Encourage the children to tell family members how they used their imagination at school today.

• How does weather affect what we pack for a trip?

• Encourage children to move like different animals (elephant, horse, bunny, turtle, etc.)

• Go on a bear hunt or other adventure

Closing Circle

• Reflecting on the day: What's the difference between travel and transportation?• Perform the Daily Commitment Check• Kindness Tree• Family Connection: How do you travel to school?

Outdoor Learning

• Draw a hopscotch grid. Have children navigate the grid, hopping from one to ten, and then turn around and travel backwards. Encourage children to describe their movements.

• Following directions: move forward, move backward, walk, hop, etc.

• Ride your bike to Grandma's house

• Reflecting on the day: If you were a rabbit, how do you travel?• Perform the Daily Commitment Check• Kindness Tree• Family Connection: Send children out the door moving as their favorite animals.

• Teach the calming strategy "Visualization" (p 174).

•Discuss what a map is and how we use it.

• Move frog counters on giant grid• Parachutes •Paper Airplanes and discuss aerodynamics

• Orient pointer in various directions• Make giant chart of similarities and differences of different types of vehicles•Make model city in sand

• Practice moving in a grid• Blow seedsSort items heavy vs. lightDiscuss wind dispersion of seeds• Feather Race

• Introduce term intersection• Practice moving counting frogs along vertical number line or meter stick•What Grows Up and Below the Ground? P 34

• Gross Motor Area-Explore with cars on the rug mat

• Gross Motor Area-Navigate the course while holding a small suitcase or bag.

STEMTeaching STEM in

the Early Years

• Introduce vertical number line• Move frog counters on number line• Seed Sort and Grow p 32

• Reflecting on the day: What can we learn from maps.• Perform the Daily Commitment Check• Kindness Tree• Family Connection: Send home note asking family members to help children draw a map of the route from home to school.

• Reflecting on the day: What do we need to think about when packing our suitcase for a trip?• Perform the Daily Commitment Check• Kindness Tree• Family Connection: Invite children to consider what Photo Fanny might pack for her travels.

• Invite children to sing "Bye-bye, Crankies" (p171).Character

Education/Social Studies

• Discuss experiences with different means of transportationPhoto Activity Cards 123-126

• Gross Motor Area-Children pretend they are animals navigating the course.Weekly Learning

Centers

• Draw a hopscotch grid. Have children navigate the grid, hopping from one to ten, and then turn around and travel backwards. Encourage children to describe their movements.

• Gross Motor Area-Move like different vehicles (airplane, race car, etc.)



• Demonstrates empathy and caring for others• Coordinates sequence of movements to perform tasks• Uses words to label and describe people, places, things, and actions• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Identifies and describes the characteristics of organisms• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal

• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Assumes various roles and responsibilities as part of a classroom community• Asks and answers appropriate questions about the book • Initiates problem-solving strategies and seeks adult help when necessary• Creates stories, moods, or experiences through dramatic representations

Learning Goals

• Assumes various roles and responsibilities as part of a classroom community• Is aware of where own body is in space; respects personal boundaries• Asks and answers appropriate questions about the book• Uses category labels to understand how words and objects relate to each other• Provides appropriate information for various situations• Shows understanding by following two-step oral directions

• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Asks and answers appropriate questions about the book• Demonstrates receptive vocabulary• Identifies and creates common features in her immediate environment• Recognizes that information is accessible through the use of technology• Coordinates sequence of movements to perform tasks

• Demonstrates empathy and caring for others• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Seeks to understand print• Recognizes that information is accessible through the use of technology• Demonstrates use of location words

Literacy: Math: Data Analysis

English Vocabulary:

Lesson Plan for Things That Move • Cosas que se muev en - Transportation (Week 31)

Vocabulary, Oral Language

Wonderful Word: aerodynamic aerodinámica


Letter English-E, e, J, j, O, o, Q, qKnowledge: Spanish-E, e, J, j, O, o, Q, q

•Photo Pockets CardsAa with airplane , Hh with helicopter•Sound out the letters E, e, J, j, O, o, Q, q

• Building community: Sing "A Sailor Went to Sea" (p 192).•Invite the children to make tummy waves.•Implement the Safe Keeper Ritual. • Morning Message: Boats and ships move cargo quickly.• Commitment Box• Calendar/Weather

“I Saw a Ship A-Sailing” • “Yo vi un barquito que navegaba” participation story• Develop vocabulary• Think about how boat is powered“Wynken, Blynken, and Nod” • “Sueño de un niño” (Nursery Rhyme • Cuentos infantiles flip chart)• Recognize imagery in poem

“Stars and Stripes Forever” song with pretend flying

“Little Red Train” action verse “My Bonnie Lies over the Ocean” • “Mi amada descansa en las olas” action song


Aloud)

Gram Is Coming to My House • Abuelita se viene a mi casa• Identify four-wheeled vehicles in story• Connect story to experience• Photo Activity Cards 3, 4, 37

Giants Made by People • Gigantes hechos por el hombre• Discuss carnival rides• Photo Activity Card 4

Once Upon a Time in Dragon Land • Había una vez en Dragolandia• Develop airplane background and vocabulary• Photo Activity Card 124• Share experiences about flying

“Engine Ninety-Nine” • “Locomotora Noventa y Nueve” listening story (p. 207)• Recall story details• Photo Activity Cards 48 and 123

Phonics

• Building community: Sing "Little Hunk of Tin" (p 188).•Review the calming strategy "Roller Coaster Breathing" (p169).•Implement the Safe Keeper Ritual. • Morning Message: Everyone enjoys a carnival ride. • Commitment Box• Calendar/Weather

Day 4

• Building community: Sing "If I Had the Wings" (p 187).•Teach children the "Helicopter" (p169).•Implement the Safe Keeper Ritual. • Morning Message: Airplanes and helicopters move people through the air.• Commitment Box• Calendar/Weather

• Building community: Sing "If I Had the Wings" (p 187).•Play the"S.T.A.R. Songs" (p 177)•Implement the Safe Keeper Ritual. • Morning Message: Trains move cargo along the track.• Commitment Box• Calendar/Weather

Greeting Circle

• Building community: Sing "Little Hunk of Tin" (p 188).•Introduce the calming strategy Taking a Trip.•Implement the Safe Keeper Ritual. • Morning Message: Cars and buses transport us on roads .• Commitment Box• Calendar/Weather

Moving and Learning

“The Wheels on the Bus” • “Las llantas del bus” song with sound effects

Spanish Vocabulary:aerodinámica, aeroplano, bicicleta, botes, cargamen to, rueda de Chicago, carga, helicóptero, caballo, carrusel, gráfica de objetos, gráfica de gente (rea l), pictograma, montaña rusa, barcos, tren, transporte, yate


COMPONENTSDay 5

Date: March 31-April 4, 2014 Class: Gard 2

Technology: Words, Words, Words; Frog Street Math-Mea sure ItX.A.1. X.A.2. II.D.1. V.D.1.

• Invite children to perform the action rhyme "I'm a Choo-Choo Train" (p 197).• Spell airplane, bicycle, boat

• Sing "Row, Row, Row Your Boat."•Sound out the letters E, e, J, j, O, o, Q, q

• List and categorize water craft

aerodynamic, airplane, bicycle, boats, cargo, Ferri s wheel, freight, helicopter, horse, merry-go-round , object graph, people (real) graph, picture graph, roller coaster, ships, train, transportation, yacht

Carousel Ride dramatic play

• Vocabulary Cards: airplane, helicopter, jet, rocket, aerodynamic• Make a list of things that begin with Ee

Day 4Day 1 Day 2 Day 3LESSON

COMPONENTSDay 5

• Invite children to set up a carnival. Have a ball-tossing game, a go fishing game, and a duck draw. Suggest that children think of ways to make a pretend roller coaster (hold on to one another’s waist and twist and turn around the playground) and carousel (walk in a circle, dipping up and down).

Closing Circle

• Reflecting on the day: How many wheels are on a car?• Perform the Daily Commitment Check.•Kindness Tree• Family Connection: Send a note home asking for families to send a coat hanger and any six-pack holders they have to school.

• Invite children to play Red Light, Green Light • Luz roja, luz verde (p. 204).

• Have children lie on their backs and watch for airplanes in the sky.

• Invite children to connect tricycles to form a train or provide boxes (large enough to hold a child) for children to build a train.

• Use a parachute to demonstrate the resistance created by air. Lift the parachute up high and allow it to drift down. If it is a windy day, position the chute so that it is pushed by the air.

• The Auto Repair ShopYear Round Project-Based Activities STEM pp 27-29


Studies

• Reflecting on the day: Which carnival ride is your favorite?• Perform the Daily Commitment Check.•Kindness Tree• Family Connection: Send home note and encourage the children to show their families how to do Roller Coaster Breathing.

Outdoor Learning

STEM

• Discuss who designs an makes the road signs.

•Teach children the "Helicopter" (p169).

•Discuss the history of big ships

• Reflecting on the day: How are airplanes like helicopters• Perform the Daily Commitment Check.•Kindness Tree• Family Connection: Remind families to send a coat hanger, plastic six-pack holders, and empty paper-towel tubes.

• Reflecting on the day: What did you learn about trains today?• Perform the Daily Commitment Check.•Kindness Tree• Family Connection: How do the majority of children in our class travel to school?

• Reflecting on the day: Do larger boats go faster?• Perform the Daily Commitment Check.•Kindness Tree• Family Connection: Send home note and encourage children to show their families how to make Tummy Waves.


• Photo Activity Card 125 •Discuss different kinds of vehicles that travel by water (cruise, ship, kayak, submarine, etc.)

• Introduce idea of a round-trip• Think about what it means to be self-reliant

• Fold and create paper airplanes

•Explore ways to move sailboats


•Build a boat out of blocks

• Pretend and Learn-Provide a large box to use as a pretend boat.• Construction-Create an ocean using blue fabric or paper.

Handwriting• Paste the red, yellow, and green circles on the stop light

•J is for Jet: Paste the cotton balls to make a J

• The letter E

• Pretend and Learn-Provide car games for the children to explore.

•Color the Ferris Wheel

• Gross Motor Area-Pretend to climb a mountain• Construction-Build an airport complete with towers and a runway.

• Pretend and Learn-Set up a bed and sitting area to represent the caboose of the train.• Construction-Make a train whistle with a paper towel tube.


• Gross Motor Area-Make a masking tape circle on the floor. Invite children to walk the tape, dipping like carousel horses.

Day 4Day 1 Day 2 Day 3LESSON

COMPONENTSDay 5

• Demonstrates empathy and caring for others• Shows understanding by following two-step oral directions• Uses information learned from books • Asks and answers appropriate questions about the book• Uses words to label and describe people, places, things, and actions• Uses category labels to understand how words and objects relate to each other• Sorts objects that are the same and different into groups• Counts up to ten items

• Begins to understand difference and connection between feelings and behaviors• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Demonstrates empathy and caring for others• Uses information learned from books • Demonstrates receptive vocabulary • Uses sentences • Initiates problem-solving strategies and seeks adult help when necessary

Learning Goals

• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Shows competence in initiating social interactions• Asks and answers appropriate questions about the book• Uses category labels to understand how words and objects relate to each other• Practices good habits of personal safety

• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Demonstrates empathy and caring for others• Uses information learned from books • Shows understanding by responding appropriately.• Demonstrates receptive vocabulary.

• Is aware of own feelings most of the time• Participates in classroom music activities• Demonstrates empathy and caring for others• Uses information learned from books• Shows understanding by following two-step oral directions• Uses category labels to understand how words and objects relate to each other • Provides appropriate information for various situations• Uses art as a form of creative self-expression and representation

. Early Years Are Learning Years

Theme: Week of the Young Child Gard 2 Lesson Plan Week: April 7-11, 2014

Day of the

Week/ Objectives

Calendar

Circle Time

Language

Comprehension

Phonics

Development

Handwriting Enrichment

STEM

Social Studies

Curriculum Centers

Monday PLAY; WHERE

LEARNING BEGINS

To cooperate with others in a joint

activity.

Introduce the theme. Calendar/Weather Commitment Box Sing children’s favorite songs. PM: What makes you happy?

Discuss with your children how important they are and tell them you'll be celebrating them all week. Talk to them about what makes them unique.

Song “If You’re Happy and You Know It”

Make and ABC’s Book

Music Shaker: handmade instrument Sort buttons by color

Discuss emotions. Ask the children: How do you feel today?

Play and sing together.

Tuesday ENCOURAGING HEALTH AND

FITNESS To work on large

motor skills.

Calendar/Weather Commitment Box Sing “Fruit Salad” The Wiggles. PM: What is your favorite fruit?

Learn about the importance of staying active. How can we stay active? Who can exercise with us? How can staying active be fun? Practice some simple exercises

Jumping with your name Talk about the letters in R-U-N

Glue orange pieces on a carrot Decorate a Shoe

Smelling Jars: naming smells Painting with an apple

Discuss ways kids can take care of their bodies without an adult help. Role-play different ideas.

Staying active Practice stretches together Pretend play Farmers Market

Wednesday EMBRACING DIVERSITY

To know what makes you unique.

Calendar/Weather Sing “I Am Special/” PM: What makes you unique?

Discuss how we all look different but we are each important. Discuss their physical attribute. Discuss internal attributes (likes, dislikes, things they excel at)

Sing “ABC’S song” Use ABC’S flash cards.

Make “I am Special!” crowns

Please Touch: touch sensory mural The Fingers Feel: identification by touch

Show pictures of children around the world and discuss with the children they are unique.

Bunny connectors: Connect the bunnies so each bunny has a friend.

Thursday PROMOTING

RESILIENCE IN YOUNG

CHILDREN To use words to express what we

want.

Calendar/Weather Sing “I Am Special.” PM: Can you sing the ABC’s?

Discuss why we enjoy reading and how we can learn new things each time we open a book. Talk to them about how reading makes them feel.

Sing and read “The Itsy Bitsy Spider” Letters in M-E

ABC’s Book II Taste Testers: explore different tastes

Tell the story The Tortoise and the Hare

Pretend to walk our pets Dress up -Mom -Dad

Friday STENGTHENING

FAMILIES I love my family.

Calendar/Weather Sing “We Are a Happy Family PM: Tell Mom and Dad you love them.

Talk about their families. What are their names? What do they do at home? Do they have any pets?

Talk about how special you are. Look at letters in the children’s names.

Family Collage Spin Art: visually appealing art Count and sort figure people

Have children bring family pictures to share with the class.

Have the children pretend to be a family in the dramatic play center. Play House Who’s cooking? Cleaning?

Literacy: Math: Direction and Location Concepts

Lesson Plan for Things That Move • Cosas que se mue ven - Mysterious Movers (Week 33) Class: Gard 2


Date: April 14-18, 2014

Technology: Writer's Corner; ABC & XYZWonderful Word: mysterious, misterioso

Letter English-U, u, X, x, Y, y, Z, zKnowledge: Spanish-U, u, X, x, Y, y, Z, z

“The Sounds of Nature” moon dance

“Itsy Bitsy Spider” gravity-defying, up-the-spout dance

Waggle Dance (inspired by honeybees)

• Make a Sun• Glue stars in the night sky

“The Sun and the Moon” • “El Sol y la Luna” story folder• Learn about the moon• Consider moon’s perspective• Discuss daytime and nighttime•Photo Activity Cards 47, 52

• Sing the "Alphabet Song."• Photo Pocket: Mm with moon

Spanish Vocabulary:dirección, este, fuerzas, gravedad, magnetismo, Lun a, misteriosos, norte, polen, poderosos, ríos, sur, Sol, temblar, no visto, olas, oeste, viento


COMPONENTSDay 4 Day 5

direction, east, forces, gravity, magnetism, moon, mysterious, north, pollen, powerful, rivers, south, sun, tremble, unseen, waves, west, wind

• Building community: Sing "My Busy Garden" (p 189).• Morning Message: Photo Fanny Share and Tell• Commitment Box• Calendar/Weather

• Building community: Sing "Rock-a-Bye Birdie" (p 191).•Perform the calming strategy Balloon• Morning Message: Photo Fanny Share and Tell• Commitment Box• Calendar/Weather


Aloud)

Mysterious Movers • Fuerzas misteriosas• Experience Japanese haiku and art• Consider how wind moves things

• Building community: "Nursery Rhyme Rap" (p 188).• Morning Message: The rain washed Itsy Bitsy out.• Commitment Box• Calendar/Weather

• Building community: Mister Moon" (p. 190).• Morning Message: Gravity pulls us to the Earth.• Commitment Box• Calendar/Weather

• Building community: Sing "My Busy Garden" (p 189).• Morning Message: Itsy Bitsy Spider went up the spout.• Commitment Box• Calendar/Weather

“River Talk” • “Plática de rios” listening story (p. 211)• Vocabulary Card: waves•Photo Pocket: Oo and Ocean

Moving and Learning

“Twirl Around” • “Giraremos” ribbon dance

“Itsy Bitsy Spider” down-the-spout dance

• Ocean Bag • Make a CollageHandwriting

•The letter U

Oral Language, Vocabulary, Comprehension

Greeting Circle

• Sound out the letters U, X, Y , and Z• The sound wind makes• Vocabulary Card: wind

English Vocabulary:

Mysterious Movers • Fuerzas misteriosas• Discuss moving water• Contrast brooks and oceans as movers "River Talk” • “Plática de rios” listening story• Introduce river vocabulary• Discuss moving water• Contrast brooks and oceans as movers

•Vocabulary Cards: moon, sun.Compound Word Cards: moonlight, sunlight

Phonics

“Monster Coaster” • “Monstruosa, la montaña rusa” story folder• Introduce concept of momentum• Discuss role of gravity in carnival rides•Photo Activity Cards 37, 42, 46

“Ms. Bumblebee Gathers Nectar” • “La Sra. Abeja recoge nectar” prop story• Learn about the bee, a mysterious moverPhoto Activity Cards 37, 42, 46, and 52

•Discuss words that begin with the letters X, x, Y, y, Z, z



• Sensory Table-Experiment with changes in water temperature

• Sensory Table-Provide plastic water animals and discuss how animals move things in the water

• Sensory Table-Experiments pouring water• Creativity Station-Explore what objects can be moved with a magnet

STEMTeaching STEM in

the Early Years

• Drop objects onto a quadrantSoft and Hard Building Surfaces pp 80-81


• Sensory Table-Provide a variety of objects to move water • Creativity Station-Paint with watercolors and discuss

Closing Circle

• Reflecting on the day: What did you learn about the wind today?• Perform the Daily Commitment Check.•Kindness Tree• Family Connection: Encourage children to show their families how invisible moving air (wind) move things.

• Reflecting on the day: What can you do to protect the oceans and rivers?• Perform the Daily Commitment Check.•Kindness Tree• Family Connection: Remind the children to talk with their families about what direction the wind is blowing today.

• Move counting frogs to different spots on a giant gridTracing Shadows pp 120-121

• Use air (with and without straws) to blow different objects in designated directions

• Build a pile of sand or dirt. Place seeds or twigs in the pile. Pour water over the pile and watch the seeds and twigs travel.

• Point out examples of gravity on the playground (slide, swings, balls).

• Take the children outdoors early in the morning on a sunny day. Have the children look at their shadow. Encourage the children to look at the shadows of the things around them. Take the children outdoors again around noon. As they look at their shadows again, ask them the same questions.

• Reflecting on the day: What is gravity?• Perform the Daily Commitment Check.•Kindness Tree• Family Connection: Invite children to become gravity detectives and spot gravity at home.

• Reflecting on the day: Why do we not see the sun at night?• Perform the Daily Commitment Check.•Kindness Tree• Family Connection: Remind children to look at the moon tonight and check to see if any stars are visible.

•Invite the children to do some stretching activities.

•Practice the S. T. A. R. calming strategy (p 169).

•Discuss who made the first wind chime and the first kite

•Using soft sounds to help relax•The ocean makes a relaxing sound.


Studies

• Drop different pairs of objects (different weights) to show and discuss how the size, shape, and weight effect how quickly they fallDiscuss gravity

• Science-Explore moving various objects with air movers• Sensory Table-Use fans to move boats in a water table

• Reflecting on the day: What do birds carry from one place to another?• Perform the Daily Commitment Check.•Kindness Tree• Family Connection: Encourage the children to talk with someone at home about ways they are spreading the seeds of kindness by being helpful at school.

Outdoor Learning

• Invite children to blow bubbles. Call attention to how the bubbles float on the wind.

• Have children wear the old white socks they brought to school over their shoes during outdoor play. When children return to the classroom, have them check their socks for hitchhikers (seeds, pollen).

• Create constellations and count stars

•Invite the children to repeat Arm Breathing (p 168).



• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Demonstrates empathy and caring for others• Asks and answers appropriate questions about the book• Demonstrates receptive vocabulary • Identifies, observes, and discusses objects in the sky• Observes and describes what happens during changes in the earth and sky• Demonstrates use of location words

• Participates in classroom music activities• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Demonstrates receptive vocabulary • Creates stories, moods, or experiences through dramatic representations• Shows understanding by responding appropriately• Demonstrates use of location words• Coordinates sequence of movements to perform tasks

• Demonstrates empathy and caring for others • Coordinates sequence of movements to perform tasks• Shows understanding by responding appropriately• Asks and answers appropriate questions about the book• Demonstrates receptive vocabulary • Investigates and describes position and motion of objects• Uses language to describe concepts associated with the passing of time

Learning Goals

• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Demonstrates empathy and caring for others• Observes and describes what happens during changes in the earth and sky• Asks and answers appropriate questions about the book• Demonstrates receptive vocabulary

• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Begins to have meaningful friends• Asks and answers appropriate questions about the book• Identifies similarities among people like himself and classmates• Shows understanding by responding appropriately• Demonstrates the importance of caring for our environment and our planet

Gard 3 week 33 Mysterious Movers - Crème de la …...pr ximas cuatro semanas exploraremos las cosas...

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